Science Inquiry for Grade 2


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Presentation created by Central District Resource Teacher, Rampal Singh for grade 2 teachers, May 2010. Outlines how teachers can incorporate inquiry into science instruction.

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Science Inquiry for Grade 2

  1. 1. Grade 2 Science Inquiry Hale Kula Elementary, May 11, 2010 By Rampal Singh Central District Science Resource
  2. 2. DESIRED OUTCOMES <ul><li>Review existing IDUs/curriculum </li></ul><ul><li>To incorporate a variety of learning materials and resources to enhance the Science curriculum </li></ul><ul><li>To develop deeper content knowledge of the scientific inquiry and process skills </li></ul>
  3. 3. Objectives/Guiding Questions <ul><li>1. start a resource binder/self teaching. </li></ul><ul><li>1. Learn (and apply) 5-E model of Science Instruction </li></ul><ul><li>2. What processes of Science are used in schools </li></ul><ul><li>3. What activities are useful in teaching students how to apply specific process of science? </li></ul>
  4. 4. PROCESSES of Science <ul><li>Observing </li></ul><ul><li>Classifying (sort…based on common properties) </li></ul><ul><li>Inferring (based on obs. & prior knowledge) </li></ul><ul><li>Measuring (quantify variables using Metric System) </li></ul><ul><li>Communicating (report, displays- data table, graphs etc) </li></ul><ul><li>Hypothesizing ( If…then …. because… to guide an investigation of a question) </li></ul><ul><li>Predicting ( based on results, patterns – extra, intrapolation ) </li></ul><ul><li>Experimenting (A controlled Investigation , Variables ) </li></ul>
  5. 5. Observing <ul><li>(gathering info using 5 senses and instruments that extend the senses). </li></ul><ul><li>Pre- and K: start making use of these senses; see differences but may miss similarities </li></ul><ul><li>How will you teach Observing to K-3? </li></ul><ul><li>OBSERVE FOR DETAILS </li></ul><ul><li>(examples of objects: candies, coins). </li></ul><ul><li>Two type of observations: </li></ul><ul><li>A. Qualitative </li></ul><ul><li>B. Quantitative (measurable) </li></ul>
  6. 6. What makes a good scientific observing? ---- A Checklist <ul><li>Senses - use all (safely) </li></ul><ul><li>Measurements - quantitative </li></ul><ul><li>Questions- --- lead to new investigations </li></ul><ul><li>Changes - alter the object to answer new questions </li></ul><ul><li>Communication (recording it may help you compare) </li></ul><ul><li>(Use this checklist with Skittles/M & Ms) </li></ul>
  7. 7. Classifying <ul><li>Sorting according to common attributes- based on observations, relationships among the properties. </li></ul><ul><li>Binary Classification: divide up in to 2 groups </li></ul><ul><li>Multistage Classification (organisms) </li></ul><ul><li>(Discussion: How will you teach this process of Science? ) </li></ul><ul><li>Note: Focus on similar (common) properties and ask questions….What, Why? </li></ul><ul><li>e.g. Life Cycles </li></ul>
  8. 8. Inferring <ul><li>Observation is a statement through use of 5 senses </li></ul><ul><li>Inference is interpretation of observations (and prior knowledge). Inference looks backward…explanation of what has already happened. </li></ul><ul><li>Students must make observations and interpretations explicit in their work. </li></ul><ul><li>How can you help students achieve this? </li></ul><ul><li>Observation statement - which senses did you use? </li></ul><ul><li>Inference statement - what is your evidence? How do you know? Why do you think so? </li></ul><ul><li>Ex: Black Box (Brown bag) activity </li></ul>
  9. 9. Predicting <ul><li>Forecast based on knowledge of patterns and relationships in a data. Prediction looks forward to what might happen! </li></ul><ul><li>Ex: On a cloudless sunny day, </li></ul><ul><li>Intrapolation </li></ul><ul><li>Extrapolation </li></ul>TIME (a.m.) AIR TEMPERATURE ( 0 C) 8:00 18 9:00 19 10:00 21 11:00 23
  10. 10. Hypothesizing <ul><li>A statement about a possible answer to a question that might be found through investigating- it is an educated guess about WHY an outcome occurred </li></ul><ul><li>PREDICTIONS: AN EDUCATED GUESS about the expected outcome of a specific test. </li></ul><ul><li>Theory: broad explanation based on several hypotheses tested over time. </li></ul><ul><li>( Practice: handout hypothesis vs. prediction ) </li></ul>
  11. 11. Measuring <ul><li>Founded on ‘observing’ & ‘comparing’ </li></ul><ul><li>1 st grade – design measuring lessons to teach: </li></ul><ul><li>Comparing (similarities, differences) </li></ul><ul><li>Comparing by matching </li></ul><ul><li>Common starting line is needed to make FAIR comparisons. </li></ul><ul><li>Use beginning and end point ; placing units end to end are two important factors </li></ul><ul><li>Can use non standard units (arm length, shoe, pencil) </li></ul><ul><li>Standard units give more consistent results than non-standard units. </li></ul>
  12. 12. By second grade: <ul><li>Use of standard units </li></ul><ul><li>Students should know to make use of marks on </li></ul><ul><li>Rulers (centimeters) </li></ul><ul><li>balance scale (grams) </li></ul><ul><li>thermometers (degrees in F or C) </li></ul>
  13. 13. Communicating <ul><li>EQ: what makes a good data table/graph? </li></ul><ul><li>Data Table (well-labeled) </li></ul><ul><li>Bar Graph (well-labeled) </li></ul><ul><li>Line Graph (well-labeled) </li></ul><ul><li>DRY MIX (for graphing) </li></ul><ul><li>DRY </li></ul><ul><li>D : dependent or R : Responding variable; Y : Y-axis </li></ul><ul><li>MIX </li></ul><ul><li>M : Manipulated or I : Independent variable; X : X-axis </li></ul>
  14. 14. Experimenting/Investigating <ul><li>In a controlled experiment : </li></ul><ul><li>Test one variable at a time </li></ul><ul><li>(Manipulated/Independent Variable) </li></ul><ul><li>2. Observe the effect on another Variable </li></ul><ul><li>(Responding/ Dependent Variable) </li></ul><ul><li>3. Keep all other variables constant </li></ul><ul><li>(Controlled Variables) </li></ul><ul><li>Mnemonic Aid : which variable goes where on a graph? (DRY MIX) </li></ul>
  15. 15. Scientific Inquiry- 5 tasks <ul><li>Asking a question (from observations etc.) about objects, organisms, events </li></ul><ul><li>Plan and conduct an investigation </li></ul><ul><li>Gather and interpret data using appropriate tools/techniques….. Examples.. ruler, thermo m., measuring </li></ul><ul><li>Use this evidence to develop explanations (answer the question)…. to support thinking </li></ul><ul><li>Communicate findings to others…How? </li></ul><ul><li>(speaking, writing, drawing) </li></ul>
  16. 16. Learning Science w/ Understading Chapter 3 <ul><li>True understanding means one can- </li></ul><ul><li>Interpret questions and express in own words </li></ul><ul><li>Interpret what you learned </li></ul><ul><li>Relate concepts to real-world </li></ul><ul><li>Plan and conduct investigations </li></ul><ul><li>Interpret data </li></ul><ul><li>Apply knowledge to infer , predict , explain and solve problems </li></ul>
  17. 17. How can you help Enhance Understanding? <ul><li>Provide for access to prior knowledge </li></ul><ul><li>How? - Recall, Rehearse (frequent review) </li></ul><ul><li>If none exists : Create Instant prior knowledge ! </li></ul><ul><li>Transfer of knowledge: use it in a new situation! </li></ul><ul><li>Organize knowledge: Use of graphic organizers like outlines, spider maps, webs, Venn diagram, concept map. </li></ul><ul><li>Provide Scaffolding : varying degrees of teacher and peer assistance. </li></ul><ul><li>Build Learning Communities </li></ul>
  18. 18. Alternate/Mis- conceptions <ul><li>Strategies to remove: </li></ul><ul><li>Identify misconceptions </li></ul><ul><li>Promote student dissatisfaction with them </li></ul><ul><li>Introduce scientific conceptions </li></ul><ul><li>Provide for application and Integration of new conceptions </li></ul>
  19. 19. 5E Model of Science Instruction <ul><li>Engage </li></ul><ul><li>Explore </li></ul><ul><li>Explain </li></ul><ul><li>Elaborate </li></ul><ul><li>Evaluate </li></ul>