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Discovering Science Through Inquiry
Presented by
Sally Creel
Science Supervisor
Cobb County Schools - Marietta, GA
sally.creel@gmail.com
Biomes & Ecosystems
Topics
• Introductory Activities
• Overview of Resource
• Sample Lessons:
• Predators and Prey
• Food Chains
• Food Webs
• The Energy Pyramid
• Symbiosis
Ground Rules!
It’s all about participation
and respect!!
• Cell phones silent…if you have to
make/receive a call…please step out
• Stay focused and productive during
work/group times
• Participate! Volunteer to report out!
Everyone has knowledge/experience
to share….
• ….and be respectful of the
person/group sharing
Facts in Three
Here’s a fun example activity for building
classroom community…
1. Write down three facts related to you personally-two facts should be
true, one false.
2. Don’t use facts that others might already know (e.g., I teach 7th grade
science.)
3. Purpose of the game is for peers to guess the the false fact.
4. Select interesting true facts and create a believable false one.
5. At your table, take turns reading your facts and see if others can guess
the false one. For example, here are my facts:
• My absolute favorite soft drink is Pepsi! Can’t go one day without
one!
• In high school I went on an impromptu date to the opera wearing
clothes I borrowed without asking from his mom.
• My pets include two cats, a dog, a blue tongued skink, and
two hissing cockroaches.
There’s No Photographs
Analyzing Substitute for
the Real Thing!
Procedure:
• This exercise
1. Groups each receive an
illustrates the
orange
importance of first
hand experience in 2. Each group records what
they observe about the
science
orange using their five
• Powerful way to senses
advocate for time to 3. Each group reports out the
engage in hands-on number they generated in
learning four minutes
5 E Approach to Science
Activity or task to assess learners’ prior knowledge and helps them
Engage become engaged in a new concept through the use of short activities
that promote curiosity and elicit prior knowledge.
Provides students with a common base of activities within which
Explore current concepts (e.g. misconceptions), processes, and skills are
identified and conceptual change is facilitated.
Focuses students’ attention on a particular aspect of their
Explain engagement and exploration experiences and provides opportunities
to demonstrate their conceptual understanding or process skills.
Encourages students to assess their understanding and abilities and
Evaluate provides opportunities for teachers to evaluate student progress
toward achieving the educational objectives.
Challenge and extend students’ conceptual understanding and skills.
Extend Through new experiences, students develop deeper and broader
understanding, more information, and adequate skills.
Source: Bybee, R. (2006). 5E Instructional Model: Origins, Effectiveness, and Applications.
Inquiry: What is it?
The inquiry-based classroom is in stark
contrast to rote learning, memorization
(merely for the sake of memorization), or
fact-based learning. In an inquiry-based
classroom, the teacher does not impart
knowledge as much as create an
environment in which students learn for
themselves through their own
inquisitiveness and experiences.
Biomes and Ecosystems Teachers Guide p. 6
3 Types of Inquiry
Understanding the Resource
Discovering
Science
Through
INQUIRY
Biomes and Ecosystems
Understanding the Resource
Introduction
• What is Inquiry?
• What the Research says
• How to Use the Product
• Correlation to Standards
Understanding the Resource
Overview of
Lesson
• Standards
• Essential Vocabulary
• Lesson Essential
Question
• Brief synopsis of the
5E approach for this
lesson
Understanding the Resource
Teacher
Background
• This page provides a
written overview of
the lesson topic. Use
this information as a
way to prepare for
instruction and
classroom discussion.
Understanding the Resource
Engage, Explore, &
Explain Activities
• Quick demo or “hook”
activity for class
• Then an opportunity to
explore the lesson
concept through
experimentation
•Followed by time to
explain the info students
have been learning
Understanding the Resource
Inquiry Handbook
• Accompanying the
Explore activity is an
experiment design page
where students design
and test an experiment
related to the topic of
study.
Understanding the Resource
Inquiry Handbook
• Reading passage with
background information
for students.
• Leveled to meet the
needs of various
learners.
Levels Levels Levels Levels
1.5-2.2 3.0-3.5 4.5-5.2 6.5-7.2
Understanding the Resource
Inquiry Handbook
• Graphic Organizer to
synthesize information
gained from reading
background information
on the topic
• One for each lesson in
the resource
Understanding the Resource
Engage, Explore, &
Explain Activities
• Quick demo or “hook”
activity for class
• Then an opportunity to
explore the lesson
concept through
experimentation
•Followed by time to
explain the info students
have been learning
Understanding the Resource
Elaborate & Evaluate Activities
• English language learners
• Below-grade-level students
• On-grade-level students
• Above-grade-level students
Understanding the Resource
Student
Reproducibles
• Electronic
examples
• Blank Templates
Lesson 9 – Predators & Prey
Lesson EQ:
• How do predators and prey interact
with each other in the wild?
• How do certain behaviors and
characteristics of an animal
determine its success as either
predator or prey?
Lesson 9 – Predators & Prey
Lesson Vocabulary
• camouflage • ecosystem
• predator • environment
• prey • feature
• trait • shortage
• conceal • stalking
Mits
Lesson 9 – Engage
Predator & Prey Sort
Lesson 9 – Explore
•Stage 1 -
•Research &
Report
•Stage 2 -
•Life in the Wild
Game
•Stage 3 -
•Reflect
Lesson 9 – Explain
•Set the purpose for
reading
“ Pay close attention to
the special characteristics
of animals that are
mentioned in the text.”
• Monitor
“ Underline any
characteristics you see”
•Share findings
Lesson 9 – Explain
•Record findings on a data
chart
•Create your own using a
foldable.
Lesson 9 –
Elaborate
Above Level
Learners
On Level
Learners
Below Level
Learners
English Language
Learners
Lesson 9 – Elaborate
Let’s Review our Vocabulary
camouflage predator
prey trait
Lesson 9 – Evaluate
Respond in writing to each of the following
questions. Include examples, illustrations, details to
support your answer.
• How do predators and prey interact
with each other in the wild?
• How do certain behaviors and
characteristics of an animal
determine its success as either
predator or prey?
Lesson 9 – Evaluate
Diagnostic or Pre-Assessment
•Vocabulary Mit Game
Formative Assessment
•Predator / Prey Card Sort
•Predator / Prey Game
•Life in the Wild data chart
•4 – square graphic organizer
Summative
•Selected Response Assessment from Inquiry Handbook
•Journal Response
•Life in the Wild data chart
•Open Response to EQ
Lesson 10 – Food Chain
Lesson EQ:
• How do changes in a food chain
effect an entire ecosystem?
Lesson 10 – Food Chains
• Knowledge Rating Scale
• Rate your knowledge of the following words. (For the purposes of this
exercise put yourself in the mind of your average student.)
Know it Have seen/ No clue
Heard it
decomposer
primary consumer
producer
secondary consumer
carnivore
cellular respiration
herbivore
omnivore
scavenger
photosynthesis
Lesson 10- Engage
What are the basic needs of plants &
animals?
plants animals
1. Nutrients 1. Food
2. Water 2. Water
3. Air 3. Shelter
4. Light 4. Air
Lesson 10 - Engage
Plants -> Mice -> Snakes -> Hawks
Lesson 10 - Explore
Lesson 10 - Explore
• What happens to the food supply when
there is the same number of animals at
each level of the food chain?
HINT: Think about how the energy flowed
from one animal to the next in the Chain
Reaction Game.
• What would happen to the food chain if
one living organism suddenly became
extinct? HINT: Think about animal
populations.
• What would happen if there was only half
as much food to start with (half as many
peanuts)? HINT: Think about how energy is
distributed in a food chain.
Lesson – 10 Explore
Lesson 10 - Explain
• What is a Food Chain?
– Based on this title…Predict
what this selection is going to
be about.
– Read the passage silently for
2 minutes.
– Partner read the passage.
• Summarize your reading on
a the following graphic
organizer.
Lesson 10 - Explain
Look at the vocabulary words below. Use at least five descriptive
words or phrases to create a vocabulary web for each word.
Photosynthesis
Energy
from sun
Plants
Primary
Producer
Stores Consumer
Energy
Sugar
Secondary Decomposer
Consumer
Lesson 10 - Evaluate
• Summarize what you have learned about food
chains using no more than 140 characters.
Challenge: Try to incorporate as many vocabulary
terms as possible.
F O R M A T I V E A S S E
S S M E N T H E L P S T
E A C H E R S K N O W A
S T U D E N T ‘ S S T R
E N G T H S A N D W E A
K N E S S E S S O T H A
T T H E Y C A N M A K
E D E C I S I O N S A B
O U T A P P R O P R I A T
E I N S T R U C T I O N .
FORMATIVE ASSESSMENT HELPS TEACHERS KNOW A STUDENT’S STRENGTHS AND
WEAKNESSES SO THAT THEY CAN MAKE DECISIONS ABOUT APPROPRIATE INSTRUCTION.
Lesson 10 - Evaluate
Scientific Communication Scientific Understanding
Employed refined and complex Provided evidence of in-depth,
reasoning and demonstrated a high sophisticated understanding of
degree of understanding relevant Scientific concepts, principles
or theories (big ideas).
A clear explanation was presented. Provided evidence of understanding of
relevant scientific concepts, principles
or theories (big ideas).
Attempted but could not completely Minimal reference to relevant scientific
carry out the selected differentiation concepts, principles, or theories (big
strategy. ideas).
There were so many errors in the No mention or inappropriate
application of the differentiation process references to relevant scientific
that the strategy could not be completed concepts, principles, or theories (big
as written. ideas).
Lesson 11 – Food Webs
Essential Question?
• How does a food web help scientists
better understand an ecosystem?
Lesson 11 – Food Webs
Lesson 11 - Engage
• Food Web Activity
• Lesson EQ: What happens when plants
and animals begin disappearing from the
food web?
• Materials:
– Ball of yarn
– Food Web Cards
Lesson 11 -
Explore
Lesson 11 - Explore
Describe your ecosystem Before & After the organism
you selected is eliminated.
Before After
Lesson 11 - Explain
• We are going to read a passage called “A
Web of Intrigue.”
1. Scan & highlight any vocabulary terms
from word wall for this unit.
2. How many did you find?
3. Which words were repeated the most?
4. Now read the entire passage carefully.
Using your highlighter, circle any words
you encounter that you don’t know.
Lesson 11 - Explain
Choose an ecosystem. Then, draw a plant
or animal in that ecosystem in each of the
circles below. Include and label at least
one producer, primary consumer,
omnivore, and secondary consumer. Use
what you know about food webs to
connect the plants and animals in the
ecosystem.
Lesson 11 - Explain
1. What are some ways in which a food chain
and food web are similar and different?
2. Explain the ecosystem you drew in your
graphic organizer. Why did you connect
your plants and animals the way that you
did?
3. What do you think might happen to an
ecosystem if there were no decomposers?
4. How does a food web help scientists
better understand an ecosystem?
Lesson 11 - Explain
• Each person needs 4 post it notes.
• Draw something to represent each of the
terms below on your post it notes.
Producer Primary
Consumer
Secondary Decomposer
Consumer
• Add your post it notes to our class chart.
Lesson 11 – Elaborate
Have students select a red,
brown, blue, and green
crayon. Get a sheet from
the folder. Circle the
organisms on the chart
using the following key:
1. Producers – Green
2. Primary Consumers –
Blue
3. Secondary Consumers –
Red
4. Decomposers – Brown
Lesson 11 - Elaborate
The back of the card contains another
reading passage about the topic. It
reviews the lesson vocabulary and
concepts.
There are three Analyzing Science
Questions.
Above Level
On Level
Below Level
There are two writing prompts & and
one science research challenge.
Lesson 11 – Evaluate
• Please complete the assessment over
Food Webs.
• Help me know what you were thinking.
Using a crayon, put a
– “Red” circle next to any question(s) you didn’t
know the answer to and guessed.
– “Yellow” circle next to any question(s) you
weren’t 100% sure of.
– “Green” circle next to any questions you are
100% sure you got right.
Lesson 11 – Evaluate
Diagnostic or Pre-Assessment
• Brain Buster Game
Formative Assessment
•Food Web T-Charts
•Web of Intrigue Experiment
•Vocabulary 4-square with post its
•Inquiry Card center work
•Partner reflection on Food Webs
Summative
• Ecosystem Food Webs
•Journal Response
•Open Response to EQ
•Selected Response Assessment
Lesson 12 – Energy Pyramid
• EQ:
– How are organisms in each
level of an energy pyramid
related, and why is that
relationship important?
Lesson 12 – The Energy Pyramid
Hot Seat Vocabulary
• Ask for a volunteer to sit in the “hot seat” in the
front of the room, with their back to the word
wall.
• Select a word from the word wall and point it out
to rest of the class.
• Student in the “hot seat” asks questions of
his/her classmates to try to guess the word.
• Keep a tally of the number of questions/clues it
takes for the student to guess the word.
Lesson 12 - Engage
• Each person needs a sticky note.
• Choose a biome we have studied.
• Choose a plant or animal that can be
found in that biome. Write/draw this
organism on your sticky note.
• Place it on the Energy Pyramid where you
think it belongs.
Lesson 12 - Explore
Lesson 12 - Explore
• Brainstorm how you would structure the
“Explore” activity in your classroom.
• What materials would you use?
• How would you ensure that students
stayed on task?
• How would you ensure that the task
doesn’t take two weeks?
• What support would you need to provide
to the diverse learners in your class?
Lesson 12 - Explain
• Read “A Pyramid of Energy”
• Go back and re-read the passage and
circle organisms for each level of the
Energy Pyramid, each in its own color.
• Create a key to your color coding.
Producers ______________
Primary Consumers ______________
Secondary Consumers ______________
Tertiary Consumers ______________
Lesson 12 - Explain
• Revisit Energy
Pyramid from
“Engage” lesson.
• Are there any
animals we need
to move?
• Take a moment to
discuss at your
table.
Lesson 12 - Explain
Lesson 12 -
Elaborate
What producers to
you see?
Consumers?
Herbivores?
Carnivores?
Which organisms
transfer energy from
the sun?
Create a food chain of
organisms pictured
on this card.
Lesson 12 – Elaborate
• Select two of the prompts below to
respond/reflect on in your science journal.
Lesson 12 – Evaluate
• Please answer the following question in
paragraph form. Diagrams, illustrations,
and visuals are encouraged.
How are organisms in each level
of an energy pyramid related,
and why is that relationship
important?
Lesson 14
Closing
Remarks
Thank You!
Thank You!
Sally Creel
sally.creel@gmail.com
http://www.shelleducation.com
