Question Exploration Routine is an instructional methods that teachers can use to help a diverse student population understand a body of content information by carefully answering a critical question to arrive at a main idea answer. Students taught using the question exploration routine earned higher total test scores than did students taught using the lecture-discussion method. Personally, I use the Question Exploration Routine to figure out what I want to say and how I want to say it. I keeps my "Sage on the Stage" time limited to what fits onto 2 pages. This product includes the completed question exploration guide, and the student guide blanked except for vocabulary, scaffolding questions, and graphics already filled in.
This question exploration asks: How Can Models Help Scientist Understand Systems? Especially with complex systems which can cause controversy and system breakdowns? This benchmark is taught at the beginning of the year.
It covers the following Next Generation Sunshine State Standard Benchmarks:
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.7.N.1.7: Explain that scientific knowledge is the result of a great deal of debate and confirmation within the science community
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SC.7.N.3.2 identify the benefits and limitations of the use of scientific models
SC.8.N.1.3: Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4: Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.N.1.5: Analyze the methods used to develop a scientific explanation as seen in different fields of science.
SC.8.N.1.6: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SC.8.N.3.1. Select models useful in relating the results of their own investigations
SC.912.N.2.4: Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
SC.912.N.2.5: Describe instances in which scientists' varied backgrounds, talents, interests, and goals influence the inferences and thus the explanations that they make about observations of natural phenomena and describe that competing interpretations (explanations) of scientists are a strength of science as they are a source of new, testable ideas that have the potential to add new evidence to support one or another of the explanations.