This unit is designed as a UDL approach to supporting student understanding of scientific inquiry. Students experience first-hand each step in the inquiry process and how the steps systematically build toward understanding. A simple art activity that involves creating fractals with paint serves as the context for the inquiry. By situating an introduction to inquiry in art, students who might feel reluctant or incompetent in science have an alternative environment for engaging in the inquiry process. Exploring scientific inquiry through art is also a way to enable students to experience the inquiry process as a natural, sometimes spontaneous process that is intrinsic to many learning experiences.

Fractals, intriguing in their complexity and beauty, have been charted mathematically, and serve as the connection for the inquiry. By experimenting with the effects of various art media on the formation of fractals, such as the thickness of paint or types of paper used to make them, students' initial encounter with the inquiry process occurs in a non-threatening, intuitive way, so they will arrive at an understanding of the inquiry process inductively.

Teachers engage students in an anticipatory set about scientific inquiry. Then, a case study is used to guide students' understanding of the steps in a scientific inquiry.

Florida Sunshine State Standards:
Standard 1:
The student uses the scientific processes and habits of mind to solve problems. (SC.H.1.3)
Standard 2:
The student understands that most natural events occur in comprehensible, consistent patterns. (SC.H.2.3)
1. Recognizes that patterns exist within and across systems

California State Standards:
Investigation and Experimentation
Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations.

1. Students will gain an understanding of the process of scientific inquiry.
2. Students will gain independence in conducting and reporting on their own inquiries.
3. Students will become aware that scientific inquiries can happen anywhere, and are a natural part of exploring the world.

Time Frame: 10 Minutes

1. Students will gain an understanding of the steps in a scientific inquiry.
2. Students will become aware that scientific inquiries can happen anywhere, and are a natural part of exploring the world.

Encourage students discuss with partners whether these goals make sense to them, whether they think they're attainable, and what personal resources they have that will facilitate their progress.

Time Frame: 10 minutes

Develop an anticipatory set for the scientific inquiry process for students by asking them to rate the following statements as true or false. Students can jot a 'T' or 'F' on a sheet of scrap paper as you read the following statements aloud. Afterwards, ask for shows of hands for numbers of students who answered true or false to each question. Then, discuss the implications for each statement as a class (see annotations below each question).

A. To conduct a scientific inquiry, you need a science lab with precise equipment, including microscopes, Bunsen burners, test tubes, and proper chemicals. (False—Any time you have an interest in something and decide to pursue it by developing a question, testing the question, making and noting your observations, thinking about the results, and reporting your findings, you are involved in a scientific inquiry).

B. A question you ask in an inquiry must allow you to end up with a clear-cut answer. (False—In fact, very often scientists decide that they need to do more inquiries in order to try and arrive at a clear conclusion Often a clear answer is never found to the question asked—only limited information that might apply in certain circumstances. This is how the field of science continues to grow and expand).

C. People can conduct a scientific inquiry into just about anything. (True, if the resources, time, and opportunities to do so are available).

D. You need to know something about the topic you're investigating before beginning an inquiry. (True, you must be able to connect your understanding of the topic you are investigating to the inquiry process. It would be hard for example, to test the effects of a change in diet on your pet dog's weight unless you know something about his diet to begin with).

Time Frame: 10 Minutes

Build Background on the Scientific Inquiry Process
A. Overview the Steps in an Inquiry: Explain that by experimenting with making fractals the class will have an opportunity to engage in a scientific inquiry. Write the following points on the board and let students know that a good inquiry involves: Asking good questions, testing the question, observing closely, collecting and organizing data, interpreting the results to develop conclusions, and reporting on them.

Let students know that they will make some fractals during the next class, and that they will also use an inquiry process to test how changes in the ways the fractals are made influence their designs.

Time Frame: 20 Minutes

Guide students through a case study as a model of an inquiry:
Using the attached graphic organizer, entitled Max's Inquiry, share the following example of an inquiry with students. For each step in the inquiry that you describe, have students fill-out the corresponding section of their graphic organizers.

Max's Inquiry:
I am a scientist, but most people think I am just a dog. They see me at the pond and throw sticks in the water for me to fetch.

I am curious about how many sticks get thrown on the pond during the year. So the topic of my inquiry is investigating how many sticks people throw in the pond.

I wrote one sentence in the form of a question to help me focus on my inquiry. It is: How many fetching sticks do people throw on the pond?

I needed to make observations and record how, what, when, and how often I made them. I also needed to record other information that might have been important.

I counted the number of fetching sticks on my favorite pond. That's the what and how of my observations.

Every afternoon for a week, I counted the sticks on the pond – that's when and how often of my observations.

I also needed to know the weather conditions in the park on the days I counted sticks on the pond. This is the other information that could be helpful part of my observations.

I made a chart that organized and recorded all my data. Each column on my chart has a label, they are: Day, Time, How Many Sticks, and Weather Condition. Here's an example of one entry:

I studied all my entries and noticed a pattern. On days when the weather was warm and sunny, there were more sticks on my pond. This is the conclusions part of my inquiry.

Now I'm wondering whether the warmer weather brings out more people to play fetch with their dogs on these days, and if that's why there are more sticks on sunny days. This is the now I need to do another inquiry part of my inquiry. These inquiries can go on forever!

None in this lesson.

Think, Pair, Share:
Time Frame: 10 minutes

Ask students to turn to a partner and share any questions they might have about today's activities. Have one partner share a question that came up for him or her, then both should discuss what they believe to be a possible answer (or answers). Then, have one partner share their question and possible answer with the whole class. Call on volunteers to add their ideas and information to what the student thinks is the answer. Be sure to correct any misinterpretations and to refine student understandings through feedback and elaboration. Repeat the process with other pairs of students.

Finally, wrap up today's lesson with a reminder that tomorrow the class will explore

During the activity that models Max's Inquiry, be sure to note which students have trouble charting the steps of the inquiry process in their graphic organizers. Collect their responses so you can study them in detail.

Be prepared for the 'Think, Pair, Share' activity with a sheet of paper divided into three columns, with the following headings: Confused, With Partner, With Rest of Class. Then, during the 'Think, Pair, Share' Activity, keep track of students who seemed confused, those who were able to generate answers to their own questions with the help of a partner, and those who needed the added insights of the rest of the class. As students respond, place their initials in the correct column of your chart. Use this information for later grouping purposes, so you can pair novice learners with those who seem more versed in the scientific inquiry process.

None in this lesson.

• Max's Inquiry