Inquiry Based vs. Procedural Science

Today, I want to take a little bit of time talking about some of the pedagogical strategies used in teaching science.

If you do any research on educational strategies, one of the most popular results will be in various learning styles.

Some of my favorites include:

• Howard Gardner and Multiple Intelligences
• Robert Sternberg and Successful Intelligences
• Ron Ritchhart and Intellectual Character

Each of these researchers values the individualistic nature of learning and thus the necessity for varied educational methods.

In Science, learners all learn in using various methods. No two learners are the same! That said, we need to vary the way we present opportunities for learning.

Teacher directed lessons, sharing information in a formal matter, is appropriate at times. Other times, procedural "hands-on" lessons are appropriate. Project-based and problem-based learning opportunities should be included throughout the year as well.

Performance based activities are a large part of the ODE Science Standards. Sample activities are discussed in the image below. We chose to deal with pendulums and super balls instead of a water wheel.

In the video below, I briefly explain the difference between a procedural ("recipe") science lab and an inquiry based science lab.

Bouncing Ball Lab - Using Data to Predict

As an extension to the lab that was completed on block day, learners used the data collected about how drop height effects bounce height to predict the bounce heights not able to be measured inside.

The highest available drop height inside was 200 cm. We could increase this to 400 cm outside using the football bleachers! Learners used their previous data to predict how high the balls would bounce. You can see an example of student work below.

 

Learners found that their predictions with golf balls were pretty accurate, but tennis balls and ping pong balls were effected by other variables such as wind!

Matter and Motion - Pendulums and Potential Energy

The last few days have had us looking at pendulums. Through these activities, we can begin to hit our "I can" statements of:

• I can distinguish between kinetic and potential energy.
• I can classify all forms of energy as either kinetic or potential.
• I can defend how motion is affected by speed and direction.
• I can graph an object’s position and speed as a function of time.

The structure of this activity was a little different than previous ones. The first few hands-on activities are what we sometimes call "recipe science." This means that learners are guided through the activity in a procedure that lays out all of the steps that need to be completed...in order! While this is great for gaining knowledge, we also need to make sure our learners are able to create and design their own experiments by the end of 6th grade!

That said, the lab report given to students was noticeably different. You can view the lab report here:

http://tinyurl.com/zko2dkq

Learners were tasked to create their own lab setup to help them answer the following Guiding Questions:

Does the length of the chain matter when swinging on a pendulum? (or "swing")

Does the mass of the object swinging cause the swing to move faster or slower?

Each group tackled this task differently. Some create elaborate contraptions to help them change their variables quickly and easily:

Hopefully the weather will hold a a few more weeks so that we can go test our knowledge on the playground!!

Measuring Motion - Marble Ramps

Our first experience this year in measuring and collecting data came in the form of rolling marbles.

The Ohio State Science Standards talk extensively about Scientific Literacy.  From these standards, students should improve on inquiry and application. We are beginning to work on many of these skills through hands-on activities.

From the ODE website:

In addition to these Science Literacy skills, we are more specifically targeting the Matter and Motion objectives:

• I can defend how motion is affected by speed and direction.
• I can graph an object’s position and speed as a function of time.

Learners worked through a lab in which they controlled variables, gathered data and calculated averages in order to predict how speed changes with increased ramp height. The lab itself can be seen at: http://tinyurl.com/h8blbmy

Measuring Motion - Marble Ramps

Our first experience this year in measuring and collecting data came in the form of rolling marbles.

The Ohio State Science Standards talk extensively about Scientific Literacy.  From these standards, students should improve on inquiry and application. We are beginning to work on many of these skills through hands-on activities.

From the ODE website:

In addition to these Science Literacy skills, we are more specifically targeting the Matter and Motion objectives:

• I can defend how motion is affected by speed and direction.
• I can graph an object’s position and speed as a function of time.

Learners worked through a lab in which they controlled variables, gathered data and calculated averages in order to predict how speed changes with increased ramp height. The lab itself can be seen at: http://tinyurl.com/h8blbmy

Matter and Motion - Unit Overview

As we transition from Rocks and Minerals to Matter and Motion, we are beginning to guide our learners into the "nano" world. Mastery of concepts related to things like atoms and molecules is tough for 6th grade learners.

Created from the Ohio State Science Standards, our 6th grade students should be able to do the following by the end of the year:

• I can illustrate what an atom is.
• I can explain each atom takes up space and has mass and is in constant motion.
• I can support that mass is the amount of matter in an object.
• I can describe and measure mass, volume, and density.
• I can distinguish between mass and weight.
• I can explain elements are made up of one type of atom and that molecules are made up of two or more atoms bonded.
• I can explain compounds are composed of two or more different elements.
• I can justify each element and compound has properties, which are independent of the amount of the sample.
• I can explain everything is composed of atoms
• I can identify the states of matter and distinguish between their properties.
• I can interpret changes of state and how their state is related to the motion of their molecules.
• I can summarize that changes state do not change the structure of atoms or molecules.
• I can deduce that thermal energy is a measure of motion.
• I can prove the amount of mass does not change during a change of state.
• I can distinguish between kinetic and potential energy.
• I can classify all forms of energy as either kinetic or potential.
• I can defend how motion is affected by speed and direction.
• I can graph an object’s position and speed as a function of time.

It is extremely hard to understand that which they can not see!

I attempt to help them with the transition by talking about "zooming in" to a smaller scale of the rocks and minerals. We discuss how certain parts of the rock cycle create rocks and minerals that are more dense or tightly compact than others.

We will go back to that thought when we begin to explore density.

Before we tackle density, we talk briefly about states of matter and how they are related to the movement of molecules. Movement of molecules with 6th grade learners is most easily explained by looking at Sound.

Soundation:
Learners used the web application available at http://soundation.com to create their own music as they explored how sound waves travel and can be manipulate with pitch and amplification.

The visual representation of movement provided with apps like these allow us build a baseline of common knowledge that can be referred back to frequently over the course of the unit.

Make your own Speaker...Out of a cup!

Learners continued to explore the movement of energy by creating their own speakers with materials you can typically find laying around your house. Most learners were successful in creating a working model.

From here, we can move on to other forms of energy transfer!

Rocks and Minerals Unit

Over the course of the first 9 weeks, we have spent most of our focus on Rocks and Minerals. From the State of Ohio Science Standards, New Albany Middle School has created a list of "I can" statements that we hope our learners will achieve by the end of the year.

• I can identify and classify igneous, metamorphic, and sedimentary rocks by their unique characteristics and minerals.

• I can identify and apply the properties necessary for mineral identification.

• I can explain how minerals form in specific environments.

• I can formulate the different ways igneous, metamorphic, and sedimentary rocks are created..

• I can trace each rock type to the environment in which it was formed.

• I can sample and test soil to help determine what it is made of and how it is formed.

• I can describe soil formation and how it is affected by environmental conditions, types of existing bedrock, and rates of weathering.

• I can distinguish between the different soil horizons based on properties that can be measured.

• I can investigate the common practical uses of rocks, minerals, and soil.

• I can explain that rocks, minerals, and soil are considered nonrenewable geologic resources and required for nearly all manufactured materials.

• I can trace the use of nonrenewable resources from extraction to disposal to storage.

• I can infer and explain the possible changes rocks will experience as part of the rock cycle.

• I can explain the difference between constructive and destructive forces and provide real life examples of each.

• I can identify if a land feature has been created or destroyed by a constructive and destructive force.

We have completed a variety of activities moving our learners toward mastery of these goals. Over the course of the year, we will circle back to many of these and go more in depth on others. For example, the soil formation and horizon objectives will be completed in the spring when we can begin to look at spring plants and get back out in the wetlands.

At this point in time, we have completed the following activities working toward these goals:

Tall Building Research:

Purpose:

• To get the learners excited about looking at geographical areas of the world in order to understand world geography.
• Begin to discuss to common practical uses of rocks and minerals
• To begin understanding and building on research and presentation skills.

Deliverable:

• Learners presented a slide show to their class with research pertaining to their favorite tall building.
• A template was provided via Google Classroom that helped with the scaffolding of information. (Template can be viewed at: http://tinyurl.com/zyg4dep)

Rock Cycle Poster/Animation:

Purpose:

• To infer and explain the possible changes rocks will experience as part of the rock cycle.
• To explain the rock cycle in a manner most useful to each individual learner.

Deliverables/Learning Activities:

• Learners began their exploration of the rock cycle using the online resource "Gismos" by ExploreLearning.com. You can preview this activity here: http://tinyurl.com/j55fmdc
• Learners were asked to present the rock cycle in either a poster or animation form. The variety was incredible.

Mineral Identification - "Mystery Minerals"

Purpose:

• I can identify and apply the properties necessary for mineral identification.
• I can investigate the common practical uses of rocks, minerals, and soil.
• I can explain how minerals form in specific environments.

Deliverables/Learning Activities:

• Learner worked through another online Gizmo that simulated the mineral identification tasks that are asked of 6th grade students. You can preview that Gizmo at: http://tinyurl.com/j55fmdc
• After working toward an understanding of the various methods in identifying minerals, learners were asked to pick a "mystery mineral" out of a paper bag. Using their knowledge and this recording sheet (http://tinyurl.com/glcu9x3) learners correctly identified at least 4 minerals. Most learners correctly identified 5 or 6.

"Rock and Roll Hall of Fame"

Purpose:

• I can investigate the common practical uses of rocks, minerals, and soil.
• I can infer and explain the possible changes rocks will experience as part of the rock cycle.
• I can explain the difference between constructive and destructive forces and provide real life examples of each.
• I can identify if a land feature has been created or destroyed by a constructive and destructive force.
• I can explain how minerals form in specific environments.

Deliverables/Learning Activities:

• Learners were asked to nominate their favorite rock, mineral or geological formation for entry into our imaginary "Rock and Roll Hall of Fame."
• Through these presentations, we were introduced to various land forms and geology that we are normally not exposed to.
• Each year, learners present parts of the world and geological "stars" that we have never seen before.