Seasonal Leaf Changes/Differences Inquiry Project
Supplementary Learning Activity
Students will observe leaves looking for changes/differences that might be associated with particular seasons or environmental conditions and then work in groups to develop testable/researchable questions for their inquiry.
Three to five class periods
Beginning, Intermediate, Advanced
Key Concepts:
Gear up
Ask students to get in small groups and brainstorm together and list:
It is important to provide unstructured explore to give students the opportunity to develop good inquiry questions)
Ask each group to share an important observation, inference and a question they had
Put concept circle on board or chart with “Leaves” in the center (see Leaf Pigment Investigation, page 2)
Draw spokes around the outside of the circle and have students supply observed change/damage (evidence)
Next draw a line from each observed change for each possible (inferred) cause. Question students to elicit any missing variables that might need to be considered
Next have students work in small groups to develop their inquiry questions.
Remind students that Inquiry questions can be answered by any or all of the following procedures:
Hands-on investigation/experiment
Researching in books or on Internet
Consulting experts
Have students work in groups or individually to:
Refine their testable or researchable question
Analyze their data to determine results
Rubric following
SAMPLE SCIENTIFIC INQUIRY SCORING RUBRIC
|
Criteria |
Developing |
Proficient |
Exemplary |
|
Developing Questions |
Is unable to develop testable or researchable question |
Develops questions that are testable or researchable depending on situation |
Uses observations and scientific knowledge to develop testable and researchable questions |
|
Designing Investigations |
Is unable to develop a plan for a simple investigation to answer the question |
Develops a plan for a simple investigation to answer the question with very little assistance |
Plans a simple investigation to answer the question that includes orderly, safe and workable procedures |
|
Conducting Investigations |
Requires assistance to conduct simple investigation Data gathering is inconsistent, inaccurate or incomplete |
Conducts investigations with some assistance from teacher Data appears mostly accurate and complete |
Conducts investigations with little or no assistance from teacher Data appears is accurate and complete |
|
Analyzing and Interpreting Data |
Analysis and interpretation are not supported by the data collected |
Analysis and interpretation of data are supported by the data |
Analysis and interpretation of data are supported by the data collected New insights are provided |
|
Communicating |
Is unable to clearly communicate explanation of the investigation. Findings were unclear. |
Clearly communicates explanation of the investigation. Findings are mostly clear |
Clearly communicates explanation of investigation in a variety of ways (written, spoken, drawn). Findings are clear |
Leaf Differences/Changes Record Sheet
|
Leaf number |
Observations (Use four senses and measurement) |
Inferences (Why do you suppose..?) |
Predictions (What will happen if I …?) |
Questions that Come up during the Investigation |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|