Generating+&+Testing+Hypotheses


 * [[image:leslievanhauter/hypo.png width="73" height="67" align="left"]]Generating & Testing Hypotheses**

**Systems Analysis** (Oops, I did this before reviewing the assignments. I didn't have the heart to erase all of my thoughts so you get bonus reading.) **Read and Reflect**
 * To do a systems analysis means to deduce meaning about the functions of a particular system. For example, when studying the water cycle, children can deduce that the phase of precipitation will vary depending on temperature. When it is 32 degrees, water will come down as snow. However, when it is 50 degress, water will come down as rain.


 * The purpose of asking students to do a systems analysis is to foster their higher level thinking skills. With this type of learning, students gain a better understaning of concepts.


 * The types of activities I use to help students analyze systems in math are with equations. For example, with addition probems with a sum of 10. I have them record their problems in an organizer so they see the relationship that if I add 1 to the left side of the equation, I subtract 1 from the right side, and my sum remains 10. 0 + 10 = 10, 1 + 9 = 10, 2+ 8 = 10. In social studies, I have them analyze the economic activities of fur trading, farming, lumbering, and mining. They make connections between the relationship of natural, captial, and humun resources for each of these activities. In science, I have them analyle what would happen if there was a fire in the forest. What plants, or animals would survive? Would these organisms die, remain, or move to a new habitat?


 * At this point in the course it's almost always the same questions I ask. How/what kinds of activities will help foster this type of learrning in my 3rd grade classroom. How often should I create this type of learning activity? How do I plan for this type of activity? What resources are available to design and implement these activities?

Apply and Reflect (Page 204)
 * A classroom is a system where student's meet with an instructor to gain knowledge in a particular subject area.The parts of my classroom are; instruction/modeling (teacher,students,volunteers); practice (guided/group/independent); The purpose is to master the content.


 * In a classroom system, students interact with the teacher and each other through dialouge, praise, feedback, questioning, teamwork, and physical contact. Student's can be both postively and negatively affected by a teacher's interaction with them and others in the classroom. For example, when students arrive at school, a teacher may be sitting at his desk working at the computer as students enter the room. He doesn't say a word while students enter. This may have a negative impact on the student/teacher relationship. In contract, another teacher may stand at the door, and greet each student with some kind of physical contact. For example, a handshake, high five, or hug. This may have a positive impat as students feel a connection with the teacher and know that their presence is acknowledged. An interruption, such as a substitute teacher in for a day affects both classroom behavior and academics. The students are familiar with the expectations of their teacher and test the waters with a "stranger". They are familiar with their teacher's mode of delivery and react to change.


 * If a teacher's assistant was available to work in the classroom for a half day each day, the system would change. The primary teacher may redesign classroom environment. You may see more small group/individual instruction ; more small group/indiviual practice; or ability grouping. A hypothesis I have would be that students' scores/results would increase as a result because of an added adult to deliver/monitor students' learning.


 * A scenario in which I would "test" this hypostheis is during a unit of instuction on multiplication. I could have kids take a pretest on their facts over a designated amount of time. Then I could give some instruction. Then give a post test. I could also give a pretest/posttest and now have 2 teachers instructing. I could test to determine if students scores or time increased.

Problem Solving  Read and Reflect (page 210)
 * The purpose of asking student to solve problems is to create higher level thinking skills in student learning. Problem solving involves students in determining the nature of the problem. It allows them the opportunity to try new ideas and test the validity of their responses. In these situations, students can determine the idea that will best solve the problem, plan an action, and then test their accuracy.
 * In science, I have students problem solve why groups have different results after conducting an experiement. For example, when studying force, students discuss why one group measured that their object traveled 6 inches when they used 6 untis of force and why another group found their object to move 8 inches. They discovered that one group held the object differently and that another group started their measurement from a different location. In math, I have student work on a type of problem solving activity called, "tiles". They are math problems that range from addition, subtraction, multiplication, division, and fraction. There are 10 tiles that can only be used once to solve problems. This is a higher level thinking activity.


 * I would like to know what applications I can use to foster the development of problem solving skills.

Experimental Inquiry

Read and Reflect (page 242)
 * It is my understanding that asking students to use experimental inquiry offers them a reason to learn. When students make predictions, it gives them a purpose to read, experiment, examine, construct, etc.. When students use experimental inquiry they make observations, they explain what they observe, they make predictions based on explanations, and test predictions.


 * An experimental inquiry lesson in geometry that might apply is during a unit on studying solid shapes. Students can explore to discover the relationship between the sides, faces, and vertices of figures They can examine what would happen if they have a square pyramid verses a triangular based pyramid. With measurement, I can have children experiment with their height over time. Because I have my students for two years this can be a large difference over time. With data and probability, I can utilize experimental inquiry with lunch choices, free time choices, choosing a class pet, ... In social studies, students can make inquires about what it would be like to be a child in the 1600's during the fur trade. Or, in the 1800's, what it would be like to be a child in a pioneer family. In science, students can make inquires about sound. They can observe if sound travels faster through solids or liquids.


 * How is experimental inquiry more that asking questions? What are some technology based experimental activities that aren't simulations?

Apply and Reflect I have used create a graph in the past mostly for math lessons. Part of the third grade curriculum is to read, interpret, and construct bar graphs and compare data between graphs. I had a difficult time finding resources that fit this criteria so I created my own using this website. I have also used this site to make a few graphs to insert science data. One situation was tracking the path of the sun. Another time was to compare and analyze data during a unit on force and motion. I had the kids input the data relating distance and the height of the ramp, and another activity was relating the distance and the type of surface the car traveled on.

For this activity I decided to use create a graph to analyle the population of Michigan over the past 50 years. I would ask the kids:
 * What do you notice happening from 1970 to 2000?
 * What do you notice happening from 2000 to 2010?
 * Based on the trend from 2000 to 2010, what might you predict will happen by 2020?
 * What are some factors that could cause population to increase?
 * What are some factors that could cause poputlation to decrease?