2-B
Page 1
INQUIRY AT A GLANCE WORKSHEETS
Teacher & Student Behaviors
Component
Focus: Recording & Illustrating
Content Standard:
K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and developing solutions to problems
Content Expectation:
Make purposeful observation of the natural world using the appropriate senses.
TEACHER BEHAVIOR
• aligns students’ observation experiences with benchmarks
• helps students think about their observations
STUDENT BEHAVIOR
• exhibits careful and thoughtful observation
• sees him/herself as a scientist

2-B
Page 2
1. Share and compare what you recorded about teacher and student behavior.
2. How can you encourage observing, recording and illustrating in your classroom?
Component :
Focus: Generating, categorizing, selecting and turning questions
Content Expectation: Generate questions based on observations.
Next Generation Science Standards, Scientific and Engineering
Practices: 1. Asking questions and defining problems
TEACHER BEHAVIOR
• guides students toward observable and measurable questions
• analyzes questions to assure they are feasible
STUDENT BEHAVIOR
1. Share and compare what you recorded about teacher and student behavior.

2-B
Page 3
1. Share and compare what you recorded about teacher and student
behavior.
2.
Turn one of the following questions into an investigable question which is both observable and measurable:
How do worms help us?
What are clouds?
How does a car move?
Component:
Focus: Developing the hypothesis and planning the investigation
Content Expectations:
Generate scientific questions based on observations, investigations, and research. Design and conduct scientific investigations.
Next Generation Science Standards, Scientific and Engineering
Practices : 3. Planning and carrying out investigations
TEACHER BEHAVIOR
• leads students to explore, explain, support and evaluate each hypothesis
• checks procedure and materials needed
STUDENT BEHAVIOR
• forms hypothesis
• designs an investigation that answers the question

2-B
Page 4
1.
Share and compare what you recorded about teacher and student behaviors.
2.
Brainstorm a variety of examples for measuring and collecting data, such as counting birds in a habitat.
Component :
Focus: Collecting and analyzing data, and answering the question
Content Expectations:
Design and conduct scientific investigations. Use tools and appropriate to scientific investigations. Use metric measurement devices in an investigation. Identify patterns in data. Analyze information from data tables and graphs to answer scientific questions. Draw conclusions from sets of data from multiple trials of a scientific investigation. Next Generation Science Standards,
Scientific and Engineering Practices : 3. Planning and carrying out investigations 4.
Analyzing and interpreting data 5. Using mathematics and information and computer technology 6. Developing explanations and designing solutions
TEACHER BEHAVIOR
• oversees investigations
• asks for evidence and clarification
STUDENT BEHAVIOR
• follows the investigation procedure
• measures, records and illustrates with precision

2-B
Page 5
1. Share and compare what you recorded about teacher and student
behaviors.
2.
How are the students in this segment behaving like scientists?
Component :
Focus: Preparing, presenting, and assessing learning
Content Expectations:
Construct charts and graphs from data and observations. Communicate and defend findings of observations and investigations using evidence. Evaluate data, claims, and personal knowledge through collaborative science discourse. Evaluate the strengths and weaknesses of claims, arguments, and data. Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities. Next Generation Science
Standards, Scientific and Engineering Practices : 2. Developing and using models 7. Engaging in argument 8. Obtaining, evaluating, and communicating information

TEACHER BEHAVIOR
• shares presentation alternatives
• looks for evidence that students have changed thinking or behavior concerning misconceptions
2-B
Page 6
STUDENT BEHAVIOR
• organizes data for presentation using charts and graphs
• communicates results and answers to questions creatively

1.
Share and compare what you recorded about teacher and student behavior.
2-B
Page 7
2.
Examine the Inquiry Science Presentation Rubric (2-C). The levels of competence are labeled from 4 to 1. How can you modify this rubric so that the specific behaviors the students should exhibit are clearly described?

2-B
Page 8

Name: ____________________________________
2-C for Classroom Use
Group Members: _________________________________________________
Inquiry Question: ___________________________________________________
__________________________________________________________________
I.
II.
Presents inquiry question.
Clearly explains the procedure.
4 3 2 1
4 3 2 1
III. Includes supporting evidence.
IV. Reports conclusion.
V.
Explains thinking that leads to conclusion.
VI. Identifies sources of information.
4
4
4
3
3
3
2
2
2
1
1
1
VII. Communicates clearly.
VIII. Maintains eye contact.
4 3 2 1
4 3 2 1
4 3 2 1
IX. Uses creativity in presentation.
4 – highest rating 1 – lowest rating Total
4 3 2 1
_______________________
Teacher comments: The student showed evidence of being a scientist when:
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________
Evaluation: ________________________________________________________
__________________________________________________________________
__________________________________________________________________
__________________________________________________________________

2-E for Classroom Use
Name: ___________________________________________________
Group Members: ___________________________________________________________
Inquiry Question: _______________________________________________________________
______________________________________________________________________________
Inquiry Results: ________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
What was the most fascinating and surprising discovery you made during this inquiry experience?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
How did your thinking change as you were doing your inquiry project?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What new questions came to mind as you continued this process?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________

2-F
Page 1
Component :
Focus: Recording & Illustrating
TEACHER BEHAVIOR
• aligns students’ observation experiences with benchmarks
• helps students think about their observations
• talks with and listens to individuals and groups
• asks open-ended questions
• creates interest
• generates curiosity
• encourages substantive conversation
STUDENT BEHAVIOR
• exhibits careful and thoughtful observation
• sees him/herself as a scientist
• talks and shares observations cooperatively
• exhibits curiosity
• begins to generate questions
• records observations
• illustrates observations
• exhibits careful and thoughtful observation
• notes details, seeks patterns, detects sequence and events
• notices similarities, differences, and changes
• makes connections to prior knowledge
• explores freely

2-F
Page 2
Component :
Focus: Generating, categorizing, selecting and
turning questions
TEACHER BEHAVIOR
• guides students toward observable and measurable questions
• analyzes questions to assure they are feasible
• gives time to have students talk and work together
• encourages questioning
• questions to elicit more meaningful questions
• categorizes questions
• organizes student interest groups
• listens to students’ ideas, comments and questions for grouping purposes
• asks probing questions to redirect student’s investigation
• acts as consultant for students OR turns questions to be observable and measurable
• assures safety of questions
• attempts to match turned question with student’s original intent
STUDENT BEHAVIOR
• formulates questions that are observable and measurable
• examines the feasibility of the question
• ponders questions
• brainstorms questions
• is engaged and excited
• buys-in to learning
• participates in substantive conversation
• records questions
• helps other students turn questions
• values each other’s questions
• places questions into categories
• chooses category of interest
• selects questions to answer
• finds partner/s to work with cooperatively
• asks if the question is observable and measurable

2-F
Page 3
Component:
Focus: Developing the hypothesis and planning the investigation
TEACHER BEHAVIOR
• leads students to explore, explain, support and evaluate each hypothesis
• checks procedure and materials needed
• encourages and/or provides a variety of resources to utilize for research in planning
• facilitates the organization of information from different sources
• guides students in taking responsibility in investigations
• encourages students to make decisions applicable to their inquiry
• helps students design recording documents
• moves around to be available to all students
• orchestrates and encourages student dialogue
• assures that all materials are gathered
• checks to make sure variables and controls provide a “fair” test
STUDENT BEHAVIOR
• forms hypothesis
• designs an investigation that answers the question
• explains reasoning for hypothesis
• identifies “shat I need to know” to guide background research
• selects and uses resources to provide needed background for planning the investigation
• plans and gathers materials needed
• plans how to gather data
• designs charts to record data
• sets up time/distance limits
• works cooperatively with group members
• employs problem solving strategies
• establishes experimental procedure to assure a “fair” test
• delineates sequence of procedure

2-F
Page 4
Component :
Focus: Collecting and analyzing data,
and answering the question
TEACHER BEHAVIOR
• oversees investigations
• asks for evidence and clarification
• asks questions
• checks on accuracy of data
• helps students carry out skills of recording and documenting
• moves around the room
• encourages students to explain concepts in their own words using their discoveries
• guides toward outside resources
• helps to make connections with prior knowledge and new concepts
• references students to existing data and evidence
• asks students if their evidence and conclusions agree with current evidence
• asks students to ponder whether their conclusions are reasonable
• asks open-ended questions such as:
“Why do you think…?
What evidence do you have?
What would you try next?
How do you explain this?
STUDENT BEHAVIOR
• follows the investigation procedure
• measures, records and illustrates with precision
• shares information and ideas
• works cooperatively to get the answer
• completes data charts then constructs graphs
• makes connections to prior knowledge
• engages in a focused investigation
• compares results with other groups
• compares results with experts
• analyzes results and information for conclusions
• draws reasonable conclusions from evidence
• checks that data supports or rejects the hypothesis

2-F
Page 5
Component :
Focus: Preparing, presenting, and assessing learning
TEACHER BEHAVIOR
• shares presentation alternatives
• looks for evidence that students have changed thinking or behavior concerning misconceptions
• listens critically
• asks questions for clarification of evidence
• encourages students to ask further questions
• designs authentic assessments
• co-authors rubrics with students
• aligns assessments with concepts in Michigan Curriculum
Framework
• creates and shares checklists of desired process skills and concept development
• guides students to apply and extend concepts to new situations
• reminds students to consider alternative explanations
• assesses and helps students with problems
• talks to students, asks questions, makes suggestions, shares and interacts with students
STUDENT BEHAVIOR
• organizes data for presentation using charts and graphs
• communicates results and answers to questions creatively
• uses scientific language
• listens and responds critically to one another’s explanations
• refers to recorded observations as evidence for conclusions
• demonstrates understanding of concepts related to the question
• makes connections of concepts to other applications
• self-assesses
• co-authors rubrics for assessment
• identifies strengths and areas needing improvement
• reflects on concepts and misconceptions verbally and/or written
• asks related questions that would encourage future investigations

3-A for Classroom Use
Name: _______________________________________________________
Group Members: _______________________________________________
I. Inquiry Question.
_______________________________________________________________________________
II. Hypothesis. _____________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
III. Description of plan answering my investigation/inquiry:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
IV. Teacher OK: ________
V. Step by step investigation plan:
1.
_______________________________________________________________________________________
___________________________________________________________________________________________
2.
_______________________________________________________________________________________
___________________________________________________________________________________________
3.
_______________________________________________________________________________________
___________________________________________________________________________________________
4.
_______________________________________________________________________________________
___________________________________________________________________________________________
VI. List of materials needed:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
VII. List of all sources of information used:
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________

3-D
Inquiry Is On a Continuum
In practice, inquiry often occurs on a continuum. On one end of the continuum of inquiry might be the use of highly-structured hands-on activities and "cookbook" experiments; in the middle might be guided inquiry or the use of science kits; and, at the farthest end, students might be generating their own questions and investigations. A teacher's goal should be to strive for the farthest end of the continuum where students are involved in full inquiry. There are times when she will find it necessary to employ lower-level inquiry strategies to meet specific goals. However, a teacher should not assume that a structured hands-on activity will necessarily have all of the elements of inquiry.
When choosing from the continuum, teachers will need to consider a number of variables such as their own teaching skills; student readiness, maturity, and ability; and pedagogical goals.
Occasionally, the teacher will move back and forth on the inquiry continuum to meet certain goals and circumstances. Berk Moss, science curriculum coordinator for the Beaverton School
District in Oregon, provides an example of how a teacher's progression toward full inquiry might proceed.
•
Activities focus on textbooks, library reports, and worksheets
• Demonstrations are done for students
• Students conduct "cookbook experiments" (student replications, not discoveries)
•
Students do laboratory activities that lead to student discoveries
• Students answer questions generated by the teacher from open-ended laboratory activities
• Students answer questions of their own from open-ended laboratory activities
"Each step represents significantly more risk taken by the teacher and increasingly complex classroom management," says Moss. "I celebrate each move along the continuum."
"It is quite reasonable to supply some of the inquiry steps to students so that they can focus their learning on other steps," says Moss. "For example, we might supply the question and ask them to devise the investigation or give data and ask them to analyze and test a given hypothesis. The complexity of these activities will vary with student age and experience, but there are entrances for every child."
Students can do investigations requiring data collection that don't require complex laboratory preparation by the teacher, says Moss. "All inquiry experiences do not need to involve a mop and apology to the custodian."
(Excerpt from Inquiry Stategies for Science and Mathematics Learning: It’s Just Good Teaching , by Denise
Jarrett, Science and Mathematics Education, Northwest Regional Educational Laboratory

3-E
The National Science Education Standards state that inquiry is central to science learning.
When engaging in inquiry, students describe objects and events, ask questions, construct explanations, test those explanations against current scientific knowledge, and communicate their ideas to others. They identify their assumptions, use critical and logical thinking, and consider alternative explanations. In a way, students actively develop their understanding of science by combining scientific knowledge with reasoning and thinking skill.
Inquiry-based instruction can be continuum with four primary levels of use. It is the role of the teacher and student that change significantly as the level of inquiry increases.
The first level of inquiry could be called structured inquiry , in which during a structured hands-on experience, students are required to reach their own conclusions based on supportive evidence.
The next level, guided inquiry , still has the teacher selecting the topic, the question, and providing the materials, but students are required to design the investigation, analyze the results, and reach supportable conclusions.
Student-directed inquiry asks students to take responsibility for every part of the process beyond the general topic. This would include development of their own question in conjunction with the teacher's guidance and organization of materials as well as the other steps identified as guided inquiry.
The most pure level of inquiry, student research , requires little more than support and guidance from the teacher. Not all students will be engaged at this level, but teachers should understand how to help students who have the interest, drive and ability to pursue true research.
At the elementary level teachers are working primarily with structured and guided inquiry depending on the developmental level of their students.

3-F
Topic
Question
Materials
Procedures/
Design
Results/
Analysis
Conclusions
Lecture,
Textbook,
Worksheets
Traditional
Hands-on
Structured
Inquiry
Guided Inquiry
Student Directed
Inquiry
Student Research
Inquiry
Teacher controlled Student Controlled
Teacher Teacher Teacher Teacher Teacher
Teacher/
Student
N/A Teacher Teacher Teacher
Teacher/
Student
Student
N/A Teacher Teacher Teacher
Teacher/
Student
Student
N/A Teacher Teacher
Teacher/
Student
Student Student
N/A Teacher
Teacher/
Student
Student Student Student
N/A Teacher Student Student Student Student
Note: While more “Student-Controlled” science teaching and learning should be a goal, it does not mean that all science instruction should be at that end of the inquiry continuum. The content to be taught and the time and materials available may suggest a more “Traditional Hands-On” or “Structured Inquiry” approach.
Identify when you have recently used the different strategies in your science teaching. Think about why you used it, whether it was successful, and whether or not another strategy along the continuum could have been used. Share your ideas with a colleague.
You can set goals for further implementation of inquiry science teaching by placing a check (  ) in the boxes next to where you would like to move along the continuum.

Purpose: This activity will enable the whole group to picture what a lesson on one particular content expectation might look like at all points along the inquiry continuum.
Our group is assigned the ______________________________ method from the continuum.
Directions:
3-G
1.
Describe or demonstrate what a lesson would look like using the science teaching method above to teach one grade level content expectation of your choice. Include what the teacher and the students would be doing.
2.
You will only have about five minutes to develop your description/demonstration. It will not be a detailed lesson plan.
3.
Be prepared to share with the whole group.
My chosen content expectation is…
GLCE:
Key Concepts:
Tools:
Real-world contexts:
Here is the description of our lesson:

-
-
3-H
To achieve my yearlong goal of moving along the inquiry continuum toward inquiry science teaching, I will need to take small steps throughout the year. This sheet will help me plan those steps that will lead me to where I want to go.
Briefly, here is how I will introduce each of the five components of inquiry over the next few weeks and months: (Consider which upcoming units and/or lessons would lend themselves best to each component.)
I. Observing : (recording and illustrating)
II. Questioning: (generating, categorizing, selecting and turning)
III. Constructing the investigation: (hypothesizing and planning)
IV. Conducting the investigation: (collecting and analyzing data: answering the question)
V. Communicating the investigation : (preparing, presenting and assessing)
Which of my science units or areas of study might lend themselves to a complete, start-to-finish, Inquiry Investigation?
Would it be a teacher-lead inquiry or conducted by small teams?
What will I do next week to begin implementation of inquiry science?
Personally: (as in my professional development)
In class: (with my students)

Inquiry  and  Reflection  Grade  Level  Content  Expectations  for  5 th  grade.
The  5 th  grade  GLCE’s  are  to  be  used  as  a  guide  when  viewing  the  videos.
Teachers  may  want  to  select  the  GLCE’s  that  they  are  currently  using  in   their  classroom.
SCIENCE PROCESSES Inquiry Process
K-7 Standard S.IP: Develop an understanding that scientific inquiry and reasoning involves observing, questioning, investigating, recording, and
developing solutions to problems.
S.IP.M.1 Inquiry involves generating questions, conducting investigations, and developing solutions to problems through
reasoning and observation.
S.IP.05.11 Generate scienti fi c questions based on observations, investigations, and research.
S.IP.05.12 Design and conduct scienti fi c investigations.
S.IP.05.13 Use tools and equipment (spring scales, stop watches, meter
sticks and tapes, models, hand lens) appropriate to scientific investigations.
S.IP.05.14 Use metric measurement devices in an investigation.
S.IP.05.15 Construct charts and graphs from data and observations.
S.IP.05.16 Identify patterns in data.
Inquiry Analysis and Communication
K-7 Standard S.IA: Develop an understanding that scientific inquiry and investigations require analysis and communication of findings, using appropriate technology.
S.IA.M.1 Inquiry includes an analysis and presentation of findings that lead to future questions, research, and investigations.
S.IA.05.11 Analyze information from data tables and graphs to answer scienti fi c questions.
S.IA.05.12 Evaluate data, claims, and personal knowledge through collaborative science discourse.

S.IA.05.13 Communicate and defend fi ndings of observations and investigations using evidence.
S.IA.05.14 Draw conclusions from sets of data from multiple trials of a scienti fi c investigation.
S.IA.05.15 Use multiple sources of information to evaluate strengths and weaknesses of claims, arguments, or data.
Reflection and Social Implications
K-7 Standard S.RS: Develop an understanding that claims and evidence for their scientific merit should be analyzed. Understand how scientists decide what constitutes scientific knowledge. Develop an understanding of the
importance of reflection on scientific knowledge and its application to new situations to better understand the role of science in society and technology.
S.RS.M.1 Reflecting on knowledge is the application of scientific knowledge to new and different situations. Reflecting on knowledge requires careful analysis of evidence that guides decision-making and the application of science throughout history and within society.
S.RS.05.11 Evaluate the strengths and weaknesses of claims, arguments, and data.
S.RS.05.12 Describe limitations in personal and scientific knowledge.
S.RS.05.13 Identify the need for evidence in making scientific decisions.
S.RS.05.15 Demonstrate scientific concepts through various illustrations, performances, models, exhibits, and activities.
S.RS.05.16 Design solutions to problems using technology.
S.RS.05.17 Describe the effect humans and other organisms have on the balance in the natural world.
S.RS.05.19 Describe how science and technology have advanced because of the contributions of many people throughout history and across cultures.