Inquiry across Scientific Disciplines 2009

David Myton, LSSU

Michelle Ribant, EUPISD

Welcome, SIGN-IN, have a snack, the session will begin at 9:00 AM

The Grant

• What’s coming, what’s happening, and what will be required

What else is needed for:

• SBCEUs

• Graduate Credit

The Overall Agenda

For the week

• Monday – Life Science

• Tuesday – Physical Science

• Wednesday – Earth/Space Science

• Thursday – Project work time

The Daily Agenda

For each day• 8:30 Pre-session visiting and snacks• 9:00 Video segment & Discussion• Activities on the inquiry theme• 12:00 Lunch• Presentation by team member• More activities• 3:00-3:30 Adjourn

When good facts go bad

The Monday AgendaWelcome and Sign-in• Video: Why are some ideas difficult• Triangulum activity • Building a Taxonomic Key• Birds of a Feather• Simulated Student WorkLunch• Spinning Tubes • Marzano Science Vocabulary • Bottle Activity• Science Fair Topics• Game time• My Ship Sails• Daily surveyAdjourn

Life Science Standards

• Review the standards for Life Science, select someone to report on your collective experiences in addressing those standards in your classroom

Why are some ideas so difficult?

http://www.learner.org/resources/series29.html

Is an imprecise or incomplete answer necessarily a wrong answer?

Persistent Naive Conceptions

• Plants obtain food from the soil• Photosynthesis is the respiration of

plants

“Students believe we breathe oxygen in and out, and plants breathe carbon dioxide in and out – don’t believe them, they are not right”

For I took an Earthen Vessel, in which I put 200 pounds of Earth that had been dried in a Furnace, which I moystened with Rain-water, and I implanted therein the Trunk or Stem of a Willow Tree, weighing five pounds: and about three ounces: But I moystened the Earthen Vessel with Rain-water, or distilled water (alwayes when there was need) and it was large, and implanted into the Earth, and leaft of the Vessel, with an Iron-Plate covered with Tin, and easily passable with many holes. I computed not the weight of the leaves that fell off in the four Autumnes. At length, I again dried the Earth of the Vessel, and there were found the same 200 pounds, wanting about two ounces. Therefore 164 pounds of Wood, Barks, and Roots, arose out of water onely.

— Jan Baptista van Helmont Oriatrike: Or, Physick Refined, trans. john Chandler (1662), 109.

Carbon Cycle

Write a balanced chemical equation for photosynthesis

• So what I told you was true... from a certain point of view

genus Triangulum

Which of these things belongs together…

• Sort your bag of pictures by characteristics (not names) of the specimens shown.

• Create a Taxonomic Key to separate and identify each of the specimens

• ‘Key-out’ the specimens from another group using your key

• Tables ‘report-out’

Standards?

• At your table - use the photos from your packets to find examples supporting the life science standards

• Tables report-out on examples

Birds of a Feather

• Examine the feathers in your sample

• Look for the barbs (who has the photo to illustrate this trait?)

• Glue up a feather game-piece marker for a later activity

• Optional: make a feathered bookmark or other artifact

Simulated Student Work

• Create an activity where students will create a game board using key life science standards for your level.

• Create a simulated student work sample (a game board of your own devising) to illustrate the concept.

For example: a chutes-ladders style game where one spot may lead the player to the fossil pit, and another has abundant food one year triggers overpopulation unless they roll a “5” - moving the player back five spaces

Lunch

The Mysterious Spinning Tubes of Science

• READ the directions BEFORE doing anything: You will take the medium length tube from your bag hold so the RED end is to your right. You will place your finger on the RED “X”, snap your finger downward

• FIRST PREDICT what will happen.

• Now try it…

More Spinning

• PREDICT what will happen with the shorter tube – then test your prediction

• PREDICT what will happen when using the longer tube – then test your prediction

Mysterious Wand Clock of Science

Science Vocabulary

• Robert “Rocky” Marzano and the necessity of appropriate vocabulary in science

Bottle Activity

• The pressure in the bottle was reduced when the fire used up the oxygen inside. The force of the air pressure outside of the bottle, pushed the egg inside. 

Egg in a Bottle  by Belinda Mooney  http://www.lessontutor.com/belm14.html

Inquiry in Science Fair

• Review the titles from the list of science fair topics

• Discuss examples at your table

• Select one title and how to structure the activity to better make it an inquiry based experiment

Science Game Reports

• Please briefly describe your activity and how it can help students relate to your content standards

My Ship Sails

• My ship sails with a cargo of _________

MONDAY wrap-up

• Feedback

• Tuesday’s schedule

• SAMPI observer

Inquiry across Scientific Disciplines 2009

David Myton, LSSU

Michelle Ribant, EUPISD

Welcome, SIGN-IN, have a snack, the session will begin at 9:00 AM

The Tuesday AgendaWelcome and Sign-in• Video: Can we Believe our Eyes• Activity: lights and mirrors• Penny Activity• A Blue Crystal

Lunch• Lesson Demonstration• Dancing Raisins• Pendulum Activity• Heat Exchange

Adjourn

Physical Science Standards

• Review the standards for Physical Science, select a new person (from yesterday) to report on your collective experiences in addressing those standards in your classroom

Can you Light the Bulb using the battery and one wire?

• Receive a wire, bulb and battery for each pair of teachers. Light the bulb.

• View video segment from 0:00 – 6:45

Can you See Yourself?

• Draw a sketch showing how you see yourself when you look in a mirror

• Draw another sketch where you are standing at a different distance from the mirror – does it change what you see?

Through the Looking Spoon

• What do you see when you look into the back of a mirrored spoon?

• What do you see when you look into the bowl of a mirrored spoon?

• Draw a sketch to explain what you see.

• Try looking with two spoon bowls

• View video from 6:45 – 16:00

VIDEO

• http://www.learner.org/resources/series26.html

• Preliminary activity - bulb

• View from 0:00-6:45

• Second activity – mirrors

• View from 6:45-

What can we learn about a population of Pennies?

• Collect a reasonable sample of the population and characterize them by all their available traits. Tabulate your results

• What traits can be used to characterize the pennies? Compare observations at your table

• Construct a graph to represent and convey some information about your characterization of pennies

Report Out on Pennies

• Describe the traits identified in your observations, and identify any relevant standard

Other interesting things• File an edge of a newer penny and place it

into the hydrochloric acid

• Clean a penny with table salt and vinegar (do not touch the clean penny with your grimy fingers – use tongs)

• Bathe the cleaned penny in a warmed solution of zinc and sodium hydroxide (lye) until coated with silvery coating

• Heat your rinsed penny with a torch (use tongs to hold the penny)

A Blue Crystal

Examine a sample of the specimen and note its characteristics. Compare notes with your tablemates

Heat (not eat) the sample

• Place a small sample of the specimen into a test tube, and heat with the torch. Observe what happens, any change in characteristics, or properties

• Repeat with a carefully weighed sample

• Combine your findings with other teachers and compile enough data to make a graph

Lunch

• Please wash your hands before you eat

Inquiry Lesson

• Special Guest Presenter: Carrie Carr

What time is it?

• Create a hanging swing which will provide a consistent convenient timing tool (e.g. 5 cycles in 10 seconds, or 10 cycles in 5 seconds)

• Discuss at your table the factors which affect the cycle time

Heating/Cooling

• Sketch a graph of how the wax temperature will change with time as the wax cools

• Write a brief explanation of the shape of your sketch

• Conduct the experiment

• Write two “we wonder, we would like to see, we’re not sure why….” statements

Playing with Food

• Add a few raisins to a bit of cold Sprite in a tall glass cylinder

• Draw a sketch to explain what is happening

My Ship Sails

• My ship sails with a cargo of pennies.

Lighting the bulb

• Persistent Misconceptions

• View 20:00 – 26:30

Who’s on first

• http://www.youtube.com/watch?v=sShMA85pv8M

Inquiry across Scientific Disciplines 2009

David Myton, LSSU

Michelle Ribant, EUPISD

Welcome, SIGN-IN, have a snack, the session will begin at 9:00 AM

The Wednesday AgendaWelcome and Sign-in• Video: Astronomy – Eliciting Student Ideas• Activity: seasons and moon phases• Aquifer ActivityLunch• Lesson Demonstration – Barb Light• Powers of Ten• Black Box• Watching Ice Melt & Energy Transfer• Separation of Plastics• Review of Lesson RequirementsAdjourn

Seasons

• Draw a sketch, and write a brief explanation, for the causes the seasons

• Video

• 5:20, 6:00-8:53, 27:20-28.56

Sketch

• Use the Sun, Moon and Earth to explain this picture

http://astrokit.co.uk/images/Crescent-Moon-20080210-1280.jpg

Aquifer Activity

Lunch

• What should you use the word ‘orientated’ compared to the word ‘oriented’

Model Lesson

• Barb Light

Powers of Ten• Create a word table with one column

• In the first row put 1 “.”

• In the next row put 10 “.”s

• In the next row put 100 “.”s

•www.powersof10.com

• http://www.youtube.com/watch?v=1Z53wTtGGA0

Powers of One

• http://www.xkcd.com/

Reflections

What is in the Center of the Earth?

• Number a sheet from 1-12

• Examine each box without opening it and make an educated of it’s contents (size, shape, including a guess as to it’s contents

Watching Ice Melt

• Place an ice cube in a cup of warm water and observe it carefully noting the changes.

• Gently keep it away from the edges of the cup

Energy Transfer

• Set up a heat lamp and explore the relationship between the light, the distance and angle of light, and the color of paper the light strikes.

Separation of Plastic

• Follow the directions on your activity flow chart to identify each unlabeled plastics samples.

Inquiry across Scientific Disciplines 2009

Download Workshop files at

http://myton.pbworks.com

Welcome, SIGN-IN, have a snack, the session will begin at 9:00 AM

The Thursday AgendaWelcome and Sign-in• Video: Energy – where should we start• GLCEs & Data Directory• Lesson Development• Literacy and Inquiry

Lunch• LSSU Faculty Panel• Lesson Development & Report-out• Technology• SAMPI Survey

Adjourn

Video: Energy – where should we start

10:30 student interviews

20:40-27:35 Eliciting student ideas

GLCEs & Data Directory

EUPISD Staff deliver data for groups to use in evaluating student learning, gap analysis, and areas for lesson focus

Lesson Development

Group Work Time

Literacy and Inquiry

Books and resources

Continue with lesson development

Lunch

LSSU Faculty Panel:

Dr. Barbara Keller, Division Head for Chemistry, Environmental Sciences, Geology and Physics

Dr. Bijay Arayal, Asst. Prof. of Physics

And we hope a mystery scientist yet to be named ….

Technology Infusion

EUPISD WebMail Settings:

Incoming mail server:

mail.eup.k12.mi.us

Outgoing mail server (SMTP): smtp.eup.k12.mi.us

Gmail•Enable POP in Gmail. Don't forget to click Save Changes when you're done. •Configure your client to match the settings below:

Incoming Mail (POP3) Server - requires SSL:

pop.gmail.comUse SSL: Yes

Outgoing Mail (SMTP) smtp.gmail.com Use Authentication: Yes

Account Name: your full email address (including @gmail.com or @your_domain.com)

Email Address: your email address (username@gmail.com or username@your_domain.com)

Password: your Gmail password

SAMPI SURVEYStipend Request Form

Download Workshop files at

http://myton.pbworks.com

Thanks for comingDavid Myton, Ph.D.

Professor of Chemistry

Head, Department of Education

dmyton@LSSU.edu (906) 635-2349

Thanks for coming

David Myton, Ph.D.

Professor of Chemistry

Head, Department of Education

dmyton@LSSU.edu

(906) 635-2349