The document outlines an agenda for a workshop on learning science through inquiry. It introduces different levels of inquiry and frameworks to support student learning. Participants engage in hands-on inquiry activities using demonstration and cards to generate observations and questions. They discuss how to use steps to inquiry and rubrics to guide student questioning and thinking like scientists. The goal is for attendees to leave with clarity around what inquiry looks like, frameworks to support student thinking, and resources to use in their own classrooms.

1. Learning
Science
Through
Inquiry
VSB
September
27
2013

2. I
came
expec>ng…

3. Give
&
Go
On
your
card
complete
the
following
stem:
Learning
through
inquiry
is…
Find
a
someone
at
a
different
table
than
you
and
read
your
cards
to
each
other.
Swap
cards.
Find
another
partner
and
read
your
“new”
cards
to
each
other.
Swap
cards.

4. Goals
for
the
morning
That
you
leave
with:
• Clarity
about
what
inquiry
looks
like
• A
framework
that
supports
students
learning
to
“think
like
scien>sts”
• Resources,
materials
and
ideas
that
you
can
use
on
Monday

5. Agenda
• Levels
of
Inquiry
• Inquiry
#1:
DRiVe
Break
• Inquiry
#2:
Inquiry
Cards
&
Steps
to
Inquiry
• Smarter
Science
Framework
&
Process
Skills
Rubric
• Feedback
and
GiXs

6. Invita>on
to
Inquiry
Grid
Demonstra9on
Ac9vity
Teacher
Ini9ated
Inquiry
Student
Ini9ated
Inquiry
Pose
Ques>on
Teacher
Teacher
Teacher
Student
Plan
Procedure
Teacher
Teacher
Student
Student
Formulate
Results
Teacher
Student
Student
Student

7. Two
Books

8. DRiVe
D
emonstrate
R
eplicate
i
nves>gate
V
ariate
e
valuate

9. BREAK
Food
&
Drink
Inquiry
Cards
Books

10. Inquiry
Cards
• "Inquiry
Cards"
are
idea
prompters
that
can
be
modified
for
your
own
purposes
and
are
useful
for
star>ng
an
inquiry
ac>vity.
• Each
Card
fits
on
one
piece
of
standard-­‐sized
paper
which
is
folded
to
create
a
'card’.
• Each
inquiry
ac>vity
is
categorized
by
Inquiry
Level
and
Grade
Level.

11. Inquiry
Card
Ac>vity
• Closely
examine
the
two
dixie
cups
on
your
table
• Record
your
observa>ons
on
green
Post-­‐It
Notes
• Pour
the
water
from
one
cup
into
the
other
• Record
your
observa>ons
on
green
Post-­‐It
Notes
• What
are
you
wondering?
• Record
your
observa>ons
on
yellow
Post-­‐It
Notes

12. Using
the
Steps
to
Inquiry
• The
observa>ons
on
green
Post-­‐It
Notes
are
possible
dependent
variables.
• The
ques>ons
and
ideas
on
yellow
Post-­‐It
Notes
are
possible
independent
variables.
• The
Post-­‐It
Notes
move
from
“poster
to
poster”.

13. Steps
to
Inquiry
Overview

14. Recap
goals
for
the
morning
That
you
leave
with:
• Clarity
about
what
inquiry
looks
like
• A
framework(s)
that
supports
students
learning
to
“think
like
scien>sts”
• Resources,
materials
and
ideas
that
you
can
use
on
Monday

15. Before
You
Leave
Give:
Feedback
Form
Take:
Posters
&
Instant
Snow