Argument-Driven Inquiry
Argument-Driven InquiryLIFE SCIENCEinLAB INVESTIGATIONSfor GRADES 6–8Patrick J. Enderle, Ruth Bickel, Leeanne Gleim,Ellen Granger, Jonathon Grooms, Melanie Hester,Ashley Murphy, Victor Sampson, and Sherry A. SoutherlandCopyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
Patrick J. Enderle, Ruth Bickel, Leeanne Gleim, Ellen Granger,Jonathon Grooms, Melanie Hester, Ashley Murphy, Victor Sampson,and Sherry A. SoutherlandArlington, VirginiaCopyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
Claire Reinburg, DirectorWendy Rubin, Managing EditorAndrew Cooke, Senior EditorAmanda O’Brien, Associate EditorDonna Yudkin, Book Acquisitions CoordinatorArt and DesignWill Thomas Jr., DirectorPrinting and ProductionCatherine Lorrain, DirectorNational Science Teachers AssociationDavid L. Evans, Executive DirectorDavid Beacom, Publisher1840 Wilson Blvd., Arlington, VA 22201www.nsta.org/storeFor customer service inquiries, please call 800-277-5300.Copyright 2015 by the National Science Teachers Association.All rights reserved. Printed in the United States of America.19 18 17 16 5 4 3 2NSTA is committed to publishing material that promotes the best in inquiry-based science education. However, conditions ofactual use may vary, and the safety procedures and practices described in this book are intended to serve only as a guide. Additionalprecautionary measures may be required. NSTA and the authors do not warrant or represent that the procedures and practices in thisbook meet any safety code or standard of federal, state, or local regulations. NSTA and the authors disclaim any liability for personalinjury or damage to property arising out of or relating to the use of this book, including any of the recommendations, instructions,or materials contained therein.PermissionsBook purchasers may photocopy, print, or e-mail up to five copies of an NSTA book chapter for personal use only; thisdoes not include display or promotional use. Elementary, middle, and high school teachers may reproduce forms, sampledocuments, and single NSTA book chapters needed for classroom or noncommercial, professional-development use only.E-book buyers may download files to multiple personal devices but are prohibited from posting the files to third-party serversor websites, or from passing files to non-buyers. For additional permission to photocopy or use material electronically fromthis NSTA Press book, please contact the Copyright Clearance Center (CCC) (www.copyright.com; 978-750-8400). Please accesswww.nsta.org/permissions for further information about NSTA’s rights and permissions policies.Library of Congress Cataloging-in-Publication DataEnderle, Patrick.Argument-driven inquiry in life science : lab investigations for grades 6-8 / Patrick J. Enderle [and 8 others].pages cmIncludes bibliographical references and index.ISBN 978-1-938946-24-0 (print) -- ISBN 978-1-941316-73-3 (e-book) 1. Biology--Methodology--Study and teaching(Middle school) 2. Biology--Experiments. 3. Experimental design--Study and teaching (Middle school). I. Title.QH324.E483 n Data for the e-book are also available from the Library of Congress.e-LCCN: 2015021523
CONTENTSPreface.xiAcknowledgments. xiiiAbout the Authors.xvIntroduction. xviiSECTION 1Using Argument-Driven InquiryChapter 1. Argument-Driven Inquiry. 3Chapter 2. Lab Investigations.19SECTION 2—Life Sciences Core Idea 1From Molecules to Organisms: Structures and ProcessesINTRODUCTION LABSLab 1. Cellular Respiration: Do Plants Use Cellular Respiration to Produce Energy?Teacher Notes. 28Lab Handout. 35Checkout Questions. 40Lab 2. Photosynthesis: Where Does Photosynthesis Take Place in Plants?Teacher Notes. 42Lab Handout. 49Checkout Questions. 54APPLICATION LABSLab 3. Osmosis: How Does the Concentration of Salt in Water Affect the Rate of Osmosis?Teacher Notes. 58Lab Handout. 65Checkout Questions. 70Lab 4. Cell Structure: What Type of Cell Is on the Unknown Slides?Teacher Notes. 72Lab Handout. 79Checkout Questions. 84Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
Lab 5. Temperature and Photosynthesis: How Does Temperature Affect the Rate ofPhotosynthesis in Plants?Teacher Notes. 86Lab Handout. 93Checkout Questions. 98Lab 6. Energy in Food: Which Type of Nut Is Best for a New Energy Bar?Teacher Notes. 100Lab Handout. 108Lab 6 Reference Sheet: Costs and Exercise Calories. 113Checkout Questions. 114Lab 7. Respiratory and Cardiovascular Systems: How Do Activity and Physical FactorsRelate to Respiratory and Cardiovascular Fitness?Teacher Notes. 116Lab Handout. 123Lab 7 Reference Sheet: Cardiovascular Fitness Test Protocol and Tables. 128Checkout Questions. 132Lab 8. Memory and Stimuli: How Does the Way Information Is Presented Affect WorkingMemory?Teacher Notes. 134Lab Handout. 140Checkout Questions. 145SECTION 3—Life Sciences Core Idea 2Ecosystems: Interactions, Energy, and DynamicsINTRODUCTION LABSLab 9. Population Growth: What Factors Limit the Size of a Population of Yeast?Teacher Notes. 150Lab Handout. 158Checkout Questions. 164Lab 10. Predator-Prey Relationships: How Is the Size of a Predator Population Related tothe Size of a Prey Population?Teacher Notes. 166Lab Handout. 173Checkout Questions. 178Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
APPLICATION LABSLab 11. Food Webs and Ecosystems: Which Member of an Ecosystem Would Affect the FoodWeb the Most If Removed?Teacher Notes. 182Lab Handout. 188Checkout Questions. 192Lab 12. Matter in Ecosystems: How Healthy Are Your Local Ecosystems?Teacher Notes. 194Lab Handout. 202Lab 12 Reference Sheet: The Nitrogen Cycle and the Phosphorus Cycle. 207Checkout Questions. 210Lab 13. Carbon Cycling: Which Carbon Cycle Process Affects Atmospheric Carbon theMost?Teacher Notes. 212Lab Handout. 219Checkout Questions. 224SECTION 4—Life Sciences Core Idea 3Heredity: Inheritance and Variation in TraitsINTRODUCTION LABSLab 14. Variation in Traits: How Do Beetle Traits Vary Within and Across Species?Teacher Notes. 230Lab Handout. 238Lab 14 Reference Sheet: Three Types of Beetles. 243Checkout Questions. 246Lab 15. Mutations in Genes: How Do Different Types of Mutations in Genes Affect theFunction of an Organism?Teacher Notes. 248Lab Handout. 256Checkout Questions. 261Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
APPLICATION LABLab 16. Mechanisms of Inheritance: How Do Fruit Flies Inherit the Sepia Eye Color Trait?Teacher Notes. 264Lab Handout. 270Checkout Questions. 275SECTION 5—Life Sciences Core Idea 4Biological Evolution: Unity and DiversityINTRODUCTION LABLab 17. Mechanisms of Evolution: Why Does a Specific Version of a Trait Become MoreCommon in a Population Over Time?Teacher Notes. 280Lab Handout. 286Checkout Questions. 292APPLICATION LABSLab 18. Environmental Change and Evolution: Which Mechanism of Microevolution Causedthe Beak of the Medium Ground Finch Population on Daphne Major to Increase in Size From1976 to 1978?Teacher Notes. 296Lab Handout. 305Checkout Questions. 311Lab 19. Phylogenetic Trees and the Classification of Fossils: How Should Biologists Classifythe Seymouria?Teacher Notes. 314Lab Handout. 323Checkout Questions. 330Lab 20. Descent With Modification and Embryonic Development: Does Animal EmbryonicDevelopment Support or Refute the Theory of Descent With Modification?Teacher Notes. 332Lab Handout. 338Checkout Questions. 344Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
SECTION 6—AppendixesAppendix 1. Standards Alignment Matrixes .349Appendix 2. Options for Implementing ADI Lab Investigations.355Appendix 3. Investigation Proposal Options.361Appendix 4. Investigation Report Peer-Review Guide: Middle School Version .365Image Credits.369Index .373Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
Copyright 2015 NSTA. All rights reserved. For more information, go to www.nsta.org/permissions.TO PURCHASE THIS BOOK, please visit www.nsta.org/store/product detail.aspx?id 10.2505/9781938946240
PREFACEThere is a push to change the way science is taught in the United States, called for bya different idea of what it means to know, understand, and be able to do in science.As described in A Framework for K–12 Science Education (National Research Council[NRC] 2012) and the Next Generation Science Standards (NGSS Lead States 2013), science education should be structured to emphasize ideas and practices toensure that by the end of 12th grade, all students have some appreciation ofthe beauty and wonder of science; possess sufficient knowledge of scienceand engineering to engage in public discussions on related issues; arecareful consumers of scientific and technological information related to theireveryday lives; are able to continue to learn about science outside school;and have the skills to enter careers of their choice, including (but not limitedto) careers in science, engineering, and technology. (p. 1)Instead of teaching with the goal of helping students learn facts and concepts,science teachers are now charged with helping their students become proficient inscience by the time they graduate from high school. To allow for this proficiency,the NRC (2012) suggests that students need to understand four core ideas in thelife sciences,1 be aware of seven crosscutting concepts that span across the variousdisciplines of science, and learn how to participate in eight fundamental scientificpractices in order to be considered proficient in science. These important practices,crosscutting concepts, and core ideas are summarized in Figure 1 (p. xii).As described by the NRC (2012), new instructional approaches are needed toassist students in developing these proficiencies. This book provides 20 lab activitiesdesigned using an innovative approach to lab instruction called argument-driveninquiry (ADI). This approach and the labs based on it are aligned with the content,crosscutting concepts, and scientific practices outlined in Figure 1. Because the ADImodel calls for students to give presentations to their peers, respond to questions,and then write, evaluate, and revise reports as part of each lab, the lab activitiesdescribed in this book will also enable students to develop the disciplinary-basedliteracy skills outlined in the Common Core State Standards for English language arts(NGAC and CCSSO 2010). Use of these labs, as a result, can help teachers align theirinstruction with current recommendations for making life science more meaningfulfor students and more effective for teachers.1 Throughout this book, we use the term life sciences when referrin
Argument-driven inquiry in life science : lab investigations for grades 6-8 / Patrick J. Enderle [and 8 others]. pages cm Includes bibliographical references and index. ISBN 978-1-938946-24-0 (print) -- ISBN 978-1-941316-73-3 (e-book) 1. Biology--Meth
stimulate students’ argumentation within inquiry investigations. For example, Model-Based Inquiry (Windschitt, Thompson &Braaten, 2008)/ Argument-Driven Inquiry (Sampson, Grooms & Walker, 2011)/ Argument
Anselm’s argument: stage 2 7 Descartes’ ontological argument 9 The two stages of the argument: a summary 11 Kant’s criticism of the ontological argument (first stage) 11 Kant’s criticism of the ontological argument (second stage) 16 The ontological argument revisited: Findlay and Malcolm 19 Karl Barth: a theological interpretation 25
Guided inquiry in the Chemistry lAborAtory exPerienCe 15 The degree of inquiry is based on the amount of self-direction by the student compared to directions provided by the teacher. This concept is summed up in the following table: essential Features of Classroom inquiry and Their Variations Essential Feature Open Inquiry Guided Inquiry Structured
Module 1: Introduction to Scientific Inquiry Lesson 1: Scientific Inquiry Activity 4: Misconceptions and Challenges of Scientific Inquiry Estimated Time: 10 minutes What aspect of scientific inquiry are you already doing or what appeals to you about scientific inquiry? Record your ideas below. Modu
John Dewey's Dual Theory of Inquiry and Its Value for the Creation of an Alternative Curriculum Fred Harris, independent scholar Abstract Dewey's theory of inquiry cannot be reduced to the pattern of inquiry common to both common-sense inquiry and scientific inquiry, which is grounded in the human life process, since such a reduction ignores
J. Constraint A is the Antigone Constraint. 3.1. The argument from SSR and Extraposition (Extr) 3.2. Another argument from obligatoriness2. 3.3. The argument from SOR and Extr. 3.4. Other arguments from Extr. 3.5. The argument from SOR and Equi. 3.6. The argument from SOR and NSR. 3.7. Conclusion. 4. The definition of the Antigone Constraint. 4.1
in Eudemian Ethics (EE) ii 1 has received relatively little attention.1 This paper reconstructs the function argument in the EE and documents some differences with the Nicomachean argument. In doing so, it defends three claims about the Eudemian function argument. First, Aristotle’s method in the argument is the method of division.
asset management markets such as Australia, Japan, Hong Kong and Singapore will continue to grow, though they will be outpaced by growth economies of the region such as China and India who are experiencing strong flows associated with burgeoning asset management markets. The opening up of China’s economy to offshore investors, India’s decreasing interest rates and disinflation, and the .
