"The important thing is not to stop questioning. Curiosity has its own reason for existing."
Embedded Files
Science Inquiry resources (WIP)
Science Inquiry resources (WIP)
Formative assessment strategies made into slides for classroom engagement, adapted from Keeley, Page (2008). Science formative assessment: 75 practical strategies for linking assessment, instruction, and learning. Thousand Oaks, CA. Corwin. Keeley
ENGAGE (Tuning in and pre-assessment)
ENGAGE (Tuning in and pre-assessment)
The more engaged and personally connected students are with their learning, the more they will learn.
Teacher must...
- Ignite curiosity
- Pose questions
- Uncover what students know or think about the concept/s; and any misconceptions they have,
Student will...
Ask questions, such as:
- Why did this happen?
- What experiences / knowledge do I have already about this concept?
- What can I find out about this?
- What do I want to know?
- What am I feeling?
Strategies to blow student's minds 'What is going on?!!?'
Strategies to blow student's minds 'What is going on?!!?'
- Discussing possible real-life issues / local or global news
- Giving a demonstration
- case studies (pine beetle infestation, cane toad invasive species, algal blooms in the Great Lakes, water shortages in California),
- Presenting a problem in the local community to be investigated /solved
- Inviting a guest speaker /expert
- Field trips
- Powerful images / videos or objects
- Visual thinking strategies such as concept mapping - popplet
- a Galley walk 'See, Think, Wonder' - using powerful images/photos/ previous student work/virtual Science Museum
- a discrepant event (surprising and paradoxical outcome that is not what the observer would normally expect) - some ideas from here, or here or here
- Science Puzzles or Magic - here
- telling a story / connect to literature
- Interviewing peers/ parents/experts
- Creating a simulation / role play
- Students find/scavenge and bring in images/artifacts about the concept and then engage in group discussions (similarities/differences)
- 'Guess the...' - Mystery Bag/Person / Object / Image
- create a survey and graph peer responses
- Visit a webcam (e.g bird nest, zoo, wildlife refuge, volcano, airport etc)
- pre-assessment strategies such as Keeley's with misconceptions
- Ask a scientist!
General Science Provocation resources:
General Science Provocation resources:
Science News (written)
Science News (written)
Connects to concepts - (local, national or global) - Hot News
Students or teacher sourced, students read, reflect and share with peers (What? So What? Now What?)
Post on class noticeboard. Can form 'Wonder Wall", generate new questions
- Science Daily
- Newslela -subscription, but 100% worth it. Students sign up. Reading can be leveled and assigned. Comprehension quizzes and tracking.
- Science News for Kids
- Do Go News - Science
- Science News for Students
- The Stuff You Should Know
- National Geographic
- Scientific American
- BBC Learning – a treasure trove of materials
- CBBC Newsround – children’s news on the BBC
- News Archive | TIME For Kids
- Smithsonian Education – offers a practically limitless supply of fascinating articles, resources and tools for home learning
- Newsademic – intro to world news
- CNN.com – World News for Students
Science News (video)
Science News (video)
- Science News Youtube
- Nova Videos (PBS) (American Science series)
- NASA Science headlines - audio
Science News (podcasts)
Science News (podcasts)
- Tumble - stories of science discovery
- Dr Karl (Australian) - Great Moments in Science
- Dr Karl (Australian) - selection of podcasts
- Brains on! - podcasts done by kids
- The Show About Science - 2nd grader interviews scientists
- 60 Second Science by Scientific America
- Star Talk Radio hosted by Neil deGrasse Tyson
- People Behind the Science
- NASA Science headlines - audio
Use to generate questions/ compare / find patterns
Use to generate questions/ compare / find patterns
- Science Friday - videos and podcasts
- Bill Nye Saves the World - 30 minute episodes where he explores various problems and misconceptions from a scientific point of view.
- Clips from 'Microcosmos'
- School Tube - learning videos from YouTube. Organized by topics
- 9 TEDTalks by impressive kids | TED Blog
- Inspire My Kids – is where you can find real-life stories to share with — and inspire — the kids in your life
- Science with Sophie - approx 5 min videos focused on a key question
Local and Global Organisations about making our world a better place
Local and Global Organisations about making our world a better place
- Empowering girls in STEM https://girlstart.org/
Provocation ideas based on KS3 Science concepts :
Provocation ideas based on KS3 Science concepts :
PHYSICS RESOURCES (general):
PHYSICS RESOURCES (general):
- 'Education in Chemistry' - a magazine for Chemistry Teachers with a lot of ideas, hot news and teaching resources
And something a little silly:
And something a little silly:
Factual questions are:
Factual questions are:
- knowledge based
- content / skill related
- supported by evidence
- encourage recall and comprehension
Use starters like:
- What is /Where /when is / Which is
- What did / Where / When did
- What can / Where/ When can/ Which can
- Who is / Why is / How is
- Who did / Why did / How did
Conceptual questions are:
Conceptual questions are:
- lead to higher level understanding
- explore contradictions, big ideas
- compare and contrast
- analysis and application
Use starters like:
- Who would / Why would/ How would
- Who will / Why will / How will
- Who might / Why might / How might
- What should/ Where/ When would/ Which would
- What will / Where and When will/ Which will
- What might/ Where / when might
Debatable questions are:
Debatable questions are:
- promote discussion and critical thinking
- explore big ideas and issues from multiple perspectives
- ignite conflict
- provocative
- encourage synthesis and evaluation
Use starters like:
- What should / Where/ When should / Who should / Why should / How should
Scientific inquiry and method
Scientific inquiry and method
Factual
Factual
- What is the desired outcome of any scientific inquiry?
- How do scientists use the Scientific Method?
Conceptual
Conceptual
- How is a relationship linked to its resulting hypothesis?
- How does experimental science expand our body of knowledge?
Debatable
Debatable
- Should scientific inquiry be pursued when a possible outcome might prove harmful to society or our world?
- Can the Scientific Method of inquiry be used to solve any problem?
Forces
Forces
Factual
Factual
- Why are "unbalanced forces" so important in the understanding of physics?
- What affect do forces have on the motion of objects?
Conceptual
Conceptual
- How are the Laws of Conservation of Motion and Energy related?
- What are the relationships between forces and motion?
Debatable
Debatable
- Must religion and science always be at odds with one another?
- Why is friction a good thing and bad thing for motion when motion occurs?
Electromagnets
Electromagnets
Energy
Energy
- How is magnetism related to the production of electricity?
- What is a chemical reaction?
- How does energy density affect the development of an energy source?
- How can we use chemical reactions to understand the concept of chemical change?
- Are we using too much energy in the world today?
- How does collecting enough data from a chemical reaction will help to verify when equilibrium is reached in a reaction?
Waves
Waves
- How does light and sound travel?
- What are the differences and similiarities between how light and sound travel?
- How do we perceive light and sound?
- What are the properties of light and sound?
- What is the relationship between the behaviour of energy and how we transform it into different uses?
- What dries the innovation of light and sound technology?
- How has enhanced understanding of energy transformation driven technological advancements?
- Should we continue to advance light and sound technology?
- What limits the development of light and found technology?
- Do technological advancements cause more harm than good?
PHYSICS RESOURCES (general):
PHYSICS RESOURCES (general):
- NASA eclips https://nasaeclips.arc.nasa.gov/teachertoolbox
- Electric Motor simulation
- Convex and concave lens simulation
- Bouncing Ball - Drop the ball onto one of the three surfaces to test the bounce height and observe how the potential and kinetic energy rises and falls over time.
- The sand Pendulum
- 'Physics is Life'
- Blade less Wind Turbines! https://returntonow.net/2018/07/25/bladeless-wind-turbines-could-be-the-future-of-wind-energy/
- "Interesting facts about the speed of light'
PHYSICS RESOURCES (Korea focused):
PHYSICS RESOURCES (Korea focused):
- Read Sondok: Princess of the Moon and Stars. 2002. by Sheri Holan. A sixth-century princess who becomes a ruler of the Korean kingdom of Silla, during an era of political and religious intrigue. Her lifelong interest in astronomy leads her to build the oldest standing astronomical observatory in Asia.
FORCES
FORCES
Speed:
Gravity:
Contact Forces:
Pressure:
ELECTROMAGNETS
ELECTROMAGNETS
ENERGY
ENERGY
Energy Costs:
Energy Transfer:
- Mechanical energy: at front of classroom, hang a long string from the ceiling with a bronze weight tied to its end, with the question: What affects the period of a pendulum?
Work:
Heating and cooling:
WAVES
WAVES
Sound:
Wave Effects:
Wave properties:
CHEMISTRY RESOURCES (general):
CHEMISTRY RESOURCES (general):
- 'Frostbite theatre' - Short tricks with liquid nitrogen. Watch flowers shatter and balloons expand as if by magic! The collection also includes experiments that students can safely try in the classroom or at home.
- TED Ed Periodic Table videos on every element
Matter
Matter
Factual
Factual
- How are elements organized in the periodic table?
Conceptual
Conceptual
- Why is Conservation of Matter so important in chemistry?
Debatable
Debatable
- Should society have control/approval over scientific research?
Reactions
Reactions
- What is a hydrogen bond?
- Can you list and describe the key features of..
MATTER
MATTER
Particle Model:
- 'Particle Fever' documentary - The Higgs boson is an elementary particle
- Changing the color of flowers; osmosis demo
Separating Mixtures:
- Salt and water simulation - What happens when sugar and salt are added to water? Pour in sugar, shake in salt, and evaporate water to see the effects on concentration and conductivity. Zoom in to see how different sugar and salt compounds dissolve. Zoom in again to explore the role of water.
- 'Global Problem Solvers' interactive - 'water pollution'
Periodic table:
Elements:
- using elements to change the color of a flame
REACTIONS
REACTIONS
Metals and Non-metals:
Acids and alkalis:
Chemical Energy:
Types of reactions:
BIOLOGY RESOURCES (general):
BIOLOGY RESOURCES (general):
- case studies (pine beetle infestation, cane toad invasive species, algal blooms in the Great Lakes, water shortages in California),
- a problem and a challenge (how to eradicate an invasive species? how to provide clean water after a natural disaster?)
Earth
Earth
Factual
Factual
Conceptual
Conceptual
- As fossil fuels can be converted into diamonds, why are diamonds so much expensive than fossil fuels?
- Why are diamonds so much more expensive than emeralds and rubies although they are much rarer?
- How long does it take for the fossil fuels to be converted into diamond?
- Can you estimate the age of diamonds?
Debatable
Debatable
Organisims
Organisims
- What is respiration?
- How do smoking affect the respiratory system and the immune system at the same time?
- How do nerves work when sending an impulse?
- Are claims about the "memory of water" pseudoscientific?"
- How do vaccines work by challenging the immune’s system reaction?
- How do psychoactive drugs affect the balance in our societies?
Ecosystem
Ecosystem
Genes
Genes
- What is the relationship between genes (DNA) and polypeptides? What is an enzyme?
- When was DNA discovered?
- How are enzymes denatured?
- How would you differentiate between anabolism and catabolism?
- Can you determine your body mass index using a nomogram?
EARTH
EARTH
Earth structure:
- The wonders of rocks- 'How life started on Earth'
- How the Sun will die' - Dr Karl
- How do we know what Earth was like millions of years ago?
- How do we know what's inside the Earth?
- Plate Tectonic simulation: How does the Earth’s surface move and change?Move mountains and create oceans! Change temperature, composition and thickness of tectonic plates.
Universe:
- 'Planet Diary'
- Cosmos: A Spacetime Odyssey (2014) - clips on youtube or Netflix
- BBC Documentary 'The Planets (1999)
- Google sky
Climate:
- 'Planet Diary'
- The City Dark on Netflix (light pollution)
- Why aren't earthquakes common here?
Earth Resources:
- Why is the Earth the only planet with life?
- Is there life on other planets?
ORGANISMS
ORGANISMS
Movement:
Breathing:
Digestion:
ECOSYSTEM
ECOSYSTEM
Interdependance:
- Podcast: 'Eyes on Conservation'
- Wings of Life on youtube
- PBS Nature documentaries
Plant Reproduction:
Respiration:
Photosynthesis:
GENES
GENES
Variation:
- Why does a giraffe have a long neck?
- Square fruit?!
Human Reproduction:
Inheritance:
- Adrenaline Rush: The Science of Risk (2003)
- Why do I have blue eyes but my parents don’t?
Strategies to determine prior knowledge: 'What do you know about?'
Strategies to determine prior knowledge: 'What do you know about?'
- Human Graph
- KWHL- what they Know, what they Want to know, How to find out and what they have Learned.
- Traffic Light
- Brainstorm / concept mapping
- Think/Pair / Share
Strategies to generate questions
Strategies to generate questions
EXPLORING KEY CONCEPT and CRITICAL THINKING:
EXPLORE
EXPLORE
Collaborative group work to explore key concepts with hands on activities.
Students role is to construct understanding through active experience.
Teacher must...
- provide hands on investigations focused on key concepts/skills
- develop students to work independently to problem solve
- not provide direct instruction - but facilitate inquiry questions
- assess students understanding through observation, listening and questions
- ask essential questions to faciliate student inquiry
Student will...
- investigate a problem and begin to pose real questions, develop hypotheses, and test certain variables.
- Form new predictions and hypotheses
- trial and error
- work on their understanding of the scientific method, and laboratory skills
- work cooperatively in groups
- record their observations and ideas
- reflect on their understanding and their peers.
- Develop burning questions for their inquiry
Ask questions, such as:
- Why did this happen?
- What if....?
- What can I do to learn more?
- What might happen when you...?
- Where might I go to find more information?
- What key words could I use in my searches?
- What patterns did I notice?
- What caused...?
- What did I decide to....?
- What is an alternative explanation?
- What evidence do you have about...?
Strategies to ....
Strategies to ....
- Laboratory investigations - pose a simple question and offer a range of stations where students investigate the problem, develop hypotheses, and test certain variables, collect data, draw conclusions, etc
- Create a model
- Work with manipulatives (eg. natural objects, models) to make observations, investigate a question or phenomenon.
- online simulation: such as PhET, Virtual Labs(requires Flash), or Gizmos,
- observation stations / demonstration of concept with key questions. Students record observations and formulate hypotheses
- Solve a real-world problem
- read articles - Hot News about real world applications
- echalk simulation
Science Glossaries in Various Languages
KS3 Specific Resources:
KS3 Specific Resources:
- KS3 SCIENCE boardworks from springfield.uk.net
- KS3 KScience resources
- KS3 Cells Reproduction and Inheritance
- KS3 RESOURCES from darvill.clara.net and the science links
- KS3 RESOURCES from what2learn.com
- Revision for Grade 7
- KS3 Keywords quizlet Year9 Keywords quizlet
- Science flashcards
- GCSE and KS3 Worksheets
Science Interactives:
- Utah Education Network Science resources
- 'Molecular Workbench' simulations
- Johnson Explorations - online simulations for chemistry and biology.
EXPLAIN (Sorting out)
EXPLAIN (Sorting out)
Students make connections. Prior knowledge is connected to current findings. Focus on student talk, where they report findings and discoveries to peers.
Direct instruction but done collaboratively.
Teacher must...
- provide diverse ways for students to share their understanding of concepts / key vocabulary in their own words/draw/write/etc
- seek evidence/justification and clarification
- clarify students' understanding
- summarise results of exploration phase
- introduce concepts and key vocabulary- while connection previous experiences
Student will...
- explain possible answers/solutions to others using recorded observations and evidence to explain understanding
- listen critically to each other's explanations
- ask critical questions
- formulate new questions for inquiry
Ask questions, such as:
- How is the information connected to what we already know?
- How have our questions changed?
- Do we have new questions?
- What information is relevant to our questions?
- How has my thinking changed?
- Do we need to find more information (primary or secondary); carry out new experiments/surveys/research/ real life investigation?
Strategies to...
Strategies to...
- Vocabulary work
- revisit a KWHL / pre-assessment/concept map and make new connections
- students create oral or video presentation to demonstrate their conclusions, support their ideas with evidence.
- write a laboratory report
- analyse findings individually or collaboratively
- read articles/informational text/ watch video and complete comprehension questions.
- video with comp
- teacher explanation learning engagement
- webquest
Kid Friendly Search Engines
Kid Friendly Search Engines
Use the following kid friendly search engines that are provide safe and more age-appropriate information: http://www.kiddle.co/
Your School Library Database
Your School Library Database
Find out more in these documentaries all about big issues:
Find out more in these documentaries all about big issues:
Find adventures and explore the world through:
Find adventures and explore the world through:
- National Geographic for Kids
- Inspire My Kids – is where you can find real-life stories to share with — and inspire — the kids in your life
- How Stuff Works – explains thousands of topics, from engines to lock-picking to ESP, with video and illustrations so you can learn how everything works
- DIY: Explore – Get skills. Be awesome.
- Discovery – grab life by the globe!
- Discovery Kids – inspires kids to explore the awesome world around them and satisfy their curiosity with innovative games, activities, quizzes and articles
- BrainPOP – online resource that is specially designed with home learning in mind
Ward’s Natural Science - how-to videos—from how to care for classroom creatures to lab safety (complete with pie-in-the-face action).
ELABORATE - Going Further
ELABORATE - Going Further
Students understanding is challenged. They apply their knowledge and build on understanding of concepts to extend knowledge and skills.
Teacher must...
- provide learning opportunities that apply or extend concepts and skills
- engage higher-level thinking skills
Student will...
- check for understanding from peers
- apply newly acquired knowledge and skills to test new investigations and knowledge - become 'experts'
- design experiments /formulate solutions, make decisions
Ask questions, such as:
- What information do we wish to share?
- Who will be our audience?
- Are all our questions answered?
- Have we considered the different points of view on this topic?
- Have we found enough information?
- How can we plan to show the connections we have made?
Strategies to consider: 'What do you already know? Why do you think...?'
Strategies to consider: 'What do you already know? Why do you think...?'
- conduct a descriptive investigation
- Conduct an experimental investigation
- conduct a comparative investigation
- revisit previous investigations
- solve real life problems
- roleplays
- classify or organize objects / concepts / key vocabulary - make connections/ compare and contrast
Provocation videos:
Provocation videos:
Filling in the knowledge gaps by sourcing statistics:
Filling in the knowledge gaps by sourcing statistics:
- https://www.nlm.nih.gov/hsrinfo/datasites.html
- https://www.cia.gov/library/publications/the-world-factbook/geos/th.html
- http://www.unicef.org/infobycountry/Thailand_statistics.html
- Or do your own survey!
Ways to display data (ICT focus):
Ways to display data (ICT focus):
EVALUATE
EVALUATE
Students self and peer assessment their learning, knowledge and skills; and reflect on their progress.
Metacognitive skills (thinking about what they are thinking)
Teacher must...
- provide self/peer assessment opportunities
- access students' knowledge and/or skills - through observation, formative and summative assessments
- review student misconceptions that were identified at the start of the inquiry
- seek evidence that students thinking or behaviour has changed
- ask essential questions to access student understanding
Student will...
- demonstrate understanding
- evaluate and reflect on their understanding and progress
- develop questions to take action on learning
- Answer open-ended questions using evidence, key vocabulary, observations and accurate explanations.
Ask questions, such as:
- What do we now understand about the concept/s?
- Have we shared what we have learned with others effectively?
- Did we answer all our questions?
- What are we going to do now with what we have learned?
- What would we do differently?
Strategies to reflect: 'What do you think...? What evidence do you have? What do you know about...? How would you explain it?
Strategies to reflect: 'What do you think...? What evidence do you have? What do you know about...? How would you explain it?
- compare their previous understanding to their new knowledge (KWL) - assess their growth
- self and peer assessments - rubrics, checklists.
- performance, informal and formal assessments
- worksheets, quizzes and unit tests (fill in the blank, multiple choice, matching, short answer and extended response
- graphic organizers / concept maps / drawings/ graph/ flowchart to demonstrate their understanding
- construct a 3-D model or diorama (labelled with explanation)
- refer to '101 ways to show what you know' below
EXTEND (Take action)
EXTEND (Take action)
Lead students to connect concepts/new understandings to different contexts.
Teacher must...
- Ignite curiosity
- Pose questions
- Uncover what students know or think about the concept/s; and any misconceptions they have,
Student will...
Ask questions, such as:
- How can what we have learned help us in our learning/life or help others?
- How did I learn best?
- How am I going to take action to improve my learning?
- How am I going to use what I learned to take action and make a difference?
- What was the highlight of this inquiry?
- How have my feelings changed throughout this inquiry process?
Strategies to blow student's minds 'What is going on?!!?'
Strategies to blow student's minds 'What is going on?!!?'
- Discussing possible real-life issues / local or global news
- Giving a demonstration
- Presenting a problem in the local community to be investigated /solved
- Inviting a guest speaker /expert
- Field trip
- Powerful images / videos or objects
- a discrepant event
- telling a story / reading a picture book
- Interviewing peers/ parents/experts
- Creating a simulation / role play
- Kids Go Global › Issues
- A collection of ideas about international events, resources and issues and ways to take action http://kidworldcitizen.org/
- Check out 'GenerationOn' - a global youth service movement that could inspire you to 'make your mark'!
- Check out ways young people have taken action!
Google Sites
Report abuse