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Scaffolding Guided Inquiry Magnetism and Electricity – Lighting the Bulb

Scaffolding Guided Inquiry Magnetism and Electricity – Lighting the Bulb. How Students Learn Science National Research Council (2005). Engage to activate prior knowledge Develop competence Deep foundation of factual knowledge Understand facts in the context of big ideas

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Scaffolding Guided Inquiry Magnetism and Electricity – Lighting the Bulb

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  1. Scaffolding Guided InquiryMagnetism and Electricity – Lighting the Bulb

  2. 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

  3. Science-Literacy Connection • Best Practices • Research-Based Strategies • Lessons Learned

  4. Strengthening Lesson Planning

  5. Scaffolding Guided Inquiry Intended Curriculum Intended Curriculum Implemented Curriculum Implemented Curriculum Achieved Curriculum Achieved Curriculum Not Aligned Aligned Based on Marzano (2001)

  6. Magnetism and Electricity Lighting the Bulb + -

  7. Intended Curriculum • Big Idea • Lesson Content Goals and Guiding Questions • Standard being addressed

  8. Intended Curriculum • Magnetism and electricity are part of a single force. BIG IDEA

  9. 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? 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. LESSON CONTENT GOALS GUIDING QUESTIONS 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?

  10. Kit Inventory • What color is this? • What can this be used for? • Where have you seen this before?

  11. Word Wall

  12. IMPLEMENTED CURRICULUM • Engaging scenario • Focus Question • Prediction • Data • Claims and Evidence • Conclusion • Reflection

  13. 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.”

  14. “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.”

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

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

  17. 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”.

  18. 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

  19. Focus Question(s) How can we find a way to light the bulb using a battery, wire and bulb?

  20. 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

  21. 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

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

  23. Things to consider • How are you going to organize your diagrams? (data) Data Organizer ?

  24. 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

  25. Symbols to Use in Your Diagrams + l - Light Bulb Wire Battery

  26. Making Meaning Conference • Planned discussion that uses an organizer to make thinking visible.

  27. 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?

  28. 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?

  29. 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?

  30. 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 ……….

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

  32. Examining Your Data • These places are called critical contact points • Be sure to label the critical contact points on your diagrams

  33. Examining Your Data • What claims can you make about the ways the bulb lit? • What was your evidence? I claim the bulb lit because ………….

  34. Writing Claims Supported by Evidence I claim that I claim this because I know that I know this because

  35. Claims and evidence

  36. 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…

  37. CONCLUSION Write a concluding sentence using one of the stems: “Today I learned … .” or “In conclusion, … .”

  38. 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 … ?

  39. 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? 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. LESSON CONTENT GOALS GUIDING QUESTIONS 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?

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

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