Student Activity Sheet

Lesson Reflection

I started the structured inquiry lesson on how raindrops form on a rainy day. I had the class sit in front of open, double glass doors. I asked them to write down everything they observed or any questions they had in their science journals. I felt this would help build on their prior knowledge. We went back several times to observe and record. When it stopped raining, we went for the last time. We then shared our observations with a question and answer section. Most of the students used their sight, but some of the students included other senses: hearing and smelling (Laureate Education, 2007b). I took this opportunity to review the water cycle.

This process encouraged further inquiry as to how we could model the Earth to show the steps of the water cycle. Almost everyone had an opinion or suggestion. Their lists helped motivate them, and they could not wait to explore and engage in the inquiry. I took out my set of materials and laid them out for everyone to see. I then asked, “How do raindrops form?” The students started suggesting different scenarios for testing by using the materials I had laid out. They built on each other’s suggestions. I had them formulate and write their hypothesis in their science journals.

I explained to the students how we were going to do our experiment. In a structured inquiry lesson, the question and procedure are still provided by the teacher so I paired the students and passed out sets of materials with only a copy of the procedures (Banchi & Bell, 2008). We talked about important safety rules before we began testing our hypothesis. The main inquiry skill in the experiment is to make a model to represent an object, Earth. Students generated an explanation supported by the evidence they had collected (Banchi & Bell, 2008). I did not tell the students the relationship they were investigating ahead of time. They would need to use the data collected to answer questions and name the variable they were testing.

While students waited for the drops to form, I passed out the activity sheets. I reminded the students that when collecting data scientists often use math skills and had them explain what math skills we used. Even the students that predicted what would happen were excited with the development of the raindrops. Many of the students verbalized real life scenarios and questioned how they could experiment to show extreme types of weather. Since the students were partnered, they discussed openly in a collective manner.

Then, we drew conclusions by writing and communicating the results. After I felt a consensus had been reached, the students were presented with a change in the variable for further inquiry. They were given a diagram of the water cycle to compare to the different components of the experiment. They added drawings as a way to visually reinforce their learning. This confirmed that the students were able to interpret their findings to develop the main idea and a connection to the real world. The last section is the “Home Connection: Inquiry”. The students are assigned this part for homework to be done with their caretaker (Buxton & Provenzo, 2007). The students take their science journals and activity sheets home for references. They are encouraged to share what they have learned and come up with a collaborative question and to test it. This involves the caretakers on many levels and the skills taught to the students are reinforced. I have attached several student samples for review. I only chose one student’s activity sheet even though they were paired.

There are two ideas I have in mind to add to this lesson. One is to build a terrarium and use it for further observation. I feel some students would be able to visualize it better to the real world. Secondly, the students suggested many wonderful ideas to investigate. Some would work and some would not, but I would try a few in class. This would help teach students that scientists sometimes start over, or design a new experiment when the data does not support the hypothesis. It would inform the students how scientists could still learn from what happens in every investigation and might spark additional inquiry.

Structured inquiry allows students to have numerous opportunities to learn and practice different ways to plan experiments and record data. With ample experience at the first three levels of inquiry, students of the fourth level can be successful which requires the most scientific reasoning and greatest cognitive demand from students (Banchi & Bell, 2008). This kind of inquiry is important because it enables students to gradually develop their abilities to conduct more open-ended, higher level inquiry and would encourage students to investigate this for themselves and to ask questions. This is a very important life skill whether they become a scientist or not.

References

Banchi, H., & Bell, R. (2008). The many levels of inquiry. Science and Children, 46(2),

26-29.

Buxton, C. A., & Provenzo, E. F., Jr. (2007). Teaching science in elementary & middle

school: A cognitive and cultural approach. Thousand Oaks, CA: Sage Publications.

Indiana Department of Education, (2009). Indiana’s Academic Standards & Resources.

Indianapolis, Indiana. Retrieved March 29, 2010 from http://www.indianastandarsresources.org

Laureate Education, Inc. (Executive Producer). (2010b). Video Two. Interview with an

Expert: Dr. Steve Canipe. The nature of science. Baltimore, MD: Author.