# Generating and Testing Hypotheses

20 de Apr de 2014
1 de 14

### Generating and Testing Hypotheses

• 1. Design Question 4 Generating and Testing Hypotheses in an Elementary Science Classroom
• 2. Who are we? Cary Kirby, MEd. University School Assistant Professor PK Yonge DRS The University of Florida ckirby@pky.ufl.edu Holly Wall, MEd. University School Instructor PK Yonge DRS The University of Florida hwall@pky.ufl.edu
• 3. Learning Goal • What is your current understanding of Design Question 4? • Today’s goal: – I can create situations that require students to generate and test hypotheses in my current teaching context. • Rate yourself using this scale: Text the code for your choice to 37607. 12437 9 12440 4 12440 9 12442 2 12448 0
• 4. What does DQ 4 mean to me? • Predict • Prove • Reflect
• 5. Ecology/Life Science • Generating rules to sort plants and animals • You can sort them multiple ways – Classify (mammals, fish, birds, plants, etc.) – Organize to show the flow of energy – Organize to show an energy pyramid
• 6. Ecology/Life Science 1. Students predict how they think the cards should be sorted, giving reasons. 2. Students read/research how scientists would sort the species. 3. Students reflect on the similarities and differences between the two.
• 7. Physical Science • Investigate and describe sound energy. • Investigate and explain that energy has the ability to cause motion or create change. – Sound waves
• 8. Physical Science 1. Students research sound energy. 2. Students hypothesize how they think they will make an instrument and explain why. 3. Students prove their predictions either right or wrong and then adjust explaining why. 4. Students reflect on their process and what they’ve learned.
• 9. Space Science Which of the following scenarios best utilizes DQ 4 to answer the question, “What causes the seasons?” a) The teacher has two student volunteers stand up and hold beach balls to represent the Earth and the Sun. The teacher shows the axis of the Earth on the ball and then directs the students’ movements pointing out the tilt and how it causes the seasons. b) The teacher asks the students to draw or make a small model individually or in pairs to show how they think the movement of the Earth causes the seasons. They then watch a short video that explains the process. This is followed by the students writing in their journals to explain the differences between their model and the one in the video. c) The teachers gives the student a lab activity with detailed step-by-step directions on how build a model of the Earth and Sun. It then directs them how to move the model and points out how the angle of the tilt is responsible for the seasons. 20222 20224 20758 Text the code for your choice to 37607.
• 10. But how do I do this with labs that are already made?
• 11. Simplicity • Read the lab and decide the main idea. • Use that to create a question that requires students to hypothesize. • Run experiment/do demonstration. • Have students reflect on their prediction and the actual outcomes.
• 12. Now it’s your turn • Use the space on the bottom of your hand-out to write about how you would take an activity from your context and expand it to require the students to predict, prove, and reflect on what they are doing.
• 13. Learning Goal • Now rate yourself again. • Today’s goal: – I can create situations that require students to generate and test hypotheses in my current teaching context. Text the code for your choice to 37607. 13084 4 13084 5 13084 6 13084 7 13085 4
• 14. THANK YOU! Design Question Four Cary Kirby – ckirby@pky.ufl.edu Holly Wall – hwall@pky.ufl.edu