2-B
Page 1
INQUIRY AT A GLANCE WORKSHEETS
Teacher & Student Behaviors
Component:
OBSERVING
Focus: Recording & Illustrating
Content Standard:
K-7 Standard S.IP: Develop an understanding that
scientific inquiry and reasoning involves observing, questioning, investigating, recording,
and
developing solutions to problems
Content Expectation:
Make purposeful observation of the natural world using the
appropriate senses.
TEACHER BEHAVIOR
•
•
aligns students’ observation
experiences with benchmarks
helps students think about their
observations
STUDENT BEHAVIOR
•
•
exhibits careful and thoughtful
observation
sees him/herself as a scientist
2-B
Page 2
1. Share and compare what you recorded about teacher and student behavior.
2. How can you encourage observing, recording and illustrating in your
classroom?
Component:
QUESTIONING
Focus: Generating, categorizing, selecting and turning questions
Content Expectation: Generate questions based on observations.
Next Generation Science Standards, Scientific and Engineering
Practices: 1. Asking questions and defining problems
TEACHER BEHAVIOR
• guides students toward
•
observable and measurable
questions
analyzes questions to assure
they are feasible
STUDENT BEHAVIOR
1. Share and compare what you
recorded about teacher and student
behavior.
2-B
Page 3
1. Share and compare what you recorded about teacher and student
behavior.
2. Turn one of the following questions into an investigable question which
is both observable and measurable:
How do worms help us?
What are clouds?
How does a car move?
Component: CONSTRUCTING THE INVESTIGATION
Focus: Developing the hypothesis and planning the investigation
Content Expectations: Generate scientific questions based on observations,
investigations, and research. Design and conduct scientific investigations.
Next Generation Science Standards, Scientific and Engineering
Practices: 3. Planning and carrying out investigations
TEACHER BEHAVIOR
• leads students to explore,
•
explain, support and evaluate
each hypothesis
checks procedure and
materials needed
STUDENT BEHAVIOR
• forms hypothesis
• designs an investigation that
answers the question
2-B
Page 4
1. Share and compare what you recorded about teacher and student
behaviors.
2. Brainstorm a variety of examples for measuring and collecting data,
such as counting birds in a habitat.
Component:
CONDUCTING THE INVESTIGATION
Focus: Collecting and analyzing data, and answering the question
Content Expectations: Design and conduct scientific investigations. Use tools
and appropriate to scientific investigations. Use metric measurement devices in an
investigation. Identify patterns in data. Analyze information from data tables and
graphs to answer scientific questions. Draw conclusions from sets of data from
Next Generation Science Standards,
Scientific and Engineering Practices:3. Planning and carrying out investigations 4.
Analyzing and interpreting data 5. Using mathematics and information and computer
technology 6. Developing explanations and designing solutions
multiple trials of a scientific investigation.
TEACHER BEHAVIOR
• oversees investigations
• asks for evidence and
clarification
STUDENT BEHAVIOR
• follows the investigation
•
procedure
measures, records and
illustrates with precision
2-B
Page 5
1. Share and compare what you recorded about teacher and student
behaviors.
2. How are the students in this segment behaving like scientists?
Component: COMMUNICATING THE INVESTIGATION
Focus: Preparing, presenting, and assessing learning
Content Expectations: Construct charts and graphs from data and
observations. Communicate and defend findings of observations and
investigations using evidence. Evaluate data, claims, and personal knowledge through
collaborative science discourse. Evaluate the strengths and weaknesses of claims,
arguments, and data. Demonstrate scientific concepts through various illustrations,
Next Generation Science
Standards, Scientific and Engineering Practices: 2. Developing and using
models 7. Engaging in argument 8. Obtaining, evaluating, and communicating
information
performances, models, exhibits, and activities.
2-B
Page 6
TEACHER BEHAVIOR
• shares presentation
•
alternatives
looks for evidence that
students have changed thinking
or behavior concerning
misconceptions
STUDENT BEHAVIOR
• organizes data for
•
presentation using charts and
graphs
communicates results and
answers to questions creatively
2-B
Page 7
1. Share and compare what you recorded about teacher and student
behavior.
2. Examine the Inquiry Science Presentation Rubric (2-C). The levels of
competence are labeled from 4 to 1. How can you modify this rubric so
that the specific behaviors the students should exhibit are clearly
described?
2-B
Page 8
2-C
for Classroom Use
Inquiry Science Presentation Rubric
Name: ____________________________________
Group Members: _________________________________________________
Inquiry Question: ___________________________________________________
__________________________________________________________________
I.
Presents inquiry question.
4
3
2
1
II.
Clearly explains the procedure.
4
3
2
1
III.
Includes supporting evidence.
4
3
2
1
IV.
4
3
2
1
4
3
2
1
VI.
Reports conclusion.
Explains thinking that leads to
conclusion.
Identifies sources of information.
4
3
2
1
VII.
Communicates clearly.
4
3
2
1
VIII.
Maintains eye contact.
4
3
2
1
IX.
Uses creativity in presentation.
4
3
2
1
V.
4 – highest rating
1 – lowest rating
Teacher comments:
Total
_______________________
The student showed evidence of being a scientist when:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Evaluation: ________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
2-E
for Classroom Use
Written Inquiry Reflections
Name: ___________________________________________________
Group Members: ___________________________________________________________
Inquiry Question: _______________________________________________________________
______________________________________________________________________________
Inquiry Results: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What was the most fascinating and surprising discovery you made during this inquiry
experience?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How did your thinking change as you were doing your inquiry project?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What new questions came to mind as you continued this process?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2-F
Page 1
INQUIRY AT A GLANCE
Teacher & Student Behaviors
Component:
OBSERVING
Focus: Recording & Illustrating
TEACHER BEHAVIOR
• aligns students’
•
•
•
•
•
•
observation experiences
with benchmarks
helps students think about
their observations
talks with and listens to
individuals and groups
asks open-ended questions
creates interest
generates curiosity
encourages substantive
conversation
STUDENT BEHAVIOR
• exhibits careful and
•
•
•
•
•
•
•
•
•
•
•
thoughtful observation
sees him/herself as a
scientist
talks and shares
observations cooperatively
exhibits curiosity
begins to generate
questions
records observations
illustrates observations
exhibits careful and
thoughtful observation
notes details, seeks
patterns, detects
sequence and events
notices similarities,
differences, and changes
makes connections to
prior knowledge
explores freely
2-F
Page 2
Component:
QUESTIONING
Focus: Generating, categorizing, selecting and
turning questions
TEACHER BEHAVIOR
• guides students toward
•
•
•
•
•
•
•
•
•
•
•
observable and measurable
questions
analyzes questions to assure
they are feasible
gives time to have students
talk and work together
encourages questioning
questions to elicit more
meaningful questions
categorizes questions
organizes student interest
groups
listens to students’ ideas,
comments and questions for
grouping purposes
asks probing questions to
redirect student’s
investigation
acts as consultant for
students OR turns questions
to be observable and
measurable
assures safety of questions
attempts to match turned
question with student’s original
intent
STUDENT BEHAVIOR
• formulates questions that are
•
•
•
•
•
•
•
•
•
•
•
•
•
•
observable and measurable
examines the feasibility of the
question
ponders questions
brainstorms questions
is engaged and excited
buys-in to learning
participates in substantive
conversation
records questions
helps other students turn
questions
values each other’s questions
places questions into
categories
chooses category of interest
selects questions to answer
finds partner/s to work with
cooperatively
asks if the question is
observable and measurable
2-F
Page 3
Component:
CONSTRUCTING THE
INVESTIGATION
Focus: Developing the hypothesis and planning the investigation
TEACHER BEHAVIOR
• leads students to explore,
•
•
•
•
•
•
•
•
•
•
explain, support and evaluate
each hypothesis
checks procedure and
materials needed
encourages and/or provides a
variety of resources to utilize
for research in planning
facilitates the organization of
information from different
sources
guides students in taking
responsibility in investigations
encourages students to make
decisions applicable to their
inquiry
helps students design
recording documents
moves around to be available
to all students
orchestrates and encourages
student dialogue
assures that all materials are
gathered
checks to make sure variables
and controls provide a “fair”
test
STUDENT BEHAVIOR
• forms hypothesis
• designs an investigation that
•
•
•
•
•
•
•
•
•
•
•
answers the question
explains reasoning for
hypothesis
identifies “shat I need to
know” to guide background
research
selects and uses resources to
provide needed background
for planning the investigation
plans and gathers materials
needed
plans how to gather data
designs charts to record data
sets up time/distance limits
works cooperatively with group
members
employs problem solving
strategies
establishes experimental
procedure to assure a “fair”
test
delineates sequence of
procedure
2-F
Page 4
Component:
CONDUCTING THE INVESTIGATION
Focus: Collecting and analyzing data,
and answering the question
TEACHER BEHAVIOR
• oversees investigations
• asks for evidence and
•
•
•
•
•
•
•
•
•
•
•
clarification
asks questions
checks on accuracy of data
helps students carry out skills
of recording and documenting
moves around the room
encourages students to explain
concepts in their own words
using their discoveries
guides toward outside
resources
helps to make connections with
prior knowledge and new
concepts
references students to
existing data and evidence
asks students if their evidence
and conclusions agree with
current evidence
asks students to ponder
whether their conclusions are
reasonable
asks open-ended questions
such as:
“Why do you think…?
What evidence do you have?
What would you try next?
How do you explain this?
STUDENT BEHAVIOR
• follows the investigation
•
•
•
•
•
•
•
•
•
•
•
procedure
measures, records and
illustrates with precision
shares information and ideas
works cooperatively to get the
answer
completes data charts then
constructs graphs
makes connections to prior
knowledge
engages in a focused
investigation
compares results with other
groups
compares results with experts
analyzes results and
information for conclusions
draws reasonable conclusions
from evidence
checks that data supports or
rejects the hypothesis
2-F
Page 5
Component:
COMMUNICATING THE
INVESTIGATION
Focus: Preparing, presenting, and assessing learning
TEACHER BEHAVIOR
• shares presentation alternatives
• looks for evidence that students
•
•
•
•
•
•
•
•
•
•
•
have changed thinking or behavior
concerning misconceptions
listens critically
asks questions for clarification of
evidence
encourages students to ask
further questions
designs authentic assessments
co-authors rubrics with students
aligns assessments with concepts
in Michigan Curriculum
Framework
creates and shares checklists of
desired process skills and
concept development
guides students to apply and
extend concepts to new
situations
reminds students to consider
alternative explanations
assesses and helps students with
problems
talks to students, asks questions,
makes suggestions, shares and
interacts with students
STUDENT BEHAVIOR
• organizes data for
•
•
•
•
•
•
•
•
•
•
•
presentation using charts and
graphs
communicates results and
answers to questions
creatively
uses scientific language
listens and responds critically
to one another’s explanations
refers to recorded
observations as evidence for
conclusions
demonstrates understanding
of concepts related to the
question
makes connections of concepts
to other applications
self-assesses
co-authors rubrics for
assessment
identifies strengths and areas
needing improvement
reflects on concepts and
misconceptions verbally and/or
written
asks related questions that
would encourage future
investigations
3-A
for Classroom Use
Inquiry Process Plan
Name: _______________________________________________________
Group Members: _______________________________________________
I.
Inquiry Question.
_______________________________________________________________________________
II.
Hypothesis.
_____________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
III.
Description of plan answering my investigation/inquiry:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
IV.
Teacher OK: ________
V.
Step by step investigation plan:
1.
_______________________________________________________________________________________
___________________________________________________________________________________________
2.
_______________________________________________________________________________________
___________________________________________________________________________________________
3.
_______________________________________________________________________________________
___________________________________________________________________________________________
4.
_______________________________________________________________________________________
___________________________________________________________________________________________
VI.
List of materials needed:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
VII.
List of all sources of information used:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
3-D
Inquiry Is On a Continuum
In practice, inquiry often occurs on a continuum. On one end of the continuum of inquiry
might be the use of highly-structured hands-on activities and "cookbook" experiments; in the
middle might be guided inquiry or the use of science kits; and, at the farthest end, students
might be generating their own questions and investigations. A teacher's goal should be to strive
for the farthest end of the continuum where students are involved in full inquiry. There are
times when she will find it necessary to employ lower-level inquiry strategies to meet specific
goals. However, a teacher should not assume that a structured hands-on activity will
necessarily have all of the elements of inquiry.
When choosing from the continuum, teachers will need to consider a number of variables such
as their own teaching skills; student readiness, maturity, and ability; and pedagogical goals.
Occasionally, the teacher will move back and forth on the inquiry continuum to meet certain
goals and circumstances. Berk Moss, science curriculum coordinator for the Beaverton School
District in Oregon, provides an example of how a teacher's progression toward full inquiry
might proceed.
•
Activities focus on textbooks, library reports, and worksheets
•
Demonstrations are done for students
•
Students conduct "cookbook experiments" (student replications, not discoveries)
•
Students do laboratory activities that lead to student discoveries
•
Students answer questions generated by the teacher from open-ended laboratory
activities
•
Students answer questions of their own from open-ended laboratory activities
"Each step represents significantly more risk taken by the teacher and increasingly complex
classroom management," says Moss. "I celebrate each move along the continuum."
"It is quite reasonable to supply some of the inquiry steps to students so that they can focus
their learning on other steps," says Moss. "For example, we might supply the question and ask
them to devise the investigation or give data and ask them to analyze and test a given
hypothesis. The complexity of these activities will vary with student age and experience, but
there are entrances for every child."
Students can do investigations requiring data collection that don't require complex laboratory
preparation by the teacher, says Moss. "All inquiry experiences do not need to involve a mop
and apology to the custodian."
(Excerpt from Inquiry Stategies for Science and Mathematics Learning: It’s Just Good Teaching, by Denise
Jarrett, Science and Mathematics Education, Northwest Regional Educational Laboratory
3-E
An Inquiry Continuum
The National Science Education Standards state that inquiry is central to science learning.
When engaging in inquiry, students describe objects and events, ask questions, construct
explanations, test those explanations against current scientific knowledge, and
communicate their ideas to others. They identify their assumptions, use critical and
logical thinking, and consider alternative explanations. In a way, students actively
develop their understanding of science by combining scientific knowledge with reasoning
and thinking skill.
Inquiry-based instruction can be continuum with four primary levels of use. It is the role
of the teacher and student that change significantly as the level of inquiry increases.
The first level of inquiry could be called structured inquiry, in which during a structured
hands-on experience, students are required to reach their own conclusions based on
supportive evidence.
The next level, guided inquiry, still has the teacher selecting the topic, the question, and
providing the materials, but students are required to design the investigation, analyze the
results, and reach supportable conclusions.
Student-directed inquiry asks students to take responsibility for every part of the process
beyond the general topic. This would include development of their own question in
conjunction with the teacher's guidance and organization of materials as well as the other
steps identified as guided inquiry.
The most pure level of inquiry, student research, requires little more than support and
guidance from the teacher. Not all students will be engaged at this level, but teachers
should understand how to help students who have the interest, drive and ability to pursue
true research.
At the elementary level teachers are working primarily with structured and guided inquiry
depending on the developmental level of their students.
3-F
Inquiry Science Continuum
Date: ______________
Lecture,
Textbook,
Worksheets
Traditional
Hands-on
Structured
Inquiry
Guided Inquiry
Student Directed
Inquiry
Teacher controlled
Student Research
Inquiry
Student Controlled
Teacher
Teacher
Teacher
Teacher
Teacher
Teacher/
Student
Question
N/A
Teacher
Teacher
Teacher
Teacher/
Student
Student
Materials
N/A
Teacher
Teacher
Teacher
Teacher/
Student
Student
Procedures/
Design
N/A
Teacher
Teacher
Teacher/
Student
Student
Student
Results/
Analysis
N/A
Teacher
Teacher/
Student
Student
Student
Student
Conclusions
N/A
Teacher
Student
Student
Student
Student
Topic
Note: While more “Student-Controlled” science teaching and learning should be a goal, it does not mean that all science
instruction should be at that end of the inquiry continuum. The content to be taught and the time and materials available
may suggest a more “Traditional Hands-On” or “Structured Inquiry” approach.
Identify when you have recently used the different strategies in your science teaching. Think about why you used it,
whether it was successful, and whether or not another strategy along the continuum could have been used. Share your
ideas with a colleague.
You can set goals for further implementation of inquiry science teaching by placing a check () in the boxes next to where
you would like to move along the continuum.
3-G
Inquiry Continuum Activity
Purpose:
This activity will enable the whole group to picture what a lesson on one
particular content expectation might look like at all points along the inquiry
continuum.
Our group is assigned the ______________________________ method from the continuum.
Directions:
1. Describe or demonstrate what a lesson would look like using the science teaching method
above to teach one grade level content expectation of your choice. Include what the
teacher and the students would be doing.
2. You will only have about five minutes to develop your description/demonstration. It will
not be a detailed lesson plan.
3. Be prepared to share with the whole group.
My chosen content expectation is…
GLCE:
Key Concepts:
Tools:
Real-world contexts:
Here is the description of our lesson:
3-H
MY PLANS FOR IMPLEMENTING INQUIRY
To achieve my yearlong goal of moving along the inquiry continuum toward inquiry
science teaching, I will need to take small steps throughout the year. This sheet will help me
plan those steps that will lead me to where I want to go.
Briefly, here is how I will introduce each of the five components of inquiry over the next
few weeks and months: (Consider which upcoming units and/or lessons would lend themselves
best to each component.)
I.
Observing: (recording and illustrating)
II.
Questioning: (generating, categorizing, selecting and turning)
III.
Constructing the investigation: (hypothesizing and planning)
IV.
Conducting the investigation: (collecting and analyzing data: answering
the question)
V.
Communicating the investigation: (preparing, presenting and assessing)
Which of my science units or areas of study might lend themselves to a complete,
start-to-finish, Inquiry Investigation?
Would it be a teacher-lead inquiry or conducted by small teams?
What will I do next week to begin implementation of inquiry science?
-
Personally: (as in my professional development)
-
In class: (with my students)
Inquiry and Reflection Grade Level Content Expectations for 5th grade. The 5th grade GLCE’s are to be used as a guide when viewing the videos. Teachers may want to select the GLCE’s that they are currently using in their classroom. SCIENCE PROCESSES Inquiry Process
K-7 Standard S.IP: Develop an understanding that scientific inquiry and
reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.
S.IP.M.1 Inquiry involves generating questions, conducting
investigations, and developing solutions to problems through
reasoning and observation.
S.IP.05.11 Generate scientific questions based on observations,
investigations, and research.
S.IP.05.12 Design and conduct scientific investigations.
S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter
sticks and tapes, models, hand lens) appropriate to scientific investigations.
S.IP.05.14 Use metric measurement devices in an investigation.
S.IP.05.15 Construct charts and graphs from data and observations.
S.IP.05.16 Identify patterns in data.
Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and
investigations require analysis and communication of findings, using
appropriate technology.
S.IA.M.1 Inquiry includes an analysis and presentation of findings
that lead to future questions, research, and investigations.
S.IA.05.11 Analyze information from data tables and graphs to answer
scientific questions.
S.IA.05.12 Evaluate data, claims, and personal knowledge through
collaborative science discourse.
S.IA.05.13 Communicate and defend findings of observations and
investigations using evidence.
S.IA.05.14 Draw conclusions from sets of data from multiple trials of a
scientific investigation.
S.IA.05.15 Use multiple sources of information to evaluate strengths and
weaknesses of claims, arguments, or data.
Reflection and Social Implications
K-7 Standard S.RS: Develop an understanding that claims and evidence for
their scientific merit should be analyzed. Understand how scientists decide
what constitutes scientific knowledge. Develop an understanding of the
importance of reflection on scientific knowledge and its application to new
situations to better understand the role of science in society and technology.
S.RS.M.1 Reflecting on knowledge is the application of scientific
knowledge to new and different situations. Reflecting on knowledge
requires careful analysis of evidence that guides decision-making
and the application of science throughout history and within society.
S.RS.05.11 Evaluate the strengths and weaknesses of claims, arguments,
and data.
S.RS.05.12 Describe limitations in personal and scientific knowledge.
S.RS.05.13 Identify the need for evidence in making scientific decisions.
S.RS.05.15 Demonstrate scientific concepts through various illustrations,
performances, models, exhibits, and activities.
S.RS.05.16 Design solutions to problems using technology.
S.RS.05.17 Describe the effect humans and other organisms have on the
balance in the natural world.
S.RS.05.19 Describe how science and technology have advanced because of
the contributions of many people throughout history and across cultures.