- Grade Level: Eight, Seven
- Themes: B. Skills & Traits, C. Enterprise, E. Living Environment
- Activity Type: Hands-On, Small Group Discussion
- Setting: Classroom, School Yard
- Part of the Biodiversity Watershed Experience
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- Print Activity
Table of Contents
Question(s)
How do scientists set up and carry out a biodiversity investigation?
Overview
Scientists operate in an inquiry environment. They observe, ask questions, make predictions, record observations, analyze data, make and defend claims, and share their conclusions with the larger community. Similarly, students will carry out their investigations as though they are professional scientists. An online Science Notebook (available to registered participants on the Vital Signs website) helps students organize, document, and reflect on their investigation. It guides students through each stage of the inquiry process as they seek answers to their research questions.
Science Notebooks are a learning tool originally developed by Michael Klentschy to help students develop scientific inquiry, literacy, and reasoning skills.
Standards (MLR)
Science & Technology Standards (MLR)
B1. Skills and Traits of Scientific Inquiry. Students plan, conduct, analyze data from, and communicate results of investigations, including simple experiments.
B1a. Identify questions that can be answered through scientific investigations.
B1b. Design and safely conduct scientific investigations
B1c. Use appropriate tools and techniques to gather, analyze, and interpret data.
B1d. Use mathematics to gather, organize, and present data and structure convincing explanations.
B1e. Use logic, critical reasoning and evidence to develop descriptions, explanations, predictions, and models.
B1f. Communicate, critique, and analyze their own scientific work and the work of other students.
C1. Understandings of Inquiry. Students describe how scientists use varied and systematic approaches to investigations that may lead to further investigations.
C1a. Explain how the type of question informs the type of investigation.
C1c. Describe how scientists’ analyses of findings can lead to new investigations
Learning Objectives
- Students learn science through inquiry and real scientific practice
- Students use Science Notebooks as a tool to organize, document, and reflect on their investigation
Materials
- Computer with Internet access
- Vital Signs online Science Notebook
Time Needed
Students fill out and revisit their Science Notebooks many times throughout the Investigation process. With a Guided Inquiry Approach, some parts will take less than 5 minutes, while others can take up to 30 minutes.
Activity Procedure
- Log in to each of your team accounts to enter the research question for your students: Does biodiversity change or stay the same throughout our watershed?
Note: Notebook philosophy suggests that students should not be asked to spend time copying any teacher-generated content into their Notebooks. It shifts focus away from intended learning goals. In this Guided Inquiry investigation, teachers are responsible for developing the research question and are thus responsible for cutting/pasting it into the Notebooks.
- Have students go to the Vital Signs website.
- Have them log in using their team names and passwords (assigned by the teacher during the Investigation Set-up process).
- Have students go to their My Vital Signs page to add a new Notebook.
- Ask your research question. Review your research question together. Check for understanding.
- Make a prediction. Ask students to enter a prediction about what they think the answer to their research question will be. To inform this prediction, make preliminary observations from the satellite view of the Vital Signs map, or look at the Vital Signs Sort & export table to see what others have found at your comparison site(s). Follow the prompt in the Notebook: I think or expect _____ because _____. Make sure students support their predictions with the reasons why they think what they think.
- Investigate. Because this is a Guided Inquiry investigation, explain to students where their study sites are, what data they will collect, and how they will collect and record it. After students collect data and publish it on the Vital Signs website, their Field Notes will automatically appear in their Science Notebooks in the Investigate section.
- Organize and make sense of your data. Use the Organize to Analyze activity to guide students through the steps of finding, organizing, and making sense of their data.
- Reflect and conclude your investigation. Have students work with their teammates to reflect on their research, and then state their conclusion. As needed, have students use the Notebook prompts.
Note: If teams have trouble synthesizing everyone’s ideas, try using a nice big Placemat. Placemats let each student think and write individually first. Once students see what everyone in their team thinks, they can underline common themes, circle key points, and come up with the best possible reflections/ conclusions that reflect full team participation.
- Have students revisit their Science Notebooks as they plan the Student Action component of their Watershed Experience. They will need to build a case using strong evidence from their Notebooks in order to persuade and motivate others to join their watershed-wide data collection effort.
Reflection/Formative Assessment Ideas
The Science Notebook is intended as an on-going reflection and assessment tool for students and teachers. Check Notebooks frequently throughout the investigation to gauge student understanding and again when the investigation is finished.
Extension Ideas
Have a great idea to share? Please leave a comment below.
Resources
- Klentschy, Michael. Using Science Notebooks in Elementary Classrooms, National Science Teachers Association
- Klentschy, Michael & Laurie Thompson. 2008, Scaffolding Science Inquiry through Lesson Design, Heinemann
References
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One Comment
Michael Klentschy also has a book, Using Science Notebooks in Middle School Classrooms