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Doing Science: The Process of Scientific Inquiry

Doing Science: The Process of Scientific Inquiryunder a contract from the National Institutes of HealthNational Institute of General Medical SciencesCenter for Curriculum Development5415 Mark Dabling BoulevardColorado Springs, CO 80918 Writing TeamAllison Aclufi, Berendo Middle School, Los Angeles, CaliforniaMichelle Fleming, Lasley Elementary School, Lakewood, ColoradoMichael Klymkowsky, University of Colorado, Boulder Susan Laursen, CIRES, University of Colorado, BoulderQuinn Vega, Montclair State University, Upper Montclair, New JerseyTom Werner, Union College, Schenectady, New YorkField-Test Te ac hersCarol Craig, Killingly Intermediate School, Dayville, ConnecticutJanet Erickson, Anderson Middle School, Helena, MontanaScott Molley, John Baker Middle School, Damascus, MarylandNancy Nega, Churchville Middle School, Elmhurst.

Doing Science: The Process of Scientific Inquiry under a contract from the National Institutes of Health National Institute of General Medical Sciences

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Transcription of Doing Science: The Process of Scientific Inquiry

1 Doing Science: The Process of Scientific Inquiryunder a contract from the National Institutes of HealthNational Institute of General Medical SciencesCenter for Curriculum Development5415 Mark Dabling BoulevardColorado Springs, CO 80918 Writing TeamAllison Aclufi, Berendo Middle School, Los Angeles, CaliforniaMichelle Fleming, Lasley Elementary School, Lakewood, ColoradoMichael Klymkowsky, University of Colorado, Boulder Susan Laursen, CIRES, University of Colorado, BoulderQuinn Vega, Montclair State University, Upper Montclair, New JerseyTom Werner, Union College, Schenectady, New YorkField-Test Te ac hersCarol Craig, Killingly Intermediate School, Dayville, ConnecticutJanet Erickson, Anderson Middle School, Helena, MontanaScott Molley, John Baker Middle School, Damascus, MarylandNancy Nega, Churchville Middle School, Elmhurst.

2 IllinoisKathy Peavy, Hadley Middle School, Wichita, KansasDonna Roberts, West Marion Junior High School, Foxworth, MississippiErin Parcher-Wartes, Eagle School of Madison, Madison, WisconsinJohn Weeks, Northeast Middle School, Jackson, TennesseeCover DesignSalvador Bru and Medical Arts and Photography Branch, NIHThis material is based on work supported by the National Institutes of Health under Contract No. 263-02-C-0061. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors and do not necessarily reflect the view of the funding 2005 by BSCS. All rights reserved. You have the permission of BSCS to reproduce items in this module for your classroom use. The copyright on this module, however, does not cover reproduction of these items for any other use. For permissions and other rights under this copyright, please contact BSCS, 5415 Mark Dabling Blvd.

3 , Colorado Springs, CO 80918-3842, , Publication No. 05-5564 ISBN: 1-929614-20-9 BSCS Development Team Rodger W. Bybee, Principal InvestigatorMark V. Bloom, Project DirectorJerry Phillips, Curriculum DeveloperNicole Knapp, Curriculum DeveloperCarrie Zander, Project AssistantLisa Pence, Project AssistantTerry Redmond, Project AssistantTed Lamb, EvaluatorBarbara Perrin, Production ManagerDiane Gionfriddo, Photo ResearcherLisa Rasmussen, Graphic DesignerStacey Luce, Production SpecialistBSCS Administrative Staff Carlo Parravano, Chair, Board of DirectorsRodger W. Bybee, Executive DirectorJanet Carlson Powell, Associate Director, Chief Science Education OfficerPamela Van Scotter, Director, Center for Curriculum Development National Institutes of HealthAlison Davis, Writer (Contractor), National Institute of General Medical sciences (NIGMS)Irene Eckstrand, Program Director, NIGMSA nthony Carter, Program Director, NIGMSJ ames Anderson, Program Director, NIGMSJean Chin, Program Director, NIGMSR ichard Ikeda, Program Director, NIGMSB ruce Fuchs, Director, Office of Science Education (OSE)

4 Lisa Strauss, Project Officer, OSEDave Vannier, Professional Development, OSEC indy Allen, Editor, OSEAiGroup StaffPeter Charczenko, PresidentJudd Exley, Associate Web Designer/DeveloperAnuradha Parthasarathy, Web Programmer/DeveloperMatt Esposito, Web Programmer/DeveloperSAIC Staff Bach Nguyen, Project ManagerSteve Larson, Web DirectorDoug Green, Project LeadTommy D Aquino, Multimedia Director Paul Ayers, Multimedia DeveloperJohn James, Multimedia DeveloperJeff Ludden, Multimedia ProgrammerPat Leffas, Multimedia ProgrammerCraig Weaver, 3D ModelerAaron Bell, 3D AnimatorRob King, Graphic DesignerDavid Kirkpatrick, Graphic DesignerDave Nevins, Audio Engineer/Senior Web DeveloperJessica Butter, Senior Web DeveloperKatie Riley, Web DeveloperJames Chandler, Web Developer/Usability SpecialistAbdellah Bougrine, Web Developer/Section 508 SpecialistGinger Rittenhouse, Web Developer/Quality AssuranceMary Jo Mallonee, Web Developer/EditorAdvisory CommitteeSally Greer, Whitford Middle School, Beaverton, OregonVassily Hatzimanikatis, Northwestern University, Evanston, IllinoisMary Lee S.

5 Ledbetter, College of the Holy Cross, Worcester, Massachusett sScott Molley, John Baker Middle School, Damascus, MarylandNancy P. Moreno, Baylor College of Medicine, Houston, TexasPlease contact the NIH Office of Science Education with questions about this supplement at .. vAbout the National Institutes of Health .. viiAbout the National Institute of General Medical sciences ..ixIntroduction to Doing Science: The Process of Scientific Inquiry .. 1 What Are the Objectives of the Module? Why Teach the Module? What s in It for the Teacher?Implementing the Module .. 3 What Are the Goals of the Module? What Are the Science Concepts and How Are They Connected? How Does the Module Correlate with the National Science Education Standards? Content Standards: Grades 5 8 Teaching Standards Assessment Standards How Does the 5E Instructional Model Promote Active, Collaborative, Inquiry -Based Learning?

6 Engage Explore Explain Elaborate Evaluate How Does the Module Support Ongoing Assessment? How Can Teachers Promote Safety in the Science Classroom? How Can Controversial Topics Be Handled in the Classroom?Using the Student Lessons .. 13 Format of the Lessons Timeline for the ModuleUsing the Web Site .. 15 Hardware and Software Requirements Making the Most of the Web Site Collaborative Groups Web Activities for Students with DisabilitiesInformation about the Process of Scientific Inquiry .. 191 Introduction.. 192 Inquiry as a Topic for the Middle School Science Curriculum .. 203 Inquiry and Educational Research .. 214 Inquiry in the National Science Education Standards.. 245 Misconceptions about Inquiry -Based Instruction .. 276 Important Elements of Scientific Inquiry for this Module.

7 The Nature of Scientifi c Inquiry : Science as a Way of Knowing .. Scientifi cally Testable Questions .. Scientifi c Evidence and Explanations .. 317 Teaching Scientific Inquiry .. Posing Questions in the Inquiry Classroom.. 318 An Example of Scientific Inquiry : Epidemiology .. 32 References .. 33 Student Lessons Lesson 1 Inquiring Minds .. 35 Lesson 2 Working with Questions .. 47 Lesson 3 Conducting a Scientific Investigation.. 57 Lesson 4 Pulling It All Together.. 89 Masters .. 97students develop problem-solving strategies and critical-thinking curriculum supplement comes with a complete set of materials for both teachers and students, including printed materials, extensive background and resource information, and a Web site with interactive activities. These supplements are distributed at no cost to teachers across the United States.

8 All materials may be copied for classroom use, but may not be sold. We welcome feedback from our users. For a complete list of curriculum supplements, updates, and availability and ordering information, or to submit feedback, please visit our Web site at or write toCurriculum Supplement SeriesOffice of Science EducationNational Institutes of Health6705 Rockledge Dr., Suite 700 MSC 7984 Bethesda, MD 20817-1814We appreciate the valuable contributions of the talented staff at BSCS, AiGroup, and SAIC. We are also grateful to the NIH scientists, advisers, and all other participating professionals for their work and dedication. Finally, we thank the teachers and students who participated in focus groups and field tests to ensure that these supplements are both engaging and effective. I hope you find our series a valuable addition to your classroom, and I wish you a productive school A.

9 Fuchs, of Science EducationNational Institutes of curriculum supplement, from The NIH Curriculum Supplement Series, brings cutting-edge medical science and basic research discoveries from the National Institutes of Health (NIH) into classrooms. As the largest medical research institution in the United States, NIH plays a vital role in the health of all Americans and seeks to foster interest in research, science, and medicine-related careers for future generations. The NIH Office of Science Education (OSE) is dedicated to promoting science education and Scientific designed this curriculum supplement to complement existing life science curricula at both the state and local levels and to be consistent with the National Science Education The supplement was developed and tested by a team composed of teachers from across the country; scientists; medical experts; other professionals with relevant subject-area expertise from institutes and medical schools across the country; representatives from the NIH National Institute of General Medical sciences (NIGMS); and curriculum-design experts from Biological sciences Curriculum Study (BSCS), AiGroup, and SAIC.

10 The authors incorporated real Scientific data and actual case studies into classroom activities. A two-year development Process included geographically dispersed field tests by teachers and students. The structure of this module enables teachers to effectively facilitate learning and stimulate student interest by applying Scientific concepts to real-life scenarios. Design elements include a conceptual flow of lessons based on BSCS s 5E Instructional Model of Learning, multisubject integration that emphasizes cutting-edge science content, and built-in assessment tools. Activities promote active and collaborative learning and are Inquiry -based, to help vForeword_____1 In 1996, the National Academy of sciences published the National Science Education Standards, which outlines what all citizens should understand about science by the time they graduate from high school.


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