Figure 1. Basic features of the Web-based Inquiry Science Environment (WISE).

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1 Figure 1. Basic features of the Web-based Inquiry Science Environment (WISE). Inquiry Map Guides Learners Panda Provides Hints & Help Notes Ask for Predictions, Reflections, & Critiques Evidence Pages Provide Interactive Visualizations & Experiments, Rich Science Content

2 Figure 2. Virtual experiments (VE) and visualizations from the WISE Photosynthesis, Cell Respiration, and Recycling Projects.

3 Figure 3. Samples of student-generated science narratives (SN, energy stories ) from the WISE Photosynthesis project. Question: A new student comes to our class. There is a rabbit in the classroom. She wonders how the rabbit gets and uses energy from the sun. Write a story using scientific evidence to explain to the new student how the rabbit GETS and USES energy from the sun. Make sure your story explains: Where energy comes from How energy moves Where energy goes How energy changes/transforms Student Pre-Curriculum Energy Story Post-Curriculum Energy Story 1 The sunlight gives the plant food because the chloroplast absorbs the light and turns it into food and energy. The chloroplast transforms the energy. The energy changes to food. Then the animal comes and eats the plants so therefore the animal gets the energy. 2 The plants get energy from the sun using chloroplasts. The chloroplasts use the sunlight to make glucose. This feeds the plants. 3 Plants get energy from the sun's rays. It goes to the chloroplasts inside of cells. The chloroplasts convert the energy to food. The final stage of this energy is glucose. First the chloroplasts, which are part of the plant, absorb the light energy. All plants get energy from the sun. Next if there is water and carbon dioxide, glucose will form. First the light energy breaks up the water and carbon dioxide molecules. After that the chlorophyll absorbs the light energy. After that the light energy breaks up the water and carbon dioxide molecules and eventually the all form to make glucose. This all happens in the chloroplast. The plants use glucose as food and and energy. Lastly the rabbit comes ant eats the plant. Therefore the rabbit receives all the energy from the plant. The plants have chloroplasts which take energy from the sun and use it to make food. this is done by using the suns energy to break up molecules of water and carbon dioxide obtained by the plant. Then the chloroplast puts the molecules back together in the form of a sugar called glucose. the glucose feeds the plant and keeps it alive. Then an animal such as a rabbit comes along and obtains all of the energy from the plant. Dear Mary, The energy starts in the sun. It travels down to the earth as light. Once it reaches the earth, it goes into the chloroplasts of many plants. The light breaks down water and carbon dioxide inside these chloroplasts. These broken up elements form glucose, a sugar energy. This glucose is used as energy for the cell. The plant is sometimes eaten by animals and glucose is given to them.

4 Figure 4. Samples of student-generated MySystem diagrams (MS) from the WISE Photosynthesis project, scored using a knowledge integration (KI) rubric [1-low KI, 6-high KI]. Instructions: create a MySystem diagram to explain to a new student how a rabbit GETS and USES energy from the sun. Be sure to include the following information as you LABEL ALL ARROWS: Where energy comes from How energy moves Where energy goes How energy changes/transforms When you create a new arrow, you need to choose which type of energy is moving. KI Score 2 MySystem Diagram 4

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6 Figure 5. The WISE drawing tool and Flipbook Animator (FA). Using this tool, students create drawings, take snapshots of their drawings to create animation frames, and then play back their flipbookstyle movies at various framerates. This example shows a student group creating an animated representation of how electrons move across bonded atoms.

7 Figure 6. The WISE Idea Manager (IM) and Explanation Builder (EB) tools. Students use the Idea Manager to collect, organize, and refine their ideas as they work through a WISE project. Explanation Builder activities prompt students to utilize relevant ideas they ve collected to answer questions and construct arguments based on what they ve learned.

8 Figure 7a. The WISE Teacher Dashboard. On the teacher homepage, WISE users are presented with detailed information about their current and previous project runs, including curriculum modules they are using in classrooms, the periods and number of students registered for those runs, and the login information necessary for registering new students. Links to each curriculum module being run, its features, and preview options are provided, as well links to various management options (including the grading tools, score summaries, student group information, classroom announcements, etc.).

9 Figure 7b. The WISE project library. Teachers can explore existing WISE curriculum projects to use in their classrooms. They can preview projects, view targeted grade levels, estimated durations, and technical requirements. Teachers can also use the authoring tool to customize existing projects to fit their instructional needs or create entirely new WISE curricula. Teachers can also share projects and project runs with colleagues, which allows for collaborative and iterative curriculum development.

10 Figure 7c. WISE classroom monitoring tools. Teachers can view real-time progress of their project runs. They can check how far each student group has progressed in the project and vary instruction accordingly. Teachers can also check for new student work to be graded and find summary information about student performance on each step in the project.

11 Figure 7d. WISE grading and teacher feedback tools. Using WISE, teachers can view all the work student groups generate in a project run, including any revisions they make to their work. Work that teachers have not yet reviewed is highlighted. Teachers can, assign point values to specific assessments, score student responses, and provide feedback that students will be prompted to respond to as they work on the project.

12 Figure 7e. Student view of teacher feedback.

13 Figure 7f. With the flagging tool, teachers can mark down pertinent examples of student work that they would like to discuss with the class. Any work that is flagged by the teacher can be shown (anonymously) to student groups on their own screens.

14 For more information about WISE, visit To preview some of our existing curriculum modules, click on the Preview Projects link on the WISE homepage. For relevant publications documenting WISE-related research, visit Thank you!