Generating+and+Testing+Hypotheses

__Strategy:__
=__Technology:__=
 * __ Generating and Testing Hypotheses __
 * The use of hypothesis generation and testing in the classroom should include approaches that revolve around deductive or inductive thinking, as well as teachers actively requiring students to clearly explain their hypotheses and resulting conclusions. When students think of hypotheses they will more than likely think of Science class and the deductive thinking approach which uses a general rule to make a prediction about a future action or event. However, they are probably less familiar with the inductive approach which involves using prior knowledge or newly acquired knowledge to draw conclusions.
 * Beyond the Science classroom and experimental inquiry there are other areas of the curriculum that can also lend to generating and testing hypotheses through integration into system analysis, problem solving, historical investigation, invention, and decision making lessons. To enhance students understanding of the process of generating and testing hypotheses teachers should be using this strategy across the content areas and also be requiring students to explain in detail their hypotheses and the resulting conclusions.
 * __ Handhelds: PASCO Xplorer GLX __
 * **Classroom Implementation:** Students will work in groups of three and use their PASCO Xplorer GLX. Using the notes option they will write a hypotheses that states which location they believe will have the highest temperature of the areas on school grounds that they will test and what the location has to do with the temperature difference. For example: If I test the temperature in the center of the Science classroom it will be higher than the temperature in the hallway because the heat is confined to a specific space. Once they have written their hypotheses they will use their PASCO Xplorer GLX and built in temperature probe to complete the experiment in Science class. They will gather the temperature of three locations of their choice on the school grounds. Using this data students will create a graph, using the graphing option on the PASCO Xplorer GLX, that represents the temperatures for each location and then use it to answer their hypotheses.  Once groups have collected the data they will connect their PASCO Xplorer GLX to the computer and download their hypothesis, data and accompanying graphs in order to take a hard copy of the information with them to write the conclusion for their hypotheses. Students will then individually write a detailed conclusion that reflects their results based on their original hypotheses.
 * ** Rationale: ** Having student groups use the PASCO Xplorer GLX to write their hypotheses and complete the experiment will allow them the ability to easily refer to their original hypotheses throughout the experiment to keep track of their accuracy. Using the PASCO Xplorer GLX with built in temperature probe makes the experiment more mobile and gives them a greater amount of freedom of choice in selecting their location to test. The PASCO Xplorer GLX is an excellent resource for the Science classroom because it allows students to move around and gather exact data for their experiment through the use of a computer program, thus reducing the amount of human error present in experiments.
 * ** Resources: ** In order to complete this activity the school will need to have 10 PASCO Xplorer GLX devices, a computer lab with the 5 sets of cords to connect the PASCO Xplorer GLX to the computer, and a printer.
 * ** Cost: ** The school will need to purchase 10 PASCO Xplorer GLX devices at a cost of $299 each (http://www.pasco.com/featured-products/xplorer-glx/page_2.cfm). The PASCO Xplorer GLX comes with all the necessary cords to connect the devices to computer workstations to transfer information. The school should already have a printer readily available in the computer lab, so that is not an additional incurred expense.

|| Image from: http://www.pasco.com/featured-products/xplorer-glx/page_2.cfm || =__Education Challenge:__=
 * = [[image:PASCO_EXPLORER_GLX.jpg width="281" height="263"]] ||= [[image:PASCO_MENU_SCREEN.jpg width="308" height="235"]] ||
 * Image from: http://www.pasco.com/featured-products/xplorer-glx/page_2.cfm
 * __ Web Environments: Blogs __
 * ** Classroom Implementation: ** During a unit in Math class where students are studying probability they will be completing probability activities to support the concepts that they are learning. With each activity they will be required to create a hypothesis about what the expected outcome will be and support it with why they believe this will happen using their knowledge of the laws of probability. For each experiment they will document their group's hypothesis on a class blog site and following their experiment they will write in their blog to support the hypothesis with samples of the evidence discovered while doing the activity. One activity they will perform will involve creating a hypotheses about the number of each color of M&M candies that they will find in a regular size bag of M&M's milk chocolate candies, then counting the M&M's, and supporting their hypothesis or refuting it based on the evidence they conclude from the activity.
 * ** Rationale: ** Having students use a blog to record their hypothesis and conclusion statements will give them the freedom to access the information from any computer with an Internet connection. This will also allow students to access and read the hypotheses of their fellow classmates in order to learn from one another.
 * ** Resources: ** The school will need to have a computer lab with Internet access that is able to accommodate the average class size of the school. It will also need to have the technology coordinator be sure to not have the Edublogs website blocked in order for the students to be able to access it.
 * **Cost:** The only cost incurred for this activity will come from the teacher purchasing a box of 48- 1.69 oz packages of M&M milk chocolate candies from Sam's Club for $19.28.  There will be no additional cost for the class computer lab, which should already be in place within the school. Edublogs offers blogs free of charge for teachers to set up for students at [|http://edublogs.org].
 * __Hardware: Digital Video Camera__
 * ** Classroom Implementation: ** Upon completing a discussion in Media class about the influence of advertising on consumers, the students will create their own advertising campaign for the upcoming school fundraiser. Each student group will direct their campaign to a different section of the school and community population. They will then create a hypothesis that explains why their campaign will be effective with the specific group based on the tactics and information they learned in class. After creating their campaign the students will test their advertisements on the specific population sector and record the response they receive from each individual. The students will then watch all of the responses and compile the results to see if they support or refute their hypothesis statement. Using the gathered data students will write a detailed conclusion statement that includes the number of individuals they questioned, the ages of the individuals, and their response if they purchased the product or not.
 * ** Rationale: ** By using a digital video camera to record the responses of the individual's questioned the students will have first hand evidence to support their hypothesis. This would work with other problem solving techniques as well if the students were to tape each trial to see the results or reaction that was received. By having something to return to and watch they are not rushed to gather the information and can return to it at a further time in order to be sure they have represented the data appropriately.
 * ** Resources: ** The school will need to have access to 6 video cameras, USB cable connectors for the digital video cameras and a computer lab full of computers for the students to use to download and watch their recorded data. The computers would also need to have Windows Media Player on them in order for the videos to play on the computer.
 * **Cost: ** The school would need to purchase 6 digital video cameras at a cost of approximately $130 each ( [|http://www]    [|.walmart.com/catalog/product.do?product_id=7964522] ). The school would also need to purchase 6 USB Connector kits at a cost of approximately $15 each ( http://www.walmart.com/catalog/product.do?product_id=9107332 ). Windows Media Player can be downloaded free of charge from http://www.microsoft.com/windows/windowsmedia/player/10/default.aspx.
 * __English Language Learners__
 * Using the PASCO Xplorer GLX as a handheld computer will appeal to the English language learners and meet the challenge of teaching them because it is an engaging instruction method. As stated on the Focus On Effectiveness website "Hands-on, experiential learning experiences will develop understanding." This activity uses technology in a way that allows for students to actively be involved in the Science experiment by measuring the temperature of locations. If a student was more familiar with temperature measurements in Celsius they would be able to ask their group to switch the temperature readings in order for them to better understand the measurements, thus working from an area that is a strength for them rather than an additional confusion of a different measuring system.