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
o ELL – 40%
o At-Risk – 74%
o College Bound – 81%
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%
Structured Framework
• Matter Cycling:
– Elements and compounds move through an
ecosystem in a known patterns.
1. Define steps of known cycles
2. Identify major human impact
(Climate change/carbon cycle)
• 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.
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
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 Science Practices
1. Asking questions (for science) and defining problems
(for engineering)
2. Developing and using models
3. Planning and carrying out investigations
4. Analyzing and interpreting data
5. Using mathematics and computational thinking
6. Constructing explanations (for science) and
designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating
information
from NGSS Release April 2013
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.
Variables
• Time Investment:
Data Collection – Parameter
identification and refinement,
as well as failed trials.
Variables
• Given:
–Question: How does human
behavior impact how nitrogen cycles
through the environment?
–System: Fertilizer run-off and
aquatic algae
Central Question
• Testable – in our lab
• Measurable – avoid qualitative
results
• Make a Comparison (for a
clear control)
Central Question
• Time Investment:
Context – Developing a strong
question
Analysis – Linking work back to
question
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.
Study System
• Time Investment:
Experimental Design –
Background research for ideas
and apparatus fabrication.
Node Mapping
• Inquiry Decision
–Time v. Skill Development
• Plan from April
th
7
Calendar (CSVs)
Calendar (Full Map)
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)
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.