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Poster Set 2 - Friction Investigation

Lesson planner using the smarter science steps to inquiry posters - Phase one - Initiate and Plan

Susan Lindsay

on 11 February 2011

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Transcript of Poster Set 2 - Friction Investigation

On this page, students determine what behaviour they are going to test and begin to think of the variables that may affect this behaviour. Sticky notes are moved from page 1 to page 2. The behaviour that will be observed is moved to Step 2, but re-worded in terms of measurability. The testable questions will be re-worded as variables and moved to Step 3. Double click anywhere & add an idea STEPS TO INQUIRY Friction Investigation Teachers begin by showing an object or demonstrating an event. Students are asked to carefully observe the object or event using their senses. Hand lenses and microscopes may be used to extend observations. (Note: Using the sense of taste is not good scientific practice in most circumstances. It may only be done when appropriate and under teacher supervision.) Students record their observations on sticky notes (one observation per sticky) and draw a labeled diagram. Teachers can help deepen observations through prompting questions. Students sort observations according to those that are descriptions and those that relate to the behaviour of the object. Students are then instructed to re-create the object and event so that it behaves in the same way as the teacher’s model. Discussion will occur around the differences in the behaviour of the student examples- why this is happening, are the differences significant, etc. From there, additional observations and questions may be added to the poster. A possible prompting question starter may be “What will happen if…” It is important to note that this process is not linear-– students and teachers may go back and forth between testing , making observations and asking questions. Finally, questions are sorted into categories: those that can be answered through research, those that are testable, and those that are speculative-– difficult to answer but worth thinking about. One sticky note from step 2a moves to the dependent variable spot in Step 3a. One sticky note from Step 2b moves to the independent variable spot. All other sticky notes from Step 2b move to control variable spots in Step 3b. Discussion may take place to clarify the concepts of variables and fair testing. This page allows students to explicitly state their question and form a hypothesis. The organizer helps students to learn the importance of keeping the prediction statement separate from their reason. Once observations are shared with the class, students use a different colour of sticky note to record questions they may have. Teachers can help to deepen their level of questions through the use of the Q-Chart. This prezi is designed to assist teachers in creating and sharing lessons using the Steps to Inquiry Posters. The "play" button at the bottom of the screen allows teachers to step through the items in sequence. In addition, teachers are able to click on objects at any point in order to zoom in and access the following:
• Instructions
• Materials
• Pictures
• Videos
• Links
• Student examples

If additional zooming is required, hover the mouse over the right side of the screen and a zoom tool will appear. The scroll function may also be used for this purpose. The lesson provided here is an example only. It is not meant to be followed step-by-step, but used as a framework for teachers to guide their students through the inquiry process. It is not designed for any specific grade level, and can be used successfully and appropriately at many levels. Teachers should use their professional judgment to decide what is suitable according to the strengths, needs and interests of their students. Legend:
The following symbols appear throughout the prezi. Clicking on an object will allow you to zoom in and read the information contained there. Main idea: This provides a brief outline of the investigation.

Materials: equipment needed, other
resources (books, videos, etc)

General Information: This will guide
teachers through the process of using
the Steps To Inquiry posters. It is the
same for all lessons using a particular
poster set. Specific Information: This provides
information on the specific activity
that is being outlined, including student samples.

Links: videos, pdfs, websites

Safety Notes The observed behaviours from Step 1 become possible dependent variables in Step 2a. Sticky notes are moved from the "Observe" section of Step 1 and may need to be re-worded in terms of measurability for Step 2a. Cultivating Keen Observers pdf
http://alturl.com/9ge47 Question Matrix Template
http://alturl.com/yy7cp Sticky notes developed from the "Wonder" section of Step 1 (and determined as testable in the question sort) are moved to Step 2b. (These may also need to be re-worded) This investigation is based on the friction ramps in the Weston Innovation Centre at the Ontario Science Centre. Students investigate factors that affect how well an object travels down an inclined plane. Students explore sending a few of the available objects down the different ramps. They make observations as to how well they travel (do they go all the way to the bottom; how long does it take to get to the bottom; how long does it take to get started, etc. ramps
variety of materials to cover ramps
objects (e.g. blocks) that are covered with a variety of materials www.ontariosciencecentre.ca
Ontario Science Centre
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