Inquiry

Teachers: Joseph Hurst Subject: Earth and Space Science

Common Core State Standards:

Strand 1 Concept 3 PO6: Refine hypotheses based on results from investigations.

Strand 1 Concept 3 PO3: Propose possible solutions to address the environmental risks in biological
or geological systems.
Strand 3 Concept 2 PO1: Propose viable methods of responding to and identified need or problem.
Strand 3 Concept 2 PO2: Compare solutions to best address an identified need or problem.

ISTE Standards:

Teacher-
o 1a: Promote, support, and model creative and innovative thinking and inventiveness.
o 1b: Engage students in exploring real-world issues and solving authentic problems using
digital tools and resources
o 1c: Promote student reflection using collaborative tools to reveal and clarify students
conceptual understanding and thinking, planning, and creative processes
o 1d. Model collaborative knowledge construction by engaging in learning with students,
colleagues, and others in face-to-face and virtual environments
Students-
o 2b: Communicate information and ideas effectively to multiple audiences using a variety of
media and formats
o 4a: Identify and define authentic problems and significant questions for investigation
o 4d: Use multiple processes and diverse perspectives to explore alternative solutions
Objectives (Explicit):
SWBAT create, refine, and propose formal hypotheses in the form of potentially viable solutions to a
local area that is currently at environmental risk.

Evidence of Mastery (Measurable):

Hypothesis worksheet.
o Completion will receive full grade.
Each student having peer reviewed three hypotheses and Google doc shared with instructor.
o Scored according to peer review rubric.
Finalized Hypothesis w/ compare and contrast free write.
o Completion will receive full grade.
Exit ticket.
o Completion will receive full participation points for the day.
Sub-objectives, SWBAT (Sequenced from basic to complex):
SWBAT explain their field observations by relating them to the weekends research assignment and
chapter 6 on environmental risks in their science book.
SWBAT predict viable methods of resolution by indicating causal relationships and inferring potential
solutions in their science notebook.
SWBAT create an original hypothesis on their hypothesis worksheet by integrating their observations,
logical causes of their observations, and their proposed solution.
SWBAT evaluate each others hypothesis through peer review and give three recommendations.
 SWBAT refine original hypothesis on the hypothesis worksheet using peer review recommendations.
SWBAT propose finalized hypothesis after peer review and argue its validity.
SWBAT select solutions that best address the needs of the locality by comparing and contrasting them.
Key vocabulary:
Hypothesis (Review)
Independent/Dependent variables (Review)
Potentially viable solution (Review)
Engage (Make content and learning relevant to real life and connect to student interest) 5-10 minutes
Teacher Will:
Teacher will ask students to give an example of a
real world problem. This problem can be anything
the students find interesting. Teacher will select a
fun and engaging response to use as real world
problem.
Teacher will identify in conjunction with the
students what portions of this real world problem
need to be addressed, and hint at a finding a
potentially viable solution to the issue.
Teacher will ask a student to read the objective
from the board.
Teacher will ask students to recall facts from
earlier in the year when students learned about
hypothesis. Teacher will ask students to write
down in their notes how they would describe a
hypothesis, in their own words, to a friend.
Teacher will ask students to share out with the
class answers to the question, What makes a good
hypothesis?
Teacher will write valid responses to the question
on the board.
Explore 10-15
Teacher Will:
Teacher will take real world problem
and its agreed upon potential causes and
formulate a rudimentary hypothesis on
the board for a potentially viable
solution.
Materials/Technology Resources to be used:
Field science notebook
Completed research worksheet
assignment
Maps of location
Classroom Digital cameras
Hypothesis worksheet
JING- (Supplemental Screencast)
Google Drive
Padlet
Laptops
Students Will:
Provide teacher with a real world
example of something they consider to
be a current issue. Can be local or
global. Students will give instructor a
one to two-minute synopsis of what that
current event entails. Students will be
free to explain and even embellish as
needed.
Students will decide what portions of
the real world problem are potential
causes of the problem.
Student will read, SWBAT create,
refine, and propose formal hypotheses
in the form of potentially viable
solutions to a local area that is currently
at environmental risk.
Students will write down in their notes
what they recall about hypothesis.
Students will share out from their
memory, in whole group format, what
elements are found in a good
hypothesis.
Students will copy whole group
responses from the board into their
notebooks.
Student Will:
Use listed hypothesis criteria they
developed in opening, on the board and
in their notes, to critique the instructors
hypothesis
Students will decide individually, record
 Teacher will take suggestions from the
students and amend hypothesis to fit
discussed criteria.
Teacher will ask students to then pull
out their field science notebooks and
their completed research assignment
worksheet (weekend homework).
Teacher will pass out hypothesis
worksheet which will guide students
through the process of building their
own hypotheses. They will also be asked
to look at their field notebooks, maps of
location, digital cameras that have
pictures from location, and research.
They will be instructed that their
minutes
hypothesis and proposed solution will be
based upon the location that was visited
last week and its needs.
Teacher will check for understanding at
this point by asking for thumbs up.
Students will be asked to put their
pencils down as an indication that they
have completed one hypothesis based on
the location that is at risk.
Co-Teaching Strategy/Differentiation
Mentor teacher will be asked to share with the students a completely separate hypothesis to
address the students real world problem. This will show that multiple approaches can be
valid.
Students who need extra help will be provided with a list of example hypothesis that they
can model their own off of.
Students who require more of a challenge will be asked to come up with three separate
hypotheses that each address a different potentially viable solution.
Explain 10-15 minutes
Teacher Will:
Once each student has indicated to the
instructor that they have completed one
hypothesis the students will be asked to
get into their pre-determined groups of
four. (These groups are determined
regularly to ensure heterogeneous
mixing)
Teacher will ask the shortest student
from each group to get a laptop from the
mobile laptop station for each member
of their group. Students will log into
their group Google Drive folder and
separately create a Google doc. Then
ask them to write their names in the top
right hand corner and their best, or
only, hypothesis on the top of the page.
Teacher will have the students recall the
their response, and then as a class
whether or not the suggested potentially
viable solution is reasonable or not.
Students who read the board for needed
materials will already have these items
at their desk and will be awaiting further
instruction.
Students will fill out the worksheet
which will step by step lead them to a
rudimentary hypothesis.
Thumb up=GOT IT!, Thumb in the
middle=I think I have it but am not
100% sure, and thumb down=I have no
idea what you are saying Mr. Hurst.
Students will indicate to the instructor
when they have completed one
hypothesis. Once they have completed
one, they will be expected to attempt to
create more using the same steps, until
the whole group is ready to progress.
Student Will:
Students will quietly put their materials
away and go to their known groupings.
Students will write names and
hypothesis on the top their Google
doc.
Students will all be logged into their
group folder by this point. Students
will then read each hypothesis.
Thumb up=GOT IT!, Thumb in the
middle=I think I have it but am not
100% sure, and thumb down=I have no
idea what you are saying Mr Hurst.
Students will write notes and
suggestions on the bottom of the peer
review doc to help the other students in
their class with refinement ideas. Each
student will receive three peer reviews
 peer review that they gave him during on their hypothesis doc at the end of
the class opening and ask them to peer the exercise.
review their classmates hypothesis Students will read peer reviews and
within the Google doc. This peer review annotate them with their thoughts.
is common in class and expectations will Students will answer the question
only need to be gone over quickly. again, only this time directly in
Teacher will ask for thumbs up during a relationship to their original
check for understanding to this point. hypothesis.
Teacher will ask questions like, Is your
peers hypothesis focused on location,
their observations, and do they provide a
potentially viable solution?, is it clear
and to the point? and remember you
are being graded on your peer review as
well as your hypothesis.
Teacher will give students time to
review peer review guides.
Students will be instructed to ask
themselves, what makes a good
hypothesis?
Co-Teaching Strategy/Differentiation
Mentor teacher will be asked to share examples/methods/styles of peer review that have
helped her in the past.
Pre-determined groups containing students who need additional help will have students in
them who have shown a propensity for patience and have been instructed on expectations
for these students.
Instructor will also spend additional time modeling individually for students who are in
need.
Students who need additional challenges will be compare and contrast their three
hypothesis in their notebooks.
Elaborate 15-20 minutes

Teacher Will: Student Will:

Students will then be asked to comprise
a finalized hypothesis based upon their
first one and the peer review information
they received.
Students will then be asked to justify
their changes, explain how those
changes made an improvement to their
hypothesis, and elaborate on why they
think their proposed solution is viable.
They will do this in a free write.
Tell Students to log on to Padlet and
post their best Hypothesis with its
corresponding potentially viable
solution.
Teacher will select submissions based
upon quality and those students will be
given the opportunity to propose their
hypothesis and potentially viable
solutions to the class.
Students will use the back side of the
hypothesis worksheet to write 1) their
original hypothesis, 2) their finalized
hypothesis, and 3) compare and contrast
the two with justifications for the
changes made, the improvements that
the changes made, and justifications for
why they think their potentially viable
solution may work.
Students will post their Hypotheses and
solutions.
Students will use argumentation skills to
discuss each others hypothesized
solutions. They will compare and
contrast each others work and begin to
select the best proposals. They will
record the ones they found the best in
their notebooks.
 Co-Teaching Strategy/Differentiation:
Mentor teacher will help reiterate classroom expectations for behavior while other students
are presenting before the class.
Students will be allowed to type up proposal if they do not feel comfortable verbalizing it
in front of the class.
Students who need additional challenges will be asked 2-3 questions after theyve made
their proposal to ensure depth of thought.
Students who need additional time to complete assignment may view a screencast on that
will be linked on the classroom webpage, or youtube, which instructor will make with
JING. This screen cast will go over in depth the ideas discussed in class, so that students
make work through them at their own pace.
Evaluate 1-5 minutes

Teacher Will: Student Will:

Give students the real world problem of, I Students will create a hypothesis for this
go out to my car after school and the car will situation and write it on a strip of paper.
not start, what types of good hypothesis Students will turn in hypothesis worksheet,
might I form? Students will be asked to free write, and share their three peer reviews.
write a rudimentary hypothesis and a
corresponding potentially viable solution as
an exit ticket.
Tell students to turn in exit ticket,
worksheets, free write, and share their peer
review doc.
 ELEMENTS OF AN HYPOTHESIS

An hypothesis is an for explanation an observation or a

phenomenon. A good scientific hypothesis contains the following
elements:

1. Description of the observation to be explained.

2. A clear description of the process(es) hypothesized to cause the observation.

3. Are there known facts and accepted theories associated with the discriptions you placed in 1 & 2?

a. What relevant observations are explained?

b. What relevant observations are not explained?

4. What is a potentially viable solution?

5. Does the hypothesis relate an independent and dependent variable? Can you identify the variables?

6. Can you test the hypothesis? In other words, could you design an experiement that would allow you
to establish or disprove a realtionship between the variables?

7. Would this expirment you described above be safe and ethical?

8. Is there a simplier or more precise way to state the hypothesis? If so, rewrite it.
Sample Hyptheses

1. Hyperactivity is unrelated to eating sugar.

2. All daisies have the same number of petals.

3. The number of pets in a household is unrelated to the number of people living in it.

4. A person's preference for a shirt is unrelated to its color.

5. If you get at least 6 hours of sleep, you will do better on tests than if you get less sleep.

6. If you drop a ball, it will fall toward the ground.

7. If you drink coffee before going to bed, then it will take longer to fall asleep.

8. If you cover a wound with a bandage, then it will heal with less scarring.

9. If you turn out all the lights, you will fall asleep faster. (Think: How would you test it?)

10. If you drop different objects, they will fall at the same rate.

11. If you eat only fast food, then you will gain weight.

12. If you use cruise control, then your car will get better gas mileage.

13. If you apply a top coat, then your manicure will last longer.

14. If you turn the lights on and off rapidly, then the bulb will burn out faster.
Google Doc Outline for Free-Write-

Orignal hypothesis:

Finalized hypothesis:

Free write:
Peer Review Guide

Does your classmates hypothesis

Connect hypothesis with own observations and research and draws conclusions that outline how the
hypothesis fits with the current project.
Go beyond stating the problem; creates an image that justifies current project.
lists specific predictions; indicates what is expected.
predictions are clear and understandable.

In order to receive full points

You must read your classmates hypothesis. (1 point)

Provide no less than 3 facets of it that you really think are strong points. (1 point)
Give 2-3 suggestions on how they could make their hypothesis stronger (2 points)
Write at least one sentence justifiying your suggestion, cite in class discussion or the bullet points above.
(1 point)