MODIFYING SCIENCE TASKS Classroom Connections PUMPKIN CHUNKIN 4

MODIFYING SCIENCE TASKS Classroom Connections

PUMPKIN CHUNKIN’

4 -QUESTION STRATEGY Q 1 How do(es) _____ act? Q 2 What materials are readily available for conducting experiments on______? Q 3 How can I change the set of _____ materials to affect the action? Q 4 How can I measure or describe the response of _____ to the change?

1. HOW DOES PUMPKIN CHUNKER ACT?

2. WHAT MATERIALS ARE READILY AVAILABLE FOR CONDUCTING EXPERIMENTS ON THE PUMPKIN CHUNKER?

MATERIALS AVAILABLE: Measuring tape Flippers with lengths marked Angle braces Rubber stoppers Cork stoppers Aluminum foil Pennies

3. HOW CAN I CHANGE THE SET OF PUMPKIN CHUNKER MATERIALS TO AFFECT THE ACTION?

4. HOW CAN I MEASURE OR DESCRIBE THE RESPONSE OF THE PUMPKIN CHUNKER TO THE CHANGE?

EXPERIMENTAL DESIGN DIAGRAM Question: Prediction: Procedure: Independent Variable: Dependent Variable: Levels of Independent Variable (including the control) Repeated Trials (# of times each I. V. level will be tested) Constants: Hypothesis:

EXPERIMENTAL DESIGN DIAGRAM Question: What is the impact of (Q#3) on the pumpkin chunker? Prediction: (Relate Q 3 to Q 4 – How do you think these variables are related? ) Procedure: Based on the question you chose Independent Variable: (Selected from Q#3) Dependent Variable: (Selected from Q#4) Levels of Independent Variable (including the control) Repeated Trials (# of times each I. V. level will be tested) Constants: (All factors from Q#3 that you didn’t choose) Hypothesis: Based on the data and results you collect – How are the variables related? AND what explains how the variables are related based on your data and prior knowledge.

PUMPKIN CHUNKERS GO INVESTIGATE!!

PUMPKIN CHUNKERS • What were your results? • What hypotheses and conclusions can we make? • How is this related to force, motion, and energy?

PUMPKIN CHUNKERS DEBRIEF • What scientific and engineering practices were a part of this investigation? • How demanding was this investigation cognitively? • How could you modify what we’ve done to be more or less cognitively demanding? • How could you use the 4 -question strategy in your own classroom? • What content might you teach with it?

MODIFYING COOKBOOK LABS

MODIFYING COOKBOOK LABS Question Methods Solution? Cognitive Demand?

MODIFYING COOKBOOK LABS Question Methods Solution? How could we increase the cognitive demand for this activity?

MODIFYING COOKBOOK LABS Question? Methods? Solution?

OTHER STRATEGIES TO MODIFY TYPICAL “TEXTBOOK” TASKS Assigning student roles Mix-up the steps of the procedure and have students work-out the correct order Give only the procedure Student/teacher develop the procedure together Give only the data table Ask students to create a concept map for the procedure Report results in paragraph form for students to then replicate Give students question and independent and dependent variables Give students the first two steps of the procedure Give students the problem statement only

MODIFYING YOUR OWN TASKS • How could you modify tasks you already have to increase the cognitive level? • What are some high cognitive level tasks you could incorporate into your unit?

BREAK TIME