Generating+&+Testing+Hypotheses

**Read and Reflect:** I found this chapter to be valuable and one that I will need to review often because it has much good information and we had little time to take it all in. I found tools and graphic organizers that were provided for each chapter and concept. The model for each section is a great guideline to incorporate into an existing lesson or create a new lesson using different strategies like Invention, Historical Investigations, Problem solving, Experimental Inquire and Decision Making. My goal for next year is to review these stratiges and create my lessons around them. I wish I taught the same subjects more often and knew what I was teaching next year so I could spend time over the summer creating lessons using Marzano’s strategies more than I am able to now. I also plan to pass this information on to my fellow teachers.
 * Generating & Testing Hypotheses**


 * __Handbook Questions Page 210 Problem Solving__**

**1.****What is the purpose of asking students to solve problems?** Asking students to solve problems is a way to see if students know how to hypothesize and test possible solutions to obtain the correct answers. With today’s technology students can find the answers with the click of a mouse. Students need ways to determine if these answers are the best answers to the problems.

**2.****What kinds of problem-solving activities do I use with my students?** I use activities that ask for clear-cut answers. I model steps to solve the problems. In Science I teach the six steps to problem solving then ask them to create a problem and use the six steps to solve it. I use open-ended questions and worksheets for students to complete.

**3.What questions do I have about problem solving?** How can I use problem solving techniques in my lessons with students to engage them in their learning process?


 * __Handbook Questions Page 220 Decision Making__**

We all make decisions every day. This type of activity asks students to make decisions to create a path to follow when they perform their investigations. They make choices about how they continue to investigate to find the correct answer. They learn to think ahead and make scenarios for different outcomes based on their decisions.
 * 1. ** **What is the purpose of asking students to make decisions?**

**2.****What kinds of decision-making activities do I use with my students?** I use a Science lab that require students to create a musical instrument from a straw. They work in groups to make their instruments make different sounds. They must decide how they are going to do this. In other classes students are asked to write a persuasive essay about a topic of choice. Students are asked to work in groups and determine what is the most important technology they created and state why they made that decision.

**3.****What questions do I have about decision making?** I’m looking to find other ideas and ways to increase using decision making lessons with my students.


 * __Handbook Questions Page 242 Experimental Inquiry?__**

**1.****What is the purpose of asking students to use experimental inquiry?** The purpose of experimental inquiry is to engage students in the learning process to create and explore as they work through finding the answers. Inquiry learning allows students to be the creators and learn by doing.

**2.****What kinds of experimental inquiry activities might apply to the content areas I teach?** In science class we use inquiry lessons in lab that the students are asked to complete. They complete lab write ups and create charts and graphs to show the results of their experiments. In Health class students had to keep a chart of what that ate for a week and decide if they ate healthy or not and what they might need to do to eat better. In other subjects I ask students to make predictions of what might happen if……

**3.****What questions do I have about experimental inquiry?** What tools should I use to incorporate experimental inquiry into more of my instruction?

**Apply and Reflect:** I used create-a-graph to create two graphs and found it easy to use. I think it would be easy for my students to use to create graphs. Since reading and understanding graphs is an important part in the Science ACT/MME test having students learn to make and read graphs using this tool would be them prepare for the tests. Chapter 1 in our Physical Science book has a lesson for students to create a paper graph. Next year I will use this site to have students a graph. I also looked at Chart Go site but found that the Create-A-Graph was easier to use.





Chart-Go Directions: The data presented below was collected from tests performed on a hypothetical GEARS-ID5 robot. Graph the data and calculate the average speed ( velocity ) for each interval described. Show work for full credit. Distance vs. Time
 * Time || Distance ||
 * 0 || 0 ||
 * 10 || 15 ||
 * 20 || 30 ||
 * 30 || 20 ||
 * 40 || 15 ||
 * 50 || 30 ||
 * 60 || 50 ||

media type="custom" key="14517124" align="center"

Time Intervals Average Velocity

1. 0 to 20 seconds _ __2. 20 to 40 seconds__ _ 3. 40 to 50 seconds __4. 50 to 60 seconds__