Every spring, I conduct a living thing units to adhere to our first grade science standards, "living things have basic needs, which are met by obtaining materials from the physical environment" and, "living things survive only in environments that meet their needs". A lesson I give students to help them generate an understanding of living things and how they retrieve their basic needs is with the animal adaptation of bird beaks. I explain to students what an animal adaptation is, and how a bird beak for example is adapated to birds accordingly to help them retrieve food in the specific environment they live in. Then I have students conduct an investigation where they are given different materials ("beaks") that they must use to retrieve different foods. The materials ("beaks") they are given are: (1 singular) Tweezers, paper clips, chopsticks, and clothespins. Following the materials ("beaks"), they are given: Gummy worms, beans, and noodles. Using their "beaks" they must see which beak is able to retrieve what food the best. Following the investigation, the students and I discuss the findings and their understanding of how an animal adaptation like a bird beak, assists a bird (a living thing) in surviving in its environment. Therefore, this would fall under the inquiry level, "confirmation inquiry level (students are confirming the scientific principles behind needs of living things)." Students are confirming with this investigation, that a bird beak is formed in the way that it is in order for a bird to get the food it needs to survive. The students see that through using a tweezer, to retrieve a bean, that their bird beak tweezer would help them survive to get their nutrients. (A.k.a. the beans.) To modify this lesson, I may add a follow up investigation, that relates to different habitats or environments. I would group students into different "environments" or "habitats" and give the certain animals that live in that habitat or environment. Once grouped and with knowledge of their "environment" or "habitat" and animal, I would give them different challenges to see if their animal could surivive the challenges faced in their habitat or environment. This could relate to the structured or guided inquiry level because students will learn what can impact a habitat the directly affects the survival of their animal. I would conduct a lesson on this thus guiding their understanding of the post investigation. 

Every spring, my class conducts an investigation involving living things. We plant radish seeds in 3 different cups. Each cup receives soil and radish seeds. One cup, receives water and sunlight everyday. Another cup, does not receive sunlight and a third cup does not receive water. Over the course of 3-4 weeks, students make observations about how the radish plants are growing in each cup. Prior to the investigation, students are taught what living things, such as a plant, needs to survive. Therefore, this activity falls under the confirmation inquiry level (students are confirming the scientific principles behind needs of living things). Through this investigation, students practice analyzing data, conducting effective discussion, making observations, and predictions. They become engaged and excited anticipating the growth of their plant. I could modify the investigation, by beginning the unit with this lesson. Then, the lesson would reach the structured or guided inquiry level as the students determine what radish plants or even living things need to survive. The students could ultimately determine what basic need each cup would receive.

My students have a wondering board in the classroom, where they can write down any nature-related wondering. We then, as a class, pick one to investigate. One question was: does moss really grow on the north side of a tree? The students then, worked together to come up with an investigation. I have to give guided questions like, how will we know, is there a way we are record our data. I think this is more open inquiry since they came up with the question and how to investigate it. I am there more to give guidance. The science practices this lesson addresses are: asking questions, planning and carrying out investigations, analyzing and interpreting data, and constructing explanations.  I could modify this lesson by having them have to share their findings with a younger class. This would help with the science practice of communicating findings.

A lesson that I teach which I believe falls along the spectrum of the levels of inquiry is where the students work together to discover how to determine whether something is living or not. The students begin by using their prior knowledge to brainstorm what makes something alive. They make an initial list of criteria. The students are then given a set of cards with images of different things on it. The students are asked to sort the piles into categories of their choice regarding each items status of living. The students can make categories such as "living, non-living, dead, never alive". Once the students create their categories, they will use the images to list out criteria they used to determine whether something falls under each specific category. From there, the students discuss their results as a class and work together to come up with a list of requirements for something to be considered living. I believe this activity falls under the level of "Structured Inquiry". Through this activity, the students develop collaboration skills. Not only do they have to decide on criteria within their small group, they then have to work with the entire class to agree on a list of requirements. The students also develop analyzing skills. They must thoroughly analyze each item given (what it is used for, what it does, how it moves, etc.) to determine what category it belongs to. They must also analyze each grouping to decide what criteria applies to each item in that group. I could modify the lesson to make it more inquiry-based or more open-ended by having the students choose their own items to categorize. The students could use their own ideas or search for items around the school. The students could also come up with their own investigation methods to determine criteria for something to be considered living. By making these changes, it would support the science practice of investigation because the students will be using their own investigation methods rather than following a procedure.

We drive our Earth's History unit by introducing a phenomenon - bones of a sea creature found in a desert.  Students a read a brief introduction to this discovery and then shown images of the bones.  Students engage in a "What do I notice?  What do I wonder?" activity that generates a lot of questions.  Invariably the class lands on the question "Why are bones of a sea creature in the desert?" to guide their investigation of how Earth has changed over time. This activity falls somewhere between Guided and Open Inquiry as we acknowledge all student questions, but funnel them to the specific guiding question that will allow for investigation and learning aligned with our curriculum. Student generate initial claims ("What do we think now?") and then brainstorm activities they would like to pursue or topics they would like to study, to help answer the question. Because our curriculum requires that we cover specific content standards, and because much of what explains the phenomenon (continental drift, climate change) is not directly or immediately observable, we are not able to facilitate completely Open inquiry during this unit.  Regardless, this inquiry unit does cover most of the science practices through a variety of explorations and analysis.  

I love this discussion prompt as it has gotten me thinking about many of the lessons and overall units I teach to my students. I mostly use the curriculum from Activate Learning called IQWST for the middle schoolers. This curriculum does a good job of setting up many confirmation and structured inquiry activities. I'm interested in looking more deeply at my lessons to see where I can work in more guided and open activities, particularly for the 6th grade. At the beginning of the year the 6th grade unit is about light and sight. Some of the activities can become a bit redundant, so I'm thinking this would be a good place to add a guided inquiry activity. One place in particular is the exploration of the light box. The curriculum procedure is to have an object in a box that has one hole for an eye to look through and a "door" next to where the object is placed. The idea is to reinforce the scientific principle that in order to see an object we must have 1. an object 2. line of sight 3. light -- fairly obvious. In order to open up the activity I'd like to pose a question like -- "How can you make alterations that affect how you do or do not see the object?" -- I would then provide them with different materials such as tissue paper, clear plastic, etc. that they could experiment with and then make drawings/notes about their observations. Students practice: asking questions, making models, collecting/analyzing data data, constructing explanations

As part of my biology class, students are randomly assigned a research partner and have to come up with a question regarding a topic they are interested in that they can develop an experiment for.  The next step is for the students to research background information about their topic using scientific journal articles. Next, they design their own experiment that can be conducted in the lab within 2 months.  The lab is open for the students to use during their study halls as well as after school. They conduct their experiments, gather data, create graphs and tables, and form a conclusion based on their results.  Finally, they compare their results to the journal articles and discuss differences or similarities with their data. Experiments are then presented in a poster format during our annual STEM Fair.  This type of assignment is considered Open Inquiry and allows the students control over the topics that they want to learn more about. Although a detailed project like this requires a lot of time, students develop critical thinking and problem-solving skills when conducting their own research projects.  They learn how to design an experiment to test their hypothesis. This approach empowers the students to use science as an active method of learning. They also develop collaboration and communication skills since they have to work with a random partner and formally present their results to a panel of judges. Modifications that can be done with this type of project include breaking the student requirements up into small manageable steps with deadlines to keep all of the groups on a similar pace.

I believe that all of my lessons have been taught on the confirmation level...

7th grade science students were given the topic of   "How do you prevent water erosion?"  The Texas Agricultural Ext. Office loaned us their Stream Trailer.  The trailer is designed to show water runoff. It is filled with a substrate and has pumps at one end of the trailer.  When the pumps are turned on they release water into the substrate.  The substrate washes down to the back of the trailer.    The student's goal was to engineer an area with a building that would not get washed away. Supplies could be brought from home or found in class. Students were allowed to test and retest their designs to prevent erosion. Level of inquiry,  "guided inquiry". The science practices that the students developed were: investigation inquiry, engineering, design, scientific investigation, and erosion. Modification for more inquiry-based investigation would be allowing the use of a different substrate.  By changing the substrate it would introduce a new variable to the process.  Bring up more questions and answers.

I work with grades 2-12 in an all outdoor program. One of my lessons discussed hurricane Katrina and levees. After discussing hurricane Katrina and the failure of levees that contributed to absolute devastation, I challenged my 4-6 graders to be engineers and develop a levee with materials that had to be purchased with a limited amount of mad money provided to them. Students were instructed to develop a design, determine materials needed, construct the design, and then test its effectiveness. The team with the best levee won. This level of inquiry is Open Inquiry, I believe. Science practices somewhat used were Asking Questions and Defining Problems and Engaging in Argument from Evidence. This was a really fun lesson but it definitely could have been better. I would need more time for this lesson than I had originally but I think it would have been cool to bring some small structures symbolizing houses or buildings. Place the structures on the ground, in an open space (remember we are an all outdoor program and gave 9 acres to work with) and inform the students that the structures are a city that is below sea level. How do we protect it from hurricanes and flooding? With this type of activity and with the student’s age group I would keep this activity Open Inquiry. We would develop a question, analyze solutions, determine materials needed (I would bring various materials from the dollar store and allow kids to use natural materials around the school), design a model, execute plan, and then test it. Once we tested our structure we would analyze our data. We could also compare each team’s structure and see who’s structure held up the best in protecting the city from water. The final part would be developing solutions to problems encountered and trying the experiment again. I believe all practices could be applied to this lesson, but for the students I would with, the following practices would currently be appropriate and doable: Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Constructing explanations (for science) and designing solutions (for engineering) Engaging in argument from evidence

I teach 7th Grade science and we have a unit on cells, and osmosis. I have done the Gummy Bear osmosis experiment which the kids enjoy, and brings out some good results for students to think about. I think this would fall under the Structured Inquiry as the content is new and the procedure is somewhat structured and the results are generally the same. However, it does provide an opportunity for students to explain what happened. The students predict what they think will happen to the gummy bear based on the solution they put it in. I have provided multiple liquids and have students choose 2 - 3 to give them some choice in the experiment. They are usually very surprised at the results.

This is a tough one because I don't really teach in the traditional science subject so I don't have any of these kinds of lessons where I can do this. Instead I teach in adventure education so mostly backpacking, white water rafting, and climbing. However, I do share with students the wonders of nature around them. Depending on scheduling and other consideration I will teach a lesson about geological history of the four corners region. At the beginning of the program I will ask students to make observations about the geology of the region. Like, what stands out? Do they notice any patterns? I also ask them to remember any sort of questions that come up. Then, when the time is appropriate I will sit down and give them a 15min lesson. Lots of times the lecture will cover much of what the students will have asked or observed, but if not, I will take the time to answer those questions. If the program is for a school group, sometimes the teachers join us and they bring their journals, I will if possible, make time for them to sit aside and write or draw about these observations, not just what they experience through their senses, but in the spirit of the naturalist, what they feel.

I work with middle school students (6-8) and every fall we go to the local stream and lake to determine the water quality for each location.  We examine macro and micro invertebrates at each location by  indexing and determining the number of each species. Students do a chemical analysis that includes dissolved oxygen, pH, turbidity, phosphate, nitrate and nitrite. After students gather evidence in their small groups we consolidate the data into a large database that is shared with every student. Students use this evidence to draw conclusions on the health of each location based on parameters set out by the Iowa Department of Natural Resources. Students do generate many questions throughout this exploration especially when they see the abundance invertebrates in the lake.

I worked with elementary students for summer camps at different nature centers and zoos. One activity I did was called "Bird Beak Buffet" where students were given various tools (gardening gloves with sharp edges, pliers, chopsticks, water droppers, tea drainers/colanders) and a variety of objects that they had to pick up using those tools ( gummy worms, plastic beads, water, large nuts).  We showed them various pictures of birds and their beaks and asked them what they ate. We explain that different bird beak shapes help the birds get different types of food. For example a finch is going to have a strong sturdy beak for opening up nuts while a pelican is going to have a beak made for scooping up fish.  Many times we would make a game out of it by timing students using each kind of tool to pick up the object. What tool is the best for picking up the gummy worms? what about scooping water?  I believe this activity is confirmation inquiry since we told them about a concept ( bird beak shapes) and how the concept worked (shapes determine foods) but them them try the idea for themselves. I believe you could add to this activity by observing birds in the wild or in their zoo habitats and writing out their observations and talking with their peers. (Obtaining, evaluating, and communicating information).

Working with elementary students to determine the best methods for managing stormwater on campus, we observe the movement of the stormwater during a rain storm and then talk about the need for cleaning and slowing stormwater before it is released from our property and into a nearby stream.  Students are given a set of materials (screen, soil, sod, plants, filters, etc.) and asked to build the best water filter and solution we can implement on the school grounds to clean and slow the water.  They are given small tanks to build their filtering solution.  They measure the amount of water that comes through each filter design and the turbidity of the water.  This is a guided inquiry activity because they are given the problem but not the full procedure or the question.  Having them go beyond this with more questions--what if we used a larger area, what if we used other materials, what if we had a sequence of filters, --and then had them design the experiment fully could lead to open inquiry.  (We usually follow through and build rain gardens or storm drain filters on site.)

As a newly hired secondary educator, I don't have much experience teaching any levels of inquiry. I lead nature clubs at school where students are encouraged to explore, ask questions, and learn about the natural world. Although we don't have structured science lessons, I do teach lessons on citizen science. One of these opportunities is to collect data on bumblebees for the state atlas. I would consider this structured inquiry because the students are given the question- what bumblebees live in this meadow- and the procedure- collect as many bumblebees as you can find, identify them, and record the data. Through this activity they are developing the ability to make critical observations, learning how to identify different species, and how something fun can be used to collect important data. This lesson has so many opportunities to be more open-ended. We could go to the meadows, the students could look around, observe and come up with their own questions about flowers and pollinators. This more open-ended option would allow them to practice the scientific process from beginning to end by asking questions, developing investigation strategies, observing, and summarizing what they found.

A structured inquiry activity I deliver with students is a bird survey to determine presence/absence and abundance of birds in the school grounds using a set survey method. My students develop the ability to carry out investigations. This activity could be made more inquiry-based by allowing students to think about why we might want to know about the birds that visit our school grounds, to develop the questions themselves, as well as then deciding how we can find out. Then to look at the data and communicate it to others.

I teach high school biology and I often start the year by asking students to investigate factors that affect germination of radish seeds. Students are first introduced to seed germination and then asked to brainstorm ideas to test. Next, each group chooses one factor to test. Lab groups then design their experiment based on a simple method of germination that I show them (place seeds on moistened paper towels in petri dishes). Next, students perform the experiment, collect data and analyze the results. In the end, students communicate their results through a written laboratory report which uses the CER (Claim, Evidence, Reasoning) method of explaining the results. The level of inquiry for this activity is structured and students develop the following science practices through this activity: Planning and Carrying out Investigations, Analyzing and Interpreting Data, Constructing Explanations & Communicating Information. This activity could become more inquiry-based by asking lab groups to evaluate their original work and revise/modify the experiment. Students could carry out the revised experiment. Students would work on the Evaluating Information Scientific Practice.

I taught anatomy and I would have students conduct an experiment in which they could choose an experimental variable that would effect their heart rate the most. The level of inquiry would be guided inquiry because I provide the students with a list of option they could choose from as well as telling them to choose the amount of that activity to determine its effects. The science practices the students learn are not only the scientific method but also how to critically analyze how to obtain the data carefully and accurately, teamwork because the students are unable to do the experiment on their own, the level of blood pressure and heart rate by using a blood pressure cuff and also factors that can affect a person's heart. I could instruct the students to come up with their own variables that would have an effect on a peron's blood pressure and heart rate and then ask them to select one from their list. Allowing the students to test themselves on different days could also be implemented so the students could see the effects of the previous day or the energy drink they consumed.

My Agriculture Science complete bird investigations.  The recent topic is does the early bird gets the worm?  Student track of different types of birds, numbers of birds, time of day, and even the weather and temperature outside.

Before the pandemic my science class explored how much food our students, faculty and staff wasted each day after lunch. They wanted to know how they could help our school be more "green". I asked them to come up with a process and present it to me for helping our school be more "green". They worked in groups to come up with a presentation for our head of school to ask for compost bins for our school. They took turns at lunch collecting food that was to be thrown away and weighing the food (in garbage bags). They collected data and estimated how much food is wasted every day, week, month, and school year on average. They then took pictures and created a video presentation for our head of school presenting the information and how compost bins will benefit our school waste problem. The head of school said yes! And the school paid for compost bins around the school. I believe this is inquiry level 4 - Open Inquiry as students asked the questions, and came up with the procedures. I think my students practiced data analyzing and observation.

My 3rd grade gifted students are conducting an experiement with darkling beetles while studying life cycles and food chains/webs.  This is an introduction to scientific thinking and processing.  While we go through every stop of the scientific method together, the goal is simply to familarize them with the process and how methodical it is.  I presented the question, "Which food is best for meal worms, oatmeal or cornmeal?"  We then discussed everything we might need to know before we can answer that question.  This leads us to making observations of the meal worms, and learning about darkling beetles and their life cycle.  Then together we make a guess as to which type of meal is best and give supporting reasons.  We do this as a whole group, although if anyone disagrees they are welcome to write their own response.  Often the students hypothesize that cornmeal is better for meal worms because it is in small pieces which is better for their tiny mouths. I then provide them with directions on how to test their hypothesis.  Each partnership is given 12 larva, they split them into 2 groups.  One container has cornmeal the other oatmeal.  Over the next couple of weeks we record how many of the larva has survived, how many  have turned into pupa and finally how many adults.  We then work together to analyze this data and make a conclusion. This activity blends aspects of both structured and guided inquiry.  The concepts I want to have them develop strong understand of is that when presented with a question or problem start by analyzing it.  This leads naturally into supporting our opinions or thoughts with facts and then how to use data to draw conclusions.  This is just an introductory experience, and is followed up by similar activities as we build awarness and comfort with inquiry.

My 8th-grade science students use the engineering and design process to develop biodegradable plastics.  The students can choose different starches and additives to use while making a plastic.  Some years I give the students a specific function for the plastic and other years I tell them to come up with something they would like to create and see if theirs will work for product.  They do a stretch and strength test on it.  This is in between structured and guided.  It is structured because I give them a specific set of procedures for making the plastic (we need safety due to the hot plates, and they can only use so much raw material because of our budget).  To make it more open, I should have the students come up with the type of product they want to produce.  I am not comfortable however, letting them come up with the correct procedure for heating the materials on the hot plate.  :-)

I used to be a Counselor for a SOCIAL SERVICES PROGRAM. And we ran open mic's. Of poetry and music. It was amazing at the level of skill that was present, depending on the preparation of the student. And the Self awareness of the student, and the preparation, as it affected their comfort. Sort of a 'self inquiry.' If the student practiced, and was at least of basic talent, they were comfortable. If the student was great, but not ready, through practice. They felt uncomfortable. If a student tried to be too good, and was not rehearsed, they felt awkward. So the sort of 'self inquiry,' was different, depending on those circumstances.   So, you can see this sort of solution, that occurred, depending on the preparation. Like the Science experiments. The minute there is an understanding, there is learning. And then the previous example/situation, is "solved," or "understood."   Then, the inquiry, creates learning. But in music/poetry, you want to learn first, in rehearsals, so there is no "un-chartered territory," in the presentation. In a learning situation, there is an 'a-ha,' and a possible conclusion, through INQUIRY.