In reformed-based teaching, an investigation is an inquiry-based lesson which involves the students in "active learning that emphasizes questioning, data analysis, and critical thinking" (Bell, 2005). There are many different ideas as to what institutes an inquiry-based lesson, but according to the National Research Council in Inquiry and the National Science Education Standards: A Guide for Teaching and Learning, inquiry consists of five essential elements:
After implementing these elements through an investigation, the students benefit in many ways. Students are able to make connections between concepts, learn from both teacher and peer feedback, and develop mathematical language skills (Choppin, 2007). Additionally, investigations can also function as integrated instructional units which "encourage students to engage in interdisciplinary work in a way that promotes their understanding of important concepts and practices"(Gleim, 2009).
There are varying levels of inquiry depending on the scaffolding and guidance offered by the teacher. The Investigations in this unit are designed to incorporate highly student-centered inquiry. The educational strategies used include Argument Driven Instruction and guided instruction.
- The learner engages in scientifically oriented questions.
- The learner gives priority to evidence.
- The learner formulates explanations from evidence.
- The learner connects explanations to scientific/math knowledge.
- The learner communicates and justifies explanations.
After implementing these elements through an investigation, the students benefit in many ways. Students are able to make connections between concepts, learn from both teacher and peer feedback, and develop mathematical language skills (Choppin, 2007). Additionally, investigations can also function as integrated instructional units which "encourage students to engage in interdisciplinary work in a way that promotes their understanding of important concepts and practices"(Gleim, 2009).
There are varying levels of inquiry depending on the scaffolding and guidance offered by the teacher. The Investigations in this unit are designed to incorporate highly student-centered inquiry. The educational strategies used include Argument Driven Instruction and guided instruction.
Investigation 1: Exhibit A
This investigation is designed based on the Argument Driven Instruction (ADI) model shown to the right. The students will work in groups to answer the question "What does a sustainable animal exhibit model for a Giraffe look like?" The students will gather data and information about how to care for and design an exhibit for a Giraffe in a zoo. They will develop an answer to the question and an argument defending their reasoning. After a round-robin argumentation session and discussion, the students will split up and complete an investigation report. Then after peer reviews the students submit his/her report.
Students Will Be Able To:
Students Will Be Able To:
- Use proportional relationships to calculate percentages and funds awarded.
- Effectively use variable to set up and solve proportional relationships.
- Add, subtract, multiply and divide with accuracy.
- Make sense of problems and persevere in solving them.
- Use quantitative and abstract reasoning.
- Use appropriate tools strategically.
- Develop a system for granting stipends within a budget.
- Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
- Explain the difference between an experiment and an investigation.
- Write arguments to support claims with clear reasons and relevant evidence.
Math Standards:
- CCSS.Math.Content.7.RP.A.3 Use proportional relationships to solve multistep ratio and percent problems.
- CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.
- CCSS.Math.Content.7.EE.B.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.
- CCSS.Math.Content.7.EE.B.4b Solve word problems leading to inequalities of the form px +q > r or px + q < r, where p, q, and r are specific rational numbers. Graph the solution set of the inequality and interpret it in the context of the problem.
Math Practices:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others
- Use appropriate tools strategically.
- Attend to precision.
- Look for and make use of structure.
Science Standards:
- SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
- SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
English Standards:
- CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.
- CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Exhibit A - Student Handout | |
File Size: | 210 kb |
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Exhibit A - Rubric | |
File Size: | 42 kb |
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Investigation 2: Everyday Measurements
This lesson is designed as a guided-inquiry lesson in which the students investigate area, volume, and surface area for different 3-D objects, such as a Pringles can, tennis ball canister, cereal box, tissue box, Toblerone candy case, etc. The students should be split up into groups, within which they use measuring tools and data tables to gather information regarding the measurements of the various artifacts. The data found for the objects will be collected as a class. The students will discuss the methods they used and the data they found and will provide feedback for the methods used and the data gathered. Following the discussion, the students will spend time writing a summary outlining their methods and what they learned.
Students Will Be Able to:
Math Standards:
Math Practices:
Science Standards:
SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
English Standards:
Students Will Be Able to:
- Demonstrate fluency in calculating surface area, and volume.
- Add, subtract, multiply, and divide with fluency and accuracy when gathering and analyzing data.
- Defend and provide reasoning for the mathematical processes used and decisions made in the investigation.
- Practice decision making skills when determining mathematical processes to be used.
Math Standards:
- CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
- CCSS.Math.Content.7.NS.A.3 Solve real-world and mathematical problems involving the four operations with rational numbers.
Math Practices:
- Make sense of problems and persevere in solving them.
- Model with mathematics.
- Use appropriate tools strategically.
- Attend to precision.
Science Standards:
SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
English Standards:
- CCSS.ELA-Literacy.SL.7.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
- CCSS.ELA-Literacy.SL.7.1c Pose questions that elicit elaboration and respond to others’ questions and comments with relevant observations and ideas that bring the discussion back on topic as needed.
- CCSS.ELA-Literacy.SL.7.1d Acknowledge new information expressed by others and, when warranted, modify their own views.
Everyday Measurements - Student Handout | |
File Size: | 79 kb |
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Everyday Measurements - Rubric | |
File Size: | 94 kb |
File Type: |
Investigation 3: Excess for Success
The third and final investigation is designed like the first investigation, using the ADI model. The students will wok in groups to answer the question, "What is the best method to use to distribute additional funds to various departments in a zoo?" The students will have the opportunity to set up their investigation method and will be able to use Excel to create their own data lists. They will develop an answer to the question and an argument defending their reasoning. After presenting their findings in a round-robin argumentation session, the teacher will guide a classroom discussion. Then the students will split up and complete an investigation report, and after peer reviews the students will submit their reports.
Students Will Be Able To:
Math Standards:
Math Practices:
Science Objectives:
English Objectives:
CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.
- Draws a model of an exhibit using mathematical concepts in Geometry and Algebra.
- Provides reasoning for the models created in the investigation.
- Constructs viable arguments and critiques the reasoning of others.
- Uses scaling to create the zoo exhibit model.
- Uses formulas for calculating perimeter, area, volume, and surface area.
- Incorporates multiple landforms in zoo exhibit model.
- Distinguishes between climate and weather.
- Discusses, compares, and negotiates methods used, results obtained, and explanations among groups of students conducting the same investigation.
- Explains the difference between an experiment and an investigation.
- Writes arguments to support claims with clear reasons and relevant evidence.
Math Standards:
- CCSS.Math.Content.7.G.A.2 Draw (freehand, with ruler and protractor, and with technology) geometric shapes with given conditions. Focus on constructing triangles from three measures of angles or sides, noticing when the conditions determine a unique triangle, more than one triangle, or no triangle.
- CCSS.Math.Content.7.G.A.1 Solve problems involving scale drawings of geometric figures, including computing actual lengths and areas from a scale drawing and reproducing a scale drawing at a different scale.
- CCSS.Math.Content.7.G.B.6 Solve real-world and mathematical problems involving area, volume and surface area of two- and three-dimensional objects composed of triangles, quadrilaterals, polygons, cubes, and right prisms.
Math Practices:
- Make sense of problems and persevere in solving them.
- Reason abstractly and quantitatively.
- Construct viable arguments and critique the reasoning of others
- Model with mathematics.
- Use appropriate tools strategically.
Science Objectives:
- SC.6.E.6.2: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
- SC.6.N.1.4: Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
- SC.7.N.1.1: Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
- SC.7.N.1.3: Distinguish between an experiment (which must involve the identification and control of variables) and other forms of scientific investigation and explain that not all scientific knowledge is derived from experimentation.
- SC.6.E.7.6: Differentiate between weather and climate.
English Objectives:
- CCSS.ELA-Literacy.W.7.1 Write arguments to support claims with clear reasons and relevant evidence.
CCSS.ELA-Literacy.W.7.1b Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text.
CCSS.ELA-Literacy.W.7.1c Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence.
CCSS.ELA-Literacy.W.7.1d Establish and maintain a formal style.
CCSS.ELA-Literacy.W.7.1e Provide a concluding statement or section that follows from and supports the argument presented.
- CCSS.ELA-Literacy.W.7.6 Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources.
INV3_ExcessForSuccess.pdf | |
File Size: | 285 kb |
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INV3_ExcessForSuccess_Rubric.pdf | |
File Size: | 134 kb |
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