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Inquiry Based Learning

Science Lesson Planning

There is a widespread agreement regarding the importance of lesson planning, but there is no consensus of how it should be done or the format that should be followed. The following approach is used in the TRB3 for discovery and inquiry learning of science:

The Learning Cycle Approach is credited to the Science Curriculum Improvement Study (SCIS), one of the curriculum projects that resulted from the increased attention given to science education during the post-Sputnik era. Over the years, the Learning Cycle has had broad acceptance, and research has shown it to be effective. In the Learning Cycle, SCIS suggested a three-phase approach: exploration, invention, and discovery. Other scientists suggested that the second and third phases be renamed concept introduction and concept application (Barman and Kotar, 1989).

  1. Exploration. Students are free to manipulate materials and discover. Instruction on concepts has not yet been given (though guidance in the discovery process is often needed), so students are free to explore, pursuing questions and ideas. Students record observations and data, working either individually or in small groups. The teacher assumes the role of facilitator-observing , asking questions, and suggesting ideas to try. This is a time of guided discovery, with teacher-to-student interaction as well as student-to-student interaction.
  2. Concept Introduction. Under the direction of the teacher, students organize data they have collected and look for patterns that may appear. They share their discoveries with the class and compare observations. An excellent time for the teacher to add information and introduce appropriate vocabulary is after students share their findings. Students might then do further research by reading about the concept in textbooks and other references, and then share the new information the learn.
  3. Concept Application. Students are now given a new situation or problem to which they apply the information they have learned through discovery and research. This phase usually involves additional hands-on activities that reinforce earlier learning.

 

Inquiry: Knowledge gained through investigation

Characteristics of an inquiry lesson:

  1. Encourage students to ask questions.
  2. Do not provide students with too many answers or too much information.
  3. Avoid evaluation of student ideas.
  4. Allow students time to test out ideas.
  5. Encourage student interaction.
  6. Provide students with resources and freedom.

Inquiry lessons may be introduced by:

  1. Demonstrations
  2. Discrepant events
  3. Hands-on activities
  4. Invitations to inquiry

Types of inquiry lessons:

1. Rational Approach: Generalizations are made through questioning and reinforcement

  • Teacher poses a question or problem.
  • Teacher manipulates materials.
  • Students, through questioning are led to a potential answer.

2. Experimental Approach: Students test the validity of a statement

  • Teacher poses a problem.
  • Students suggest variables and ways to test for the effect of each variable.
  • Teacher and students plan one or more experiments. (Controls and operational definition are agreed upon.)
  • Students conduct the experiment(s), collect and record dtat, and form conclusions.

3. Discovery Approach: Student-centered direct exploration of science concepts

  1. Learning Cycle: Generalizations are made through exploration
    • Teacher provides materials for student exploration.
    • Students manipulate materials in guided exploration.
    • The teacher facilitates closure by gaining group consensus.
  2. Guided Discovery/Inquiry: Students are guided in exploration
    • Teacher poses a question for students to explore and provides the materials.
    • Students freely explore how to approach the problem.
    • Students test hypotheses and come to tentative conclusions.
    • Teacher facilitates closure by gaining group consensus.
  3. Pure Discovery: Students are given total freedom in exploration
    • Teacher provides materials for student exploration.
    • Teacher provides guidelines only in terms of safety and equipment care.
    • Students explore at their own rate.

 

Lesson Plan Format for Guided Discovery/Inquiry or Experimental Elementary Science Lessons

  1. Targeted grade or age level
  2. Scientific process(es) addressed
  3. Science topic addressed - the fact, facts, concept, generalization, theory, or law that will be used as the vehicle for exploring the science process(es) identified in #2 above.
  4. Process-oriented objective(s) - An objective or objectives written using the science process skills you address in #2 above.
  5. What do I want children to discover? - The fact, facts, concept, generalization, theory or law that children should be able to articulate as a result of the lesson.
  6. Description of introductory activity and discussion - Details about how you will introduce the lesson. Describe your interest-focusing activity or demonstration, the initial discussion, directions, safety and management considerations appropriate for the lesson.
  7. Materials needed
  8. Description of the activities - Details of what the children will do to explore the concept and what you will do to help them in their explorations.
  9. Typical discussion questions - Typical questions you will ask of groups to stimulate their thinking toward your objective.
  10. How children will be encouraged to investigate on their own in the classroom - What children might do to continue the investigation in greater depth, exploring additional variation, and keeping the explorations going as they fully investigate the phenomenon. These investigations can be part of the current lesson, can be held over for the next science class lesson, or could occur in a science learning center.
  11. Expected conclusions - The goals and objectives you want the children to achieve and the conclusions you expect them to formulate as a result of their investigation.
  12. Applications to real life - Answers the question, "So what?"
  13. Assessment - How you will assess individual students' understanding of the concept(s) taught during the lesson.

Adapted from:

Martin, D.J. (1997). Elementary science methods: A constructivist approach. Albany, NY: Delmar Publishers.

 

Science Discovery Plan

Names:

________________________________________ _______________________________________

________________________________________ _______________________________________

Activity:__________________________________________ Date:_____________________

I. Scientific Question: ____________________________________________________________

II. Hypothesis: ___________________________________________________________________

III. Materials needed: ______________________________________________________________

________________________________________________________________________________

IV. Step-by-step procedure for your experiment:

1. _____________________________________________________________________________

 

2. _____________________________________________________________________________

 

3. _____________________________________________________________________________

 

4. _____________________________________________________________________________

 

5. _____________________________________________________________________________

V. Describe your discovery:

________________________________________________________________________________

________________________________________________________________________________

________________________________________________________________________________

VI. What new questions are you curious about for another time?

________________________________________________________________________________

VII. How would your group rate this activity? 1 2 3 4 5 6 7 8 9 10 (10 being the highest)

VIII. Complete the Scientific Inquiry Sheet

Scientific Inquiry

This inquiry was made by __________________________________________________________ (student scientist)

on____________________________ (date)

Purpose:

What did you want to find out?

_______________________________________________________________________________

Hypothesis:

What was your prediction of what you thought would happen in your experiment?

_______________________________________________________________________________

Summary:

Explain your experiment that led to your findings or discovery. (Include details such as measurements, quantities, and time.)

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

Conclusion:

Write a paragraph about your discovery and/or findings. Draw a sketch, diagram, or graph on the backside of this paper to help explain your results.

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

_______________________________________________________________________________

 

Science Inquiry

Light and Color Inquiry Box

I. Some materials you may find in the discovery box:

paper towels flashlight food coloring
prism hand lens plastic cups
crayons stirrers water colors
paper mirror bottle of water
book about light and color    

II. Directions:

  1. Consider a question that you would like to answer. You may select a question from below or you may develop your own.
  2. You may want to read the book before you begin your inquiry.
  3. Begin a Science Discovery Plan.
  4. Conduct your investigation.
  5. Complete the Science Discovery Plan.
  6. Complete the Scientific Inquiry sheet.

III. Some questions that you may want to investigate.

  • Can you make light bend?
  • What happens when you shine a light on a mirror?
  • What happens when you shine a light through a hand lens?
  • What happens when you shine a light through a plastic cup of water?
  • What happens when you shine a light through a prism?
  • What happens when you mix different colors together?
  • How can you mix different colors together to make white?
  • How can you make light travel around the room?

 

Science Inquiry

Sound Inquiry Box

I. Some materials you may find in the Inquiry Box:

rubber bands 2-liter bottles straws
balloons plastic cups string
paper cups paper clips beans
macaroni split pea wheat
scissors rice corn meal
bottles water plastic cups with bottoms cut out
funnel paper towels books about sound

II. Directions:

  1. Consider a question that you would like to answer. You may select a question from below or you may develop your own.
  2. You may want to read the book before you begin your inquiry.
  3. Begin a Science Discovery Plan of your own.
  4. Conduct your investigation.
  5. Complete the Science Discovery Plan.
  6. Complete the Scientific Inquiry sheet.

III. Some questions that you may want to investigate:

  • Can you make a stringed instrument? How can you make different pitches and volumes?
  • Can you make a wind instrument? How can you make different pitches and volumes?
  • Can you make a percussion instrument? How can you make different pitches and volumes?
  • Can you make an example of a voice box? How can you demonstrate vibrations as they respond to different pitches and volumes?
  • Can you make sound travel though something else beside air with the materials?
  • What are the strategies needed to study the subject at a more sophisticated level?