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Sci-I Workshop: Tuesday

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Game Plan: “Finding & Diving into Data”

Refining & Finalizing Questions
Testable Questions - Student Supports
Process of Data Collection
Data Processing & Online Polar Data Portals
Group/Team Challenge Initiatives

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Adjust Questions

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Share-Out: Testable Questions

Each group should write question on blank paper, tape to wall.

Mix Groups to review & discuss questions.

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Developing & Using Models

Using Mathematics & Computational Thinking

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Making Testable Questions

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Sample Student Questions

Work with partner (same grade level)
Refine it to be testable
How would you help the students refine it (without giving them your answer)?

Have participants work in pairs to refine the provided questions posed by the fictional student so that it becomes a testable question. Distribute one “Sample Student Investigation Questions” strip and a “Characteristics of Testable Questions” to each pair. Make sure that each question is distributed to two different pairs of participants so that they can compare their suggested revisions. Emphasize that even if they do not know everything about the concepts included in the student question, they can make many recommendations of how to change the question so that it actually would be testable using data.

Brainstorm the process you will use or strategies to help your students develop their testable questions for the investigations.

Make a list of key points you all come up with and will utilize with your students to present to the group.

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Refining Questions to make them Testable

“SMART” Question Check-list:

Question begins with How, What, When, Who, or Which.
Question is measurable or able to be investigated with data from your datasets.
Question includes relationships/variables being investigated.
Question includes ONLY 1-2 effects/variables.

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Science project/concept Question	Testable Question
Answered by doing reading.	Measureable or answered with data.
Why? Is?	How? What? When? Who? Which?
Centered around information to answer question.	Centered around variables to answer question.
Information gathered from different sources.	1-2 variables that change in relation to each other or not.

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Example of refining questions

How are krill and baby penguins related?

Make it more specific by where (spatially):

What is the relationship between krill biomass and penguin chick populations around Palmer Research Station?
Does the relationship between krill biomass and penguin chick population vary along the Western Antarctic Peninsula?

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Example of refining questions

How are krill and baby penguins related?

Make it more specific by where (spatially)
Make it more specific by when (temporally):

What is the relationship between krill biomass and penguin chick populations across a season? over a year? over a decade?
Does relationship between krill biomass and penguin chick populations vary over a decade?

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Example of refining questions

How are krill and baby penguins related?

Make it more specific by where (spatially)
Make it more specific by when (temporally)
Make it more specific by what other variables:

What is the relationship between krill biomass and penguin chick populations as it changes with ocean temperature?
Does the relationship between krill biomass and penguin chick populations vary with sea ice extent?

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Sample Student Question Debrief

What strategies/processes will you use to help your students develop their testable questions for the investigations?

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Sample Student Question Debrief

What strategies/processes will you use to help your students develop their testable questions for the investigations?

Are there are any additional supports that might help your students to ask testable questions?

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Video: Sampling in Scientific Investigations

https://www.youtube.com/watch?v=8tlScpGcyJI&feature=youtu.be

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Thinking about Data

How do we help students access and use data effectively?

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Example: Bacterial Abundance, Palmer Research Station

In a moment, will ask each pair to…

Review a Bacterial Abundance dataset.
Consider what these data tell you about the sampling process.
Sketch/draw the sampling process based on what you learned from the data.

But first, a little background…

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Palmer Station

N

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Palmer Station

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Palmer Station

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Thinking About Data Activity

In pairs…

Review and orient yourselves to your Bacterial Abundance dataset.
Consider what these data tell you about the sampling process.
Now, recreate the sampling process in a sketch based on what you learned from the data.

using blank paper, colored pens

In pairs, give teachers subset of PAL Bacterial Abundance dataset (more than one pair will have same dataset):

Dataset 1: Ten samples taken at different depths from the same location on the same day.
Dataset 2: Ten samples taken at the same depth in different years at different locations in the month of January.
Dataset 3: Ten samples taken at the surface over twelve days in different locations.
Dataset 4: Twelve samples taken on the same day, four samples per location from ~33m to the surface.

Ask teachers to first orient themselves to their dataset: what does each column represent? (while teachers working, pass out butcher paper/plain white paper and markers)

Next, ask teachers to consider what the data tells them about how the data was sampled. Task them to draw what that sampling looked like (remind them of the sampling video just watched, and how the sampling was represented in the video). [expecting pairs to draw patch of ocean with a boat and roughly putting dots where sampling occurred. Some may do storyboard to show sampling done at same depths on multiple days, others with a cross-section of water showing sampling at different depths

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What does the sampling process look like?

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Gallery Walk

Review the sketches of the other groups.

As you walk, consider…

What is the scope of the inferences you can make from these different datasets?

How does the sampling process influence the questions that can be investigated?

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Think-Pair-Share: Activity Debrief

Reflect on sketching the sampling process: Easy? Challenging?

How can an understanding of the sampling process influence…

your understanding of the data?
the scope of possible questions and conclusions that can be made from the data?

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Activity Implications

What strategies could you use with your students to help visualize the sampling process in order to help them understand data?

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Break!

Back at 11:00am

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Exploring PAL-LTER Datazoo

http://oceaninformatics.ucsd.edu/datazoo/data/pallter/datasets

11:15-12:00 PAL-LTER Datazoo Exploration (Kristin, Pat) -

Walk teachers through provided instructions (5 min) then Sci-I staff and scientists facilitate and offer support as the teachers explore what is available through DataZoo. Towards end, have discussion about the different data sets that teachers were exploring and what supports they would need to provide for their students to access the data, and as scientists what you need to provide to understand and access your data.

Notes - Sci-I staff are going to provide support with DataZoo and downloaded data throughout the year in terms of accessing and understanding data from DataZoo. At group share out start list of ways mentioned on flip chart sheet.

Pull up website and walk them through the instructions document. (If attention is waning, point out other online polar data portals from resource sheet)

[Note - Sci-I staff are going to provide support with DataZoo and downloaded data throughout the year in terms of accessing and understanding data from DataZoo]

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Online Polar Data Portals Discussion

What data sets were you exploring?

What supports would you need to provide to your students to access these data?

What do you need to provide for others to understand and access the data?

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Lunch, be back at 12:45pm

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Searching for your Data

Time to find your datasets.

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Time for some fun!

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Conversations with Polar Scientists: �Collecting Data

1:45-2:30 Introduction & Data collection Panel (Kristin) -

Scientists talk about how they collect their data in the field/lab AND also what happens between data collection and the final graphs in publications/talks.

Notes - 15 minutes for each scientists to talk and 15 minutes of questions

XX work down in Antarctica, so they obviously do not need to worry about polar bears to collect their data but what does go into their data collection process:

What kinds of things to you do before you collect data in the field or in the lab to prepare?
How do you collect your data in the field?
What do you do in the lab with your samples?
What kinds of challenges do you face when working to collect good quality data for your research?

Teachers asked question about time lag from collecting data to publishing results

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Break!

Back at 2:45pm

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Think-Pair-Share: Working with Data

What was your initial experience working with data (e.g., as student, teacher, researcher, etc.)?

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Think-Pair-Share: Working with Data

What was your initial experience working with data (e.g., as student, teacher, researcher, etc.)?

What resonated with you from the scientists’ discussion about collecting data?

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Processing Data for Sci-I Projects

Time to do our own data processing to pull out just what we need from the dataset(s) for your investigations.

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Complete Mini-Proposals

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Daily Feedback Form

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Prep & Logistics for Wednesday

Dinner is on your own

7-8:30pm - Optional “Online data portal explorations” session here

Before tomorrow morning:

If desired, continue working on data processing for your group’s open-ended investigation.
Review “Analyzing & Interpreting Data” and “Obtaining, Evaluating, & Communicating Information” write-ups in the Framework before Wednesday.

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Reflection: Process of Science

Turn & Talk

What are your thoughts about what we discussed and did today?