This year one goal we have for students is to strengthen the written work in Science Lab. We are using Argument Driven Inquiry #ADI developed by Victor Sampson. ADI was created to improve science instruction by engaging students in the Science & Engineering Practices of: Planning and Conducting Investigations, Using Mathematical Computations, Analyzing Data, and Engaging in Argument. Through the practices, the students would work across the Cross Cutting Concepts, and learn the Disciplinary Core Ideas.
This has been challenging work! The level of rigor is high, which is a good thing! But our students were struggling. When we started, it felt like we were dragging the students through the process. We realized that in order to go fast, we had to go slow. The 3rd grade team met with me, and we realized that by slowing the introduction of the pieces of ADI to one at a time we would better prepare students for the work to come.
We introduced the Investigation Planning Sheet First. By collaboratively planning experiments as a class, students had their first exposures to what planning and conducting an investigation entails.
The next step was data analysis with the creation of graphs. The math coach aided her expertise and taught students to display the data from the investigation in bar graphs. A few weeks later, in the next exposure of making a bar graph, students were able to independently graph the data. The gradual release of responsibility of the work to the students was building their skills as scientists!
Finally, we felt like we could attempt the ADI Investigation the way it was written. We started Investigation 2 on Magnetic Forces Over Distances. Students did the readings in the packet with the teacher, and investigated the way magnets behaved when brought together. They learned through play that opposite poles attract, while identical poles repel. After additional reading, we learned the guiding question for our investigation, "How does the distance between two magnets affect the magnetic force strength?" Students planned and conducted an investigation. The first attempt was a disaster, not because of what the kids had planned, but because the type of magnets I had didn't allow them to slide on the ruler as was needed. This actually provided a lesson on unreliable data, and we ended up having to redo the experiment, and collect data in 2 small groups with the right materials. Once we had a reliable data set, students were able to use their graphing skills and display the data from their Planning Sheet in bar graphs.
Right now, we are working through the process of a Draft Argument. We are stumbling, making mistakes, and learning so much! Today one of the best moments, came as we were filling in the claim, and finding evidence and justification for the evidence. In two separate classes, the classroom teacher jumped in to make the connection to the work they are currently doing in ELA. Students have been making claims about characters, and finding details to support them. The kids connected the fact that the details are evidence! We were able to use the same language from the classroom to help students see the connections between the disciplines.
One young scientist said, "So, first we find out that math and science are connected. Now you are telling me that reading and writing are too? I love science and math, but never thought I liked writing and reading. But it is part of what a scientists does, isn't it?"
EXACTLY! THIS is what I was trying to accomplish and a 3rd grader made that connection on her own! The kids are finally seeing all subjects of schools as connected! Tomorrow, when they begin the reports in the classroom, they will understand it is connected to the work in science lab, and that through writing, they are doing the work of a scientist! Just what ADI stated it would accomplish!