Adventures with Ice Balloons All these activities are taken from the Institute for Inquiry at the Exploratorium TakeHome Messages Interesting phenomena can stimulate a rich variety of questions ID: 604732
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Slide1
Raising Questions
Adventures with Ice Balloons
* All these activities are taken from the Institute for Inquiry at the Exploratorium. Slide2
Take-Home Messages
Interesting phenomena can stimulate a rich variety of questions.
Questions can drive the investigative process.
Questions can be either investigative, researchable, or outside the realm of science.
Non-investigative questions can be turned into investigative ones.Slide3
Observe the Ice Balloons
Take the next
20
minutes to carefully observe your ice
balloons
. Talk with each other and come up with as many questions as you can about what you are seeing and wondering. There are no “wrong” questions, so please don’t censor or edit the ideas that come to you. Have a recorder write down questions on index cards– one question per card.Slide4
Investigate
Scan over the materials I have at the table.
Pick one of your questions that could be investigated with the materials I have available. (You might need to edit/adjust a question).
You have
20 minutes
to investigate– just enough time to get your feet wet, probably not enough time to finish.
5 minutes to share out Slide5
Let’s take 5 minutes for you to look through all the questions you came up with. Pick one to read aloud.
What do you notice about the range of questions?
What effect do you think time had on your questioning?Slide6
Question Sort
Take 5 minutes to sort your questions into the following groups
Investigable: can be investigated by doing something concrete with tools and materials, lead to directly action.
Non-Investigable/Researchable: Need to look it up in a book
Outside the Realm of ScienceSlide7
What criteria should be used to determine if questions are investigable?
What materials do you have available?
What amount of time do you have to dedicate to the investigation?
Age Appropriate
Leads to taking actionSlide8
Select an investigable question and a non-investigable. Write them on the board.
Are there anyone people believe are in the wrong category?
Do you see in patterns or common things among each group of questions? What is about the way non-investigable questions are worded where you can stop before you get started?
What are the ways investigable questions are worded? Slide9
Turning Questions
Variables Scan Technique
Not perfect or fail-proof
Can help with the difficult “
Why”sSlide10
Ex: Researchable but
Noninvestigable
: Why does ice melt so fast when you put it in water?
What are the variables being looked at?
Ice (how it melts)
Water
How can the variables be changed
Ice: Size, shape, how much it’s submerged
Water: amount, temperature, something other than water, adding salt/sugar
Create new questions by picking one of the variables to focus on
What happens when I change the shape of ice?
What happens if I put the ice in salt water?Slide11
More Practice
Why does the ice always float with the same side up?
Why does salt melt ice?Slide12
Try some of your own
Do a variables scan
Identify what you can vary and how you might vary it
Turn your question
Pick one and post itSlide13
Connecting to the Classroom
Based on your experiences in this workshop, what are some ideas you have about questioning?
What are some ways you can help your students become more effective questioners?Slide14
Strategies for Improving Students Questioning Skills
Model – be a questioner yourself
Opportunity – It takes time to ask questions or investigate then come up with questions
Listen – tap into student interest, make sure that you call them out on questions you may have heard in a conversation
Novelty – students find it interesting
Misconceptions – address them or challenge them with questioning, provide scenarios to disprove the misconception
Find out the source of the misconception and keep asking them without giving them the answers
Mystery – pictures or microscopic looks at objects and use deductive reasoning to determine what the object is
Wait time
Collaboration – Pair/share
Questioning Guidelines or Norms so that they feel safe
What else do you want to know about ________?
Journaling-students can jot their questions down before sharing – gives those with processing issues time to process
I don’t know but I would like to know - Eric JensenSlide15
Take-Home Messages
Interesting phenomena can stimulate a rich variety of questions.
Questions can drive the investigative process.
Questions can be either investigative, researchable, or outside the realm of science.
Non-investigative questions can be turned into investigative ones.