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Introducing and using scientific inquiry
Band of development: Early adolescence
Curriculum organiser: Science
Year level(s): 6-8
Proposed duration: 2-3 weeks (flexible)
Essential LearningAchievements
2. The student understands and applies the inquiry process.
ACKNOWLEDGEMENT:
Thank you to the Curriculum Support Section for developing and sharing this unit.
This is a sample unit. Teachers need to consider its usefulness within the context of their own students needs andschools curriculum plan and adapt it accordingly.
Posted:November 2007
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Unit of work including Essential Content that will be addressed under each aspect of inquiry.
Aspect of Inquiry Essential Content Outcomes Assessment Teaching and Teacher reflection
2
Introducing and Using Scientific Inquiry
Curriculum Organiser: ScienceUnit duration: a series of lessons that can be used a part a unit or individually to address aspects of the inquiry process.
Band of Development: Early adolescence
Unit Description
This unit outlines a process for introducing the inquiry process and includes links to useful websites to assist with different elements ofscientific inquiry. In this unit students will have the opportunity to understand and apply the scientific inquiry process.
Big Understandings
The scientific inquiry process is a means of testing ideas and making new knowledge.
It is a rigorous process that incorporates careful planning, testing and analysis of information.
Essential Learning AchievementsELA2 The student understands and applies the inquiry process
Attitudes and values
In this Essential Learning Achievement, students have opportunities to:
develop curiosity, openness to new ideas and inquiring habit of mind
appreciate the steps required to undertake a rigorous inquiry that draws valid conclusions
respect intellectual property rights and use procedures to acknowledge ownership of information
Focus Questions
What is the scientific inquiry process?
How is scientific inquiry used?
Overarching Essential Content items that will be developed as a result of experiencing the use of the scientific inquiry process.
Students will have the opportunity to:1. understand variations of the inquiry process used in particular disciplines (e.g. in historical research, scientific testing,
mathematical analysis)
2. select and use appropriate forms of the inquiry process for particular purposes, including a range of investigative, modelling
and problem-solving strategies
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2.4 plan steps to conduct
the inquiry, including
equipment, safety, time
and level of
collaboration required
2.5 determine data or
information needs and
devise suitable methodsto collect the data or
information required
Plan an experiment,
(including data
collection techniques)
that tests only one
variable.
FA from students
completing a
worksheet
SA from the
question and
hypothesis written fortheir final report.
FA through student
groups discussing
their experimental
design
How to write an
Hypothesis using the
If ----then ---
method
Eg If the
temperature is
increased then the tinfoil will glow red
Writing Hypothesis: a
student lesson4.
Use a Mindmap to
develop an
understanding of
different types ofvariables, which to
change, measure and
keep the same (p.5
from
Investigating
Scientifically stage 45
Students use the
variable informationto list their materials
and design a fair test(eg Worksheet 7 & 9
p.14 & 17 from:
Investigating
Scientifically stage 45
Clarify and define 2.6 plan and conduct Safely and accurately SA observation of
4
http://www.accessexcellence.org/LC/TL/filson/writhypo.htmlhttp://www.accessexcellence.org/LC/TL/filson/writhypo.htmlhttp://www.accessexcellence.org/LC/TL/filson/writhypo.htmlhttp://www.accessexcellence.org/LC/TL/filson/writhypo.htmlhttp://www.accessexcellence.org/LC/TL/filson/writhypo.htmlhttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.accessexcellence.org/LC/TL/filson/writhypo.htmlhttp://www.accessexcellence.org/LC/TL/filson/writhypo.htmlhttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.doc8/8/2019 Inquiry EA Scientific Inquiry
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ICT), summarise and
explain patterns in data,
or compare and
synthesise information
from different sources
SA ICT generated
data sets for the final
report
graph.
Using Microsoft
Excel in a classroom 7
Students practice with
sample data
2.12 review their
understanding in light of
new information
2.16 discuss and
compare their results
with those of others for
the same investigation,
suggest reasons for any
differences, and makesuggestions to improvetheir investigations or
conduct further
investigations
2.17 reflect on the
appropriateness of
methods of presenting
data in terms of clarity
and/or ease of analysis
Discuss the
relationship between
the results collected
and the original
hypothesis.
FA student
responses ( sample
data may need to be
used to practice this)
Use the scaffold sheet
13.1 p28 from
Investigating
Scientifically stage 45
to assist students
or
Brainstorm answers
to three questions:
a) what are the resultstelling you?b) what worked or did
not work in your
experiment and what
did you do to change
or improve it?
c) what could be
extended or improved
if you were to
continue this
investigation?Demonstrate
chunking of ideas tohelp write paragraphs.
Communicate and
justify their
conclusions
2.13 draw reasonable
conclusions based on
analys
is of data and
Draw conclusions
from the analysis of
data collected.
Use the scaffold sheet
13.2 p29 from
Investigating
6
http://www.internet4classrooms.com/excel_create_chart.htmhttp://www.internet4classrooms.com/excel_create_chart.htmhttp://www.internet4classrooms.com/excel_create_chart.htmhttp://www.internet4classrooms.com/excel_create_chart.htmhttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.internet4classrooms.com/excel_create_chart.htmhttp://www.internet4classrooms.com/excel_create_chart.htmhttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.doc8/8/2019 Inquiry EA Scientific Inquiry
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information
Prepare a scientific
report
SA final report
Scientifically stage 45
Scaffold report
sample p4 in
InvestigatingScientifically stage 45
2.15 present the inquiry
focus, problems,
background, ideas and
approaches and report
on results, findings and
conclusions using
suitable representations
and discipline-based
terminology2.18 acknowledgesources of information
using bibliographies.
Provide a presentation
of the scientific
inquiry to a class
including a
bibliography if
appropriate
SA students prepare
a scientific poster
about their inquiry
and present this to the
class
Provide sample
posters for students to
look at and/or
guidelines of what to
do
Creating Effective
Poster Presentations:
An Effective Poster
References:
1. Working with Questions
7
http://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.ncsu.edu/project/posters/NewSite/http://www.ncsu.edu/project/posters/NewSite/http://www.ncsu.edu/project/posters/NewSite/http://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.curriculumsupport.education.nsw.gov.au/secondary/science/assets/docs/stage4_5docs/s45t_isisstage4p2.dochttp://www.ncsu.edu/project/posters/NewSite/http://www.ncsu.edu/project/posters/NewSite/http://www.ncsu.edu/project/posters/NewSite/8/8/2019 Inquiry EA Scientific Inquiry
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