labs for the next generation inquiry in action

Labs for the Next

GenerationInquiry in Action

Michael RalphShannon Ralph

biologyrocks.org

Shannon Ralph

• General, Honors, and AP Biology

• Dodge City High School Enrollment – 1802

o ELL – 40%oAt-Risk – 74%oCollege 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 cycles2. 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 models3. Planning and carrying out investigations4. Analyzing and interpreting data5. Using mathematics and computational thinking6. Constructing explanations (for science) and designing

solutions (for engineering)7. Engaging in argument from evidence8. 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 questionAnalysis – Linking work back to question

Study System

•Manageable – Remember safety!• End-Game – Have a plan for

disposalThe 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 7th

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.