STEM Field Investigations

STEM Field InvestigationsBridging the natural curiosity of the

learner with the disciplinary pursuits of science

Field InvestigationsWorking together

Pacific Northwest Salmon Center

IntroductionsWho are you? Where and what do you teach? What brought you here this

lovely August day?

Learning Targets

Developing field investigation questions

Using outdoors to teach science standards

Planning and implementing a field investigation with your class

Assessing field investigations

Community resources

Agenda1) Systems

2) Investigative Questions Descriptive Comparative Correlative

3) Comparative Investigation Process

4) Assessing Student Work

5) Designing an Investigation

The Science Symbol

Systems Understanding: What is a System?

Content background (systems understanding) is crucial to

asking good questions

Systems Definitions from page 1

An assemblage of inter-related parts or conditions through which matter, energy and information flow

An organized group of related objects or components that form a whole

A collection of things and processes that interact to perform some function. The scientific idea of a system implies detailed attention to inputs and outputs and interactions among system components.

Notebook Features Name on cover! Table of Contents Number pages

What’s missing? Dates are crucial!

Before you go outside, you should…

Get to know your outdoor space. Purpose Accessibility Size Boundaries Impact

Consider weather Clothing Wind & Rain

Plan for Safety & Comfort! Emergency Plans First Aid

Managing StudentsField science activities are not recess!

Routines Science Door Transition Behavior Home Base Sharing Circle Attention Signal Focus Question Buddy System Boundaries

Ground Rules Walk quickly and quietly to go outdoors. Outdoor science is not recess. Listen to the teacher’s instructions. Freeze when the teacher rings the bell. Stay inside the boundaries. Don’t make noise near the classrooms. Don’t injure plants and animals in any way. Leave the outdoor environment the way you found

it.

Local System

Go outside and observe the local system

Draw and label parts of the system

List questions you have about the system

Local System

What were the parts of the local system?

Forest System

Deciduous Tree

Coniferous Tree

Ferns

Moss

Bare Soil

Tree stump

Air

Local System

What were some of your questions?

Systems Questions

We want to ask students systems questions:

What role do the plants in the ecosystem play? Identify one transfer or transformation of energy

in the ecosystem. What are some inputs and outputs to the

ecosystem? Describe interactions between plants and animals

in the ecosystem. Between living and non-living components

Systems Questions

More Systems Questions

Function of parts Energy forms and transfers Roles of parts in ecosystem Interconnections in ecosystem Lifecycles Adaptations Inputs and outputs Subsystems

Systems Questions

Essential Questions

Big picture questions

Cannot be answered with one investigation

Connect various investigations

Essential Questions

Three Types:

Investigation Questions

Descriptive Questions Comparative Questions Correlative Questions

Read page 11.

What is the difference?


How many ___ are there in a given area?

How frequently does ___ happen in a given period?

What is the (temp., speed, height, mass density, force, pH, etc.) of ___?

When does ___ happen during the year? (flowering, fruit, babies born, etc)

Where does ___ occur over time? (What is an animal’s range?)

Descriptive Questions

Is there a difference in ____ between group (or condition) A and group B?

Is there a difference in ___ between or among different locations?

Is there a difference in ___ at different times (seasons)?

Comparative Questions

What is the relationship between variable #1 and variable #2?

Does ___ go up when ___ goes down?

How does ___ change as ___ changes?

Correlation Questions

Sort Questions as to whether Descriptive, Comparative, or Correlative


Descriptive

Comparative

Correlative

Temperature Investigation


What will we measure? (measured, responding, dependent variable)

What is the manipulated (independent) variable?

Black Top, Sand, Grass

TEMPERATURE


Work with your table group to write a comparative investigative question into your science notebook

Measured variable: Temperature

Manipulated variable (location): sand, black top, grass


What is the manipulated (independent) variable? Underline the manipulated variable in the question

What will we measure? (measured, responding, dependent variable) Double underline what we will measure in the question

Constant Variables

What should we keep the same (controlled variables) in this investigation?

How should we make sure our samples are random and representative of the area? (validity measures)

Decision

• Students new to investigations and writing procedures benefit by going outside and making some initial measurements.

• Students proficient at writing procedures may not need this step.

Write a prediction with reason

Address one condition of the manipulated (changed) variable

What do you predict you will observe or measure with this condition?

Give a reason

HypothesisPrediction

Question: Which location:___________________, ____________________, ___________________has the highest surface temperature °C in the schoolyard?Prediction:________________________________________________________________________Date______________________Time____________Weather___________________Study site (location) ___________________Study site Description ____________________________Materials: _____________________________________________________________________

Location vs. Surface Temperature °CLocation Surface Temperature °C

Trial 1 Trial 2 Trial 3 Trial 4 Trial 5 Trial 6 Trial 7 Trial 8 Trial 9 Trial 10

Ave Surface Temp °C

Temperature Investigation-Data Sheet

DATE

TIME

PLACE

Thermometers

Stopwatch or timer

3 locations: black top, sand, on top of the grass

List Materials


Write up the procedure.

Remember to include:

The manipulated (independent) variableThe responding (dependent) variable The controlled variables

1.Record date time and place2.Describe study site3.Go to the first location on the sand4.Place the thermometer flat on the ground5.Shade thermometer with sheet of paper 1 meter above ground

6.Wait 3 minutes and record the temperature as trial 1

7.Repeat steps 4-5 for the other 2 locations on the black top and on the grass

8.Repeat the entire investigation steps 3-6 two more times*

Investigation Procedure

1.Record date time and place2.Describe study site3.Go to the first location on top of sand4.Place the thermometer flat on the ground5.Shade thermometer with sheet of paper 1 meter above ground


7.Repeat steps 4-5 for the other 2 locations on the blacktop and on the grass



1.Record date time and place2.Describe study site3.Go to the first location on top of sand4.Place the thermometer flat on the ground5.Shade thermometer with sheet of paper 1 meter above ground


7.Repeat steps 4-5 for the other 2 locations on the black top and on the grass




Last minute details!

• Data Sheet

• Check out the rubric. This is what is expected on Washington State assessments, such as MSP and Biology EOC.

*Rubric on page 27 and sample on page 28.


What was the highest temperature anyone recorded?

What was the lowest temperature? Initially does it appear your prediction was

correct? Anything you would want to do differently

next time?

Organizing and Analyzing Data

Dearborn Park Elementary, March 18, 2005 2:30 pmAverage Temperature °F on top of the Ground at 3

Locations

63 °F

51 °F

50 °F

xxx

Locatio

nSurface

Temperature °FTrial 1

Trial 2

Trial 3

Trial 4

Ave°F

Under a

bush51

54 50 50 51

On the

Black top

65

68 59 59 63

On the

open Grass

50

51 49 48 50

Graphs

Maps

Tables

Location

Surface Temperature °F

Trial 1 Trial 2 Trial 3 Trial 4 Average°F

Under a bush

51 54 50 50

On the Black top

65 68 59 59

On the open Grass

50 51 49 48

March 18, 2005, 2:30 pmDearborn Park Elementary, Seattle, WashingtonSunny afternoon

Location vs. Surface Temperature °F

Collecting and Organizing Data

Location Surface Temperature °CTrial 1 Trial 2 Trial 3 Average

°C

August 1 or 2, 2008, TimeIslandwood, Bainbridge Island, WashingtonWeather

Location vs. Surface Temperature °C

Analyzing Data

Calculate the average temperature for your trials.

Analyzing Data

• Write your Blacktop temperature on the Yellow Post-it note

• Write your On the Sand temperature on the Blue Post-it note.

Analyzing Data Place post-its on the number line

North Location Soil Temperatures ° F

41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60

42

48

48

48

46

46

46

48

50

50

54

50 54

54

54

52

52 5856

South Location Soil Temperatures ° F


Write a conclusion for your temperature data.

Scoring Your Conclusion

Turn to page 33 to see the MSP/ EOC scoring guide.

Let’s Do Lunch!

Looking at Student Work

Read through the sample of student work on page 36 and page 38.

Using the rubric on page 86 score the conclusions from each of these samples, first on your own and then compare scores with your table.

Looking at Student Work

Now read the samples on page 39 and 40.

Using the rubric on page 86 score the conclusions from each of these samples, first on your own and then compare scores with your table.

Let’s take a break…

Planning a New Investigation

Let’s look at our questions.

Which could we try to answer or at least begin to understand better this afternoon?

Planning a New Investigation

With one or two other people choose one measurement/method and plan a new investigation.

1. Come up with a comparative question

2. Prepare to collect data.

Your Investigation

Make Data Collection Sheet

Question at the top

Prediction

Space for date, time, study site location

Study Site Description/weather space

Your Investigation

Make Data Collection Sheet: Clear Title (describes what is to be observed/measured)

Manipulated (independent) Variable:

Responding Variable: Space for data clearly labeled (with proper units when applicable):

Multiple trials clearly labeled and space for averages/calculations if applicable:

Your Investigation

Remember when writing your procedure to include:

The manipulated (independent) variable

The responding (dependent) variable

The controlled variables

Multiple trials

Score your procedure…

1) Study site description with date, time, and place

2) Changed (manipulated) variable

3) Measured (responding) variable

4) Kept the same (controlled variable)

5) Trials repeated

6) When observations/measurements (data) recorded

7) Validity measures-random or representative sampling

8) Logical steps -could this investigation be repeated with similar/comparable results?

Page 27

Your Conclusion

Analyze your data. Write your conclusion. Score your

conclusion.Use page 33 as a guide.

What do we now know?

Wrap-Up and Looking Forward

Sampling Techniques

Estimating populations

Transects and Quadrats

10 cm

1 Meter

Common ways to sample the environment

Variety of tools can be used

Transects and Quadrats

1 M

The Big Picture

Classification Matter and energy flows in the system Structure and function of parts and

organisms Adaptations

Concepts and Processes

Tips for reinforcing concepts and process

Diagram systems and label Describe functions or categorize parts

Describe energy transfers and transformations in system

Plan and conduct comparative investigations Write predictions with reasons Create data tables following format Have students do multiple trials Write procedures Write conclusions

Looking forward….

Resources AFWA materials Project WET, WILD, PLT, HCHP, Aquatic

WILD Local www.wetsoundgreenstem.net OESD support- Learning Community,

Science Kit pages

http://www.wetsoundgreenstem.net/

Reflections

Paperwork

Documents

STEM Field Investigations