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Labs for the Next Generation Inquiry in Action

Labs for the Next Generation Inquiry in Action. Michael Ralph Shannon Ralph. biologyrocks.org. Shannon Ralph. General, Honors, and AP Biology Dodge City High School Enrollment – 1802 ELL – 40% At-Risk – 74% College Bound – 81%. Michael Ralph. General, AP Biology, and Biotechnology

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Labs for the Next Generation Inquiry in Action

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  1. Labs for the Next GenerationInquiry in Action Michael Ralph Shannon Ralph biologyrocks.org

  2. Shannon Ralph • General, Honors, and AP Biology • Dodge City High School • Enrollment – 1802 • ELL – 40% • At-Risk – 74% • College Bound – 81%

  3. Michael Ralph • General, AP Biology, and Biotechnology • Olathe East High School (Olathe, KS) • Enrollment – 2050 • ELL – 4 students • F/R Lunch – 21.2% • College Bound – 91%

  4. Structured Framework • Matter Cycling: • Elements and compounds move through an ecosystem in a known patterns. • Define steps of known cycles • Identify major human impact (Climate change/carbon cycle)

  5. Developed with input from 26 states and multiple national professional organizations to provide an internationally benchmarked science education. • Adopted by 11 states so far: California, Delaware, Illinois, Kansas, Kentucky, Maryland, Nevada, Oregon, Rhode Island, Vermont, and Washington.

  6. Unpack the Content • What do we want to know? • Central Lab Question • Where will we figure it out? • Study System or Model Organism • How will we go about testing it? • Variable Manipulation

  7. Inquiry Spectrum • Structured Experiment • Teacher-given all CSV nodes • Guided Inquiry • Student-derived Variables node • Open Inquiry • Teacher-given either C or S node • Fully Open Inquiry • Student-derive all CSV nodes

  8. 8 Science Practices • Asking questions (for science) and defining problems (for engineering) • Developing and using models • Planning and carrying out investigations • Analyzing and interpreting data • Using mathematics and computational thinking • Constructing explanations (for science) and designing solutions (for engineering) • Engaging in argument from evidence • Obtaining, evaluating, and communicating information from NGSS Release April 2013

  9. Variables • Material Availability – Predict student needs or empower students to obtain their own materials. • Controls – Positive and/or negative controls are critical to troubleshoot procedures.

  10. Variables • Time Investment: Data Collection – Parameter identification and refinement, as well as failed trials.

  11. Variables • Given: • Question: How does human behavior impact how nitrogen cycles through the environment? • System:Fertilizer run-off and aquatic algae

  12. Central Question • Testable – in our lab • Measurable – avoid qualitative results • Make a Comparison (for a clear control)

  13. Central Question • Time Investment: Context – Developing a strong question Analysis – Linking work back to question

  14. Study System • Manageable – Remember safety! • End-Game – Have a plan for disposal The Internet is a great resource to find others that work in the space.

  15. Study System • Time Investment: Experimental Design – Background research for ideas and apparatus fabrication.

  16. Node Mapping • Inquiry Decision • Time v. Skill Development • Plan from April 7th

  17. Calendar (CSVs)

  18. Calendar (Full Map)

  19. Build It  Break It Inquiry’s Workflow: • Choose your content (Matter Cycling) • Build your scaffold (CSV Triangle) • Allocate your time (Calendar & Nodes) • Build the lab (Algae Lab) • Troubleshoot (Logistics & Safety)

  20. Common Barriers • The unexpected… really. • Requests for structure: • Is this right? • What do you want us to do? • Just tell us the answer! • Failure • Things will break. And it will be okay. Learning still happens.

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