TECHNOLOGY INTEGRATION & INSTRUCTION FOR THE 21ST CENTURY LEARNER

JUNE 15-17, 2009

HOPE BROWN, HIGH SCHOOL SCIENCE, ST. EDMOND, FORT DODGE

VALERIE JERGENS, MATH AND SCIENCE CONSULTANT, PRAIRIE LAKES AEA

Using Graphing Calculators &

Motion Detectors for Inquiry

Every Learner Inquires

VisionThe vision of the Every Learner

Inquires (ELI) project is one in which all students engage in investigating significant scientific questions in supportive, collegial learning communities. 

Students will come to deeply understand important science ideas and master complex skills and reasoning processes that are essential to scientific literacy.

Every Learner Inquires

Definition of Scientific InquiryScientific Inquiry refers to the

diverse ways in which scientists study the natural world and propose explanations based on the evidence derived from this work.

Inquiry also refers to activities of learners in which they develop knowledge and understanding of scientific ideas, as well as understanding about how scientists study the natural world.

Current research indicates that, although they rarely discover knowledge that is new to humankind, learners engaged in inquiry discover knowledge that is new to them.

Every Learner Inquires

Definition of Scientific Inquiry, cont…

Scientific inquiry is multi-faceted. It involves making observations; posing questions; examining multiple sources of

information to see what is already known in light of experimental evidence;

using tools to gather, analyze, and interpret data; and

communicating results.

Inquiry also identifies assumptions, uses critical and logical thinking, and considers alternative explanations.

5E Learning Cycle

Engagement – Learners experience questions and activities that engage prior knowledge of major concepts and abilities in the domain of instruction

Exploration – Learners express prior knowledge and investigate the efficacy of their understanding and abilities

Explanation – Learners are introduced to scientific facts, concepts, and abilities

Elaboration – Learners apply their newly formulated understanding and abilities

Evaluation – Learners’ attainment of primary outcomes of instructional sequence are assessed

5 Essential Features of Classroom Inquiry

Learners engage in scientifically oriented questions

Learners give priority to evidence, which allows them to develop and evaluate explanations that address scientifically oriented questions

Learners formulate explanations from evidence to address scientifically oriented questions

Learners evaluate their explanations in light of alternative explanations, particularly those reflecting scientific understanding

Learners communicate and justify their proposed explanations

Scientifically Oriented Questions

How are distance and time related?

Scientifically Oriented Questions

How are distance and time related?

How can a graph represent an object’s motion?

Activity #1-Graphing Your Motion

Purpose:Produce graphs of your motionInterpret the graphs

Materials:Graphing Calculator (TI-84 Plus)Sonic Motion Detector (CBR2)Car Crash PartnersClear wall space

Activity #1-Graphing Your Motion

Process:Follow instructions on pages 11-

13With one partner, discuss and

record the answers to these questions in your notebook: How do the slopes of the lines compare

when you walked toward the CBR2 v. away from the CBR2? Away from CBR2 Toward CBR2

How do the slopes of the lines compare when you walked slowly v. when you walked quickly? Walking Slowly Walking Quickly

Activity #1-Graphing Your Motion

Discussion What did the slope look like when you

stood still? What does the line look like when the

slope is one? What does the slope of the line mean?

Formative Assessment

In your notebook describe the motion represented in this graph:

d

tO1

2 3 5

4

Activity #2-Match the Graph

Purpose:Match your motion to the graph

as a way of understanding the motion represented on the graph

Materials:Same things from Activity #1Roller Coaster Partners

Activity #2-Match the Graph

Process:Follow instructions on pages 15-

16Consider this question with your

group and be ready to defend your position and give real-life examples to the class: What physical property does the slope,

or steepness of the line segment, represent?

Assessment

In your notebook, describe the motion represented in each of these graphs:

#1#2

#3 #4

d d

d d

t t

t t

#5

t

d

Iowa Core

Inquiry StandardThink critically and logically to

make the relationships between evidence and explanations

Use mathematics in all aspects of scientific inquiry

DiscussionHow do these statements match

with the 5 Essential Features of Inquiry?

Iowa Core

Physical Science StandardUnderstand and apply knowledge

of motions and forces

DiscussionWhat would student have

experienced?What would students have

learned?

Iowa Core

21st Century Skills-Technology Literacy Apply digital tools to gather, evaluate, and

use information Demonstrate critical thinking skills using

appropriate tools and resources to plan and conduct research, manage projects, solve problems and make informed decisions

Demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology

Discussion How would these activities have been

different if there had not been technological tools available?

Did students learn the Inquiry or Physical Science content differently?

Did students learn different Inquiry or Physical Science content?

Iowa Core

21st Century Skills-Employability Skills Communicate and work productively with

others, incorporating different perspectives and cross cultural understanding, to increase innovation and the quality of work

Adapt to various roles and responsibilities and work flexibly in climates of ambiguity and changing priorities

Demonstrate leadership skills, integrity, ethical behavior, and social responsibility while collaborating to achieve common goals.

Discussion How would these activities have been

different if collaborative groups were not used?

Did students learn the Inquiry or Physical Science content differently?

Did students learn different Inquiry or Physical Science content?

Thank you for coming!

If you have further questions, contact

Valerie Jergens vjergens@aea8.k12.ia.us712-335-3588 ext 2029