Achieving Authentic
Inquiry in Your
Classroom
Presented by
Eric Garber
My Career as a Teacher
 Classroom teacher for 3rd and 5th grade in West Covina
 Science and English teacher for Elementary Students
in Berlin
 Currently teaching science to 6th-8th grade students at
West Sacramento Early College Prep.
 Have utilized the Next Generation Science Standards
of Practice the past three years in a project based
environment.
Next Generation Science Standards
 This seminar will focus on the practices of a scientist
and an engineer.
 They are the same eight for all grades K-12 but with
increasing depth and sophistication
Why the change?
 Students cannot fully understand
scientific and engineering ideas
without engaging in the practices
of inquiry and the discourses by
which such ideas are developed and
refined
 A focus on the act of “doing” science or engineer can
tap into a student’s curiosities, interests and internal
motivation
The Main Goal
 Help students to investigate,
model and explain the world as
scientists and create elegant
solutions to problems as
engineers
 In other words, create young
scientists and engineers not just study science and
engineering
Science or Engineering?
 Often, if the purpose is to answer a
question then it is science.
 If the purpose is to define and solve a problem then it
most likely is engineering.
The Eight Practices
 1. Asking questions (for science) and defining problems
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(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
The Eight Practices are not
separate
 They overlap with
each other
 One practice may
connect to another
 They may not progress
in order
Creating Inquiry
 Start by helping students identify what they are
curious about
 Develop questions around their curiosities that are
researchable and testable (Science)
 Or, Define the problem that needs to be solved
(engineering)
 Avoid using Google to answer your questions. Focus on
the process not just the solution or claim.
Robotics Visit
 What did you observe?
 What practices do you think
occurred?
 How could a teacher capture
those moments?
Example Activity
 The Gear Challenge:
 Create the best gear combination
possible to yield the highest speed of
the wheel by turning the drive lever
Identifying the Practices
 It is important to help the students identify each of the
eight practices in their work and emphasize the
relevance of each practice
 Your assessment and insight on each of the practices
that they exhibit (or don’t exhibit) will help them grow
as young scientists and engineers
1. Asking Questions and Defining
Problems
 Did the student:
 ask a question that arose from careful observation of
phenomena, models or unexpected results, to clarify
and/or seek additional information?
 pose a question that is testable?
 form a hypothesis that is based on observations and
scientific principles?
 define a problem that can be solved through the
development of an object, tool, process, or system?
(Engineering)
2. Using Models
 This is a practice in both science and engineering to
use and construct models as tools for representing
ideas, concepts or their explanations
 Models can be a diagram, drawing, or physical replica.
 Did they use observations and measurements to
develop their model?
 Did they use the model to predict or explain behaviors
of a system?
3. Planning and Carrying out
Investigations
 Did the Students:
 make a systematic plan and outline the steps to their
procedures
 identify what counts as data and identify variables or
parameters
 conduct an investigation and evaluate the experiment or
design to meet the their predetermined goals
4. Analyzing and Interpreting Data
 Did the Students:
 use tables, graphs, spreadsheets, etc. to display and
analyze data
 recognize patterns in data and see relationships between
variables
 revise my initial hypothesis when the data doesn’t
support it
 analyze performance of a design under a range of
conditions
5. Using Mathematical and
Computational Thinking
 Did the students:
 use mathematics and statistics to analyze data
 express relationships between variables by writing
mathematical models or equations
 use mathematical models and computer simulations to
test my predictions and designs
6. Construct Explanations and
Design Solutions
 Did the students
 evaluate information and form hypotheses
 construct explanations or models of phenomena
 design a variety of solutions to a problem
7. Engage in an Argument from
Evidence
 Did the student:
 defend their explanation with evidence
 formulate evidence based on solid data
 examine their own understanding in light of the
evidence
 collaborate with peers in searching for the best
explanation
8. Obtain, Evaluate
and Communicate
Information
 Did the student:
 communicate findings clearly
and persuasively
 derive meaning from scientific text and their own
research results
 engage in discussions with scientific peers
 evaluate the validity of the findings of others
 Select the most appropriate methods for
communicating their ideas (table, graph, science paper,
model, etc.)
Getting Started
Free or Inexpensive Investigations to get your young
scientists and engineers going:
 Biodiversity: Organisms that live on your campus
 Dichotomous Keys: Collect, Sort and Group anything
 Animal Behaviors: Crickets, Ants or Earthworms
 Buoyancy: Tinfoil boats
 Building Structures: Paper Bridge
 Solar System: Make your own Sundial