# Using Argument-Based Inquiry Strategies for STEM Infused Science Teaching

Contributor
Mark McDermott Mason Kuhn
Type Category
Instructional Materials
Types
Article , Experiment/Lab Activity , Lesson/Lesson Plan
Note
This resource, vetted by NSTA curators, is provided to teachers along with suggested modifications to make it more in line with the vision of the NGSS. While not considered to be "fully aligned," the resources and expert recommendations provide teachers with concrete examples and expert guidance using the EQuIP rubric to adapted existing resources. Read more here.

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## Description

This article explains how one teacher guided students’ learning in a series of lessons on waves.  Three-dimensional learning is evident as they investigate a series of phenomena to identify the big idea that “There are multiple types of waves, some create movement, others exchange information, but all have patterns.”  Based on a focus question identified from their wonderings, students plan and conduct an investigation, and identify patterns as they analyze their data.

Intended Audience

Educator
Educational Level
Language
English
Access Restrictions

Available for purchase - The right to view, keep, and/or download material upon payment of a one-time fee.

#### Performance Expectations

4-PS4-1 Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move.

Clarification Statement: Examples of models could include diagrams, analogies, and physical models using wire to illustrate wavelength and amplitude of waves.

Assessment Boundary: Assessment does not include interference effects, electromagnetic waves, non-periodic waves, or quantitative models of amplitude and wavelength.

This resource appears to be designed to build towards this performance expectation, though the resource developer has not explicitly stated so.

Student engage in phenomena by rotating through 4 different stations that demonstrate different aspects of wave properties. Through this engagement, students identify the big idea that “There are multiple types of waves, some create movement, others exchange information, but all have patterns.” Students are then asked to design their own investigations to answer the question: How much does sound decrease when you move away from the source? The visual display on a decibel meter app could then be used to jumpstart the discussion about amplitude and wavelength. Students will then graph their data, which will show a pattern in the relationship of decibel level to distance. The teacher should guide students to investigate questions pertaining to both wavelength and amplitude, and develop models that explain these concepts.

#### Science and Engineering Practices

This resource is explicitly designed to build towards this science and engineering practice.

Students plan their own investigation, which includes identifying variables, how to collect data, and determining the aspects of the investigation that need be controlled. Students use a decibel meter app to measure the sound produced by a handheld timer at 10-foot increments ranging from 0 to 60 feet. The decibel app provided quantifiable data and a visual display of the sound waves that served as the basis for an explanation of the phenomenon.

This resource is explicitly designed to build towards this science and engineering practice.

Students are encouraged to generate questions based on the big idea. Students discuss and generate questions in pairs before sharing and scrutinizing them as a whole class. Based on the criteria for a scientific question and material constraints, the research question that was ultimately selected for investigation was: “How much does sound decrease when you move away from the source?” As students conduct their investigations, they predict reasonable outcomes based on the patterns in the data.

#### Disciplinary Core Ideas

This resource appears to be designed to build towards this disciplinary core idea, though the resource developer has not explicitly stated so.

The resource suggests that the visual display on a decibel meter app be used to jumpstart the discussion about amplitude and wavelength. Students will then graph their data, which will show a pattern in the relationship of decibel level (amplitude) to distance. The teacher should guide students to investigate questions pertaining to both wavelength and amplitude, and develop models that explain these concepts.

#### Crosscutting Concepts

This resource is explicitly designed to build towards this crosscutting concept.