Scaffolding Guided Inquiry Magnetism and Electricity

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Scaffolding Guided InquiryMagnetism and
Electricity Lighting the Bulb
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How Students Learn ScienceNational Research
Council (2005)

• Engage to activate prior knowledge
• Develop competence
• Deep foundation of factual knowledge
• Understand facts in the context of big ideas
• Organize knowledge to facilitate retrieval
• and application
• Utilize metacognitive approaches to instruction

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Science-Literacy Connection

• Best Practices
• Research-Based Strategies
• Lessons Learned

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Strengthening Lesson Planning
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Scaffolding Guided Inquiry

Intended Curriculum
Intended Curriculum
Implemented Curriculum
Implemented Curriculum
Achieved Curriculum
Achieved Curriculum
Not Aligned
Aligned
Based on Marzano (2001)
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Magnetism and Electricity

• Lighting the Bulb

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Intended Curriculum

• Big Idea
• Lesson Content Goals and Guiding Questions
• Standard being addressed

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Intended Curriculum
BIG IDEA

• Magnetism and electricity are part of a single
  force.

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GUIDING QUESTIONS
LESSON CONTENT GOALS

• 1) It requires a complete loop (circuit from one
  end of an energy source (battery) through an
  energy receiver (bulb) and return to the other
  end of the battery to light the bulb. The wire
  (energy conductor) is the pathway for the energy
  to flow between the energy source and the energy
  receiver.

• 1) Using a wire, a battery and a bulb, what does
  it require to light the bulb? What is the role
  of the battery, the bulb and the wire?

2) A closed circuit is a complete loop that
allows electricity to flow an open circuit
does not make a complete loop and the electricity
will not flow.
2) What are the differences between an open and
closed circuit?
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Kit Inventory

1. What color is this?
2. What can this be used for?
3. Where have you seen this before?

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Word Wall
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IMPLEMENTED CURRICULUM

• Engaging scenario
• Focus Question
• Prediction
• Data
• Claims and Evidence
• Conclusion
• Reflection

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Engaging Scenario

• You and your friends are at Disneyland. You
  decide to go on the Haunted Mansion ride. You
  get on the ride. The ride starts. Then all of a
  sudden the ride stops and everything goes pitch
  black except for the screams and howls inside the
  Haunted Mansion. Then a voice comes on the
  speaker. Ladies and gentlemen, boys and girls
  this is the ride technician at Disneyland. I
  have some good news and bad news for you.

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• The good news is that power will be restored.
  The bad news is that it may not be until tomorrow
  and you will spend the night in the dark in the
  Haunted Mansion. There is a way to get out
  before tomorrow. If you reach into the front of
  your car you will find a ziplock bag. Inside the
  bag are a a wire, a battery and a bulb. There is
  a way to assemble them to make a light to find
  your way out before tomorrow morning.

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Engaging Scenario

• The good news is you find some objects in your
  ziplock bag that may help you.
• A small bulb
• Wire
• A battery

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• You and your friends have a problem.
• What is the problem here?

?
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Focus QuestionCriteria

• Provides students a role
• Is a simple question directly related to the
  scenario that can be investigated with results
  that can be communicated.
• Cannot be answered yes or no.

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FOCUS QUESTION
With your group discuss a focus question and
record it in your notebook. Be prepared to share
with the class.
1ST NOTEBOOK ENTRY
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Focus Question(s)
How can we find a way to light the bulb using a
battery, wire and bulb?
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Prediction Gives students a stake in the results

• Write a prediction describing what you think will
  happen - an answer to the focus question.
• Conditional statements
• If . then .. will
• happen because..
• or
• I think . will happen because

2ND NOTEBOOK ENTRY
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Planning Steps

• General Plan
• What should be changed?
• (independent variable)
• What should be kept the same?
• (controlled variable)
• What kind of effect will be observed/measured?
• (dependent variable)
• Operational Plan
• First
• Second.
• Third
• Next
• Finally.
• Data Organizer

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Task

• Diagram at least three ways to light the bulb
• Diagram at least three ways the bulb did not
  light
• Accurately label your diagrams.

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Things to consider

• How are you going to organize your diagrams?
  (data)

Data Organizer ?
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DATAOrganizing and planning

• Before you begin solving the problem,
• How will you organize your data?
• Discuss with your group the design of the
  chart and record it in the notebook. You may not
  start testing your prediction until your chart is
  ready.

3rd NOTEBOOK ENTRY
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Symbols to Use in Your Diagrams

l
-
Light Bulb
Wire
Battery
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Making Meaning Conference

• Planned discussion that uses an organizer to make
  thinking visible.

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Making Meaning Conference

• What patterns can we see from our data?
• What about the outliers?
• What claims can we make?
• What evidence do we have to support our claims?

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Making Meaning Conference

• Discussion Points Guiding Questions.
• Using a wire, a battery and a bulb, what does it
  require to light the bulb? What is the role of
  the battery, the bulb, and the wire? (What were
  you going to observe or measure)
• What are the differences between a closed (a
  circuit that lights the bulb) and an open (a
  circuit that does not light the bulb) circuit?
  What is your evidence?

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Examining Your Data

• Look at your diagrams showing when the bulb did
  not light
• Where did the wire touch the bulb?
• Where did the bulb touch the battery?

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Examining Your Data

• What claims can you make about the ways the bulb
  did not light?
• What was your evidence?
• I claim the bulb did not light because .

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Examining Your Data

• Look at your diagrams showing when the bulb lit
• Where did the wire touch the bulb?
• Where did the bulb touch the battery?

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Examining Your Data

• These places are called critical contact points
• Be sure to label the critical contact points on
  your diagrams

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Examining Your Data

• What claims can you make about the ways the bulb
  lit?
• What was your evidence?
• I claim the bulb lit because .

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Writing Claims Supported by Evidence

• I claim that I claim this because
• I know that I know this because

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Claims and evidence
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CONCLUSION

• Look at your prediction again.
• How did the evidence support your
• prediction?
• Do you wish to affirm or revise your
• prediction? Why?
• My prediction was accurate because..
• I wish to revise my prediction
• because

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CONCLUSION
Write a concluding sentence using one of the
stems Today I learned . or In
conclusion, .
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REFLECTION
Think about the investigation we just completed.
Use one of the stems below to write a reflection
regarding the investigation.

What if ? What really surprised me about this
investigation was ? A new question I have now
is ? I want to know more about ... ? I am
confused about ?
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GUIDING QUESTIONS
LESSON CONTENT GOALS

• 1) It requires a complete loop (circuit from one
  end of an energy source (battery) through an
  energy receiver (bulb) and return to the other
  end of the battery to light the bulb. The wire
  (energy conductor) is the pathway for the energy
  to flow between the energy source and the energy
  receiver.

• 1) Using a wire, a battery and a bulb, what does
  it require to light the bulb? What is the role
  of the battery, the bulb and the wire?

2) A closed circuit is a complete loop that
allows electricity to flow an open circuit
does not make a complete loop and the electricity
will not flow.
2) What are the differences between an open and
closed circuit?
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Achieved Curriculum

• How do we know if the intended curriculum is met
  if effective feedback is not in place?

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Feedback Issues, Evidence, and You.

• For example
• What evidence do you have in your data to support
  your claims?
• What claims can you make from your evidence?
• What is another explanation for what happened?

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Feedback Research

• Academic achievement in classes where effective
  feedback is provided to students is considerably
  higher than the achievement in classes where it
  is not. (Marzano, 2001)
• The most powerful single modification for
  improving education must be dollops of
  feedback.
• (Hattie, 1992)
• Students communication skills and understanding
  did not improve over the course of instruction
  during the school year. This latter result may
  be due, in part, to the fact that teachers
  provided little, if any, feedback.
• (Shavelson, 2003)

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• Task Specific
• FEEDBACK GUIDE
• What were students expected to do in their
  notebooks?
• Focus Question Investigable
• Prediction - uses because
• Data Organizer with headings /title
• 3 accurate labeled diagrams that lit and the
  paths are traced using arrows
• 3 accurate labeled diagrams of connections that
  did not light.
• Claims and Evidence
• Claims show understanding of the content of the
  Intended Curriculum.
• Claims are complete and supported by evidence.
  
• Examples given are clear, accurate, and
  labeled.
• Conclusion

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• Task Specific
• FEEDBACK GUIDE
• What were students expected to do in their
  notebooks?
• Focus Question Investigable
• Prediction - uses because
• Data Organizer with headings /title
• 3 accurate labeled diagrams that lit and the
  paths are traced using arrows
• 3 accurate labeled diagrams of connections that
  did not light.
• Claims and Evidence
• Claims show understanding of the content of the
  Intended Curriculum.
• Claims are complete and supported by evidence.
  
• Examples given are clear, accurate, and
  labeled.
• Conclusion