Our center has a freshwater pond that we use as a living laboratory. The accessable area is divided into to study areas. These two sections of our 'lab' have different vegetation growing along the shore, providing a fantastic opportunity for our third-grade learners to explore how different habitats support different animals, or even different sizes of animals. Students know we'll be conducting a scientific experiment and the quided inquiry begins with observation and questions. Gathered as a group, we ask students to simply observe the lab - asking what do they notice about the pond? Students note many observations, including the difference in vegetation growing along the pond's edges. After our observation period, we review tools and equipment that we can use to help us in our experiement. Students have access to large dip nets, smaller dip nets, large and small buckets, rulers, beakers, markers, and a datasheet to record observations. With these tools, students are excited to learn they get to wade in the pond to collect data (i.e. catch animals)! We ask what students what do they think we could do with the ruler - leading theg group to point out that we can measure the animals we catch. At this point, we ask students to think about animal size and what that might mean for survival. Is a larger animal younger or older? Students confirm that older critters will be bigger. Next we recall how each pond lab has unique plants and ask students to consider which habitat they believe will provide better shelter - asking if better shelter = animals live longer = larger animals? With these discussions we work with students to form a hypothesis and guide students through formulation using and if...then...because statement. Students collect, sort, and measure animals recording their observations as they go. After our observation we review and analyze collected data guiding students to evaluate shelter quality in relation to animal size. We compare results from other experiements (we have two groups each day) and discuss why results might differ. Finally, we encourage students to think about how variables (weather, time of day, season, group size, etc) might impact our study and follow up by asking students to think of other experiements we could conduct using the same study area. Students engage in full sensory exploration and practice observation, forming a scientific question, collecting, recording, and analyzing data. In order to expand this lesson into a truly open inquiry process we would ask students to develop their own datasheets. We provide datasheets in order to fit this lesson into an allotted time frame.

My students participate in science fair every year as part of their requirements of the lab science program at our school. Science fair would be classified as open inquiry. Students are allowed to pick up a topic that interests them. This is usually after in class I have gone through some of the other levels of inquiry. I start the year with a lot of confirmation inquiry and work through the others. Science fair is to see if students grasped the other levels of inquiry. I know that they develop making their own questions, gathering data, and interpreting their data. One thing that I need to work on is that for some of my regular classes I need to walk through a guided situation with science fair for these students. They are in need of those supports where they are provided with the research and we as a group design the project together. I am hoping that this program will help me develop that.

Last year I taught fourth grade and was working with the Investigating Evidence unit.  We had been studying local birds from day one, and the students were really intrigued with the investigation called Will a Fake Cat Scare Birds? They wanted to replicate it to see if they'd get the same data here in Los Angeles and interestingly enough, we did not.  So that led to a whole bunch of wonderings that consumed us for about a week.  Most of the birds that came to our feeders were sparrows and so the kids began researching sparrows and trying to figure out different investigations they could do to figure out more about them.  Their hypothesis was that sparrows are smarter or more brazen than the birds in the initial experiment. (Unfortunately the student just said "birds," and never identified what types of birds were involved in her investigation, so we couldn't compare.)  What started out to be an introductory confirmation inquiry ended up moving into a more open inquiry.  It was a great jumping off point for students to begin their own open inquiry as we progressed through the unit, but unfortunately COVID hit and we left it there.  Some students did continue with their own open inquiries related to birds from home and I tried to support them the best I could.  Luckily I am looping with this class and will have them as fifth graders next year so we'll have plenty of time to finish up and present our investigations!

Last year, a group of four and five year olds took part in our "Kindergarten Field Ornithologist Program". The timing in parentheses was not planned. Timing was based on the natural flow of student interest, competencies and questioning. 1) Confirmation Inquiry (ongoing September-March). Each student took turns caring for our classroom bird feeder each week. As the weeks went by, students learned how to fill the feeder, identify parts of the feeder, measure the volume of the feeder (non-standard and standard units), names and characteristics of of different seeds, and observed various species of birds which visited the feeder. We also "trained" chickadees on our school-ground to feed from our hands. This provided students with considerable background knowledge to support further inquiry. 2) Structured Inquiry (January-February). As snow fell and the earth was frozen, we noticed only chickadees and squirrels at our classroom feeder which we were filling with black sunflower seeds. I wondered aloud: "I wonder if we would get different birds if we made different feeders? I wonder what would happen if we make different seed recipes?" Over the next few weeks, students were introduced to formal planning using picture-supported diagrams along with lists of materials they would need to collect for their prescribed bird feeders. Five different styles of feeders were made by the students which were hung in the Tree Restaurant located in our Learning Garden. Students selected their own locations on the tree to hang the feeders. Chickadees and nuthatches visited all of our feeders! 3) Guided Inquiry (February). As the students visited the "Creation Station" to build their pre-designed feeders, we began to discuss planning and building our own classroom feeder and the basic characteristics all feeders share: they must hold seed; they must provide a place to perch/land; they must have a means of being attached to a post or hang from a tree branch. We went to our Beautiful Junk Pile (an wide assortment of recyclable/reusable items) to select different things that we could use (some children needed something concrete during this abstract process) and then brainstormed together via diagrams and lists on chart paper before coming up with a plan. Final materials and tools were selected and listed and the students created a feeder based on the plan. The feeder was hung and birds were observed to eat at our classroom feeder. 4. Open Inquiry (February-March). Students were invited to design and build their own feeders. There were no limitations on the materials, size, or complexity of the feeders. Students selected their own materials and created their own plans and built their own feeders with minimal support (fine motor issues, safety issues with glue gun, etc). The results were stunning. Students created feeders that blended their understanding of basic components of the feeders while also "upping their game" by incorporating their own personal enjoyable experiences of food and recreation. *Isaac's feeder had milk carton adorned with old plastic play food glued on his feeder to attract the birds with pretend ice cream cones and strawberries. A bolt served as a perch and a ribbon was used to hand the feeder from a low branch. He also added "dry grass camouflage" to make the birds feel safe. *Larissa's feeder used old cd cases to create a chalet-styled feeder complete with a "swing" made from a broken beaded necklace. She glued bright flowers on her feeder's roof to "make it pretty" and installed a toilet paper roll to give birds a place to sleep. *Liam's feeder used a plank of wood which supported a broken metal mount from a tripod that could "slide" the birdseed back and forth between two perches so that birds could share. He decorated his feeder with two fake sandwiches to entice the birds. *Sally's feeder was for princess birds which required the addition of a discarded McDonald's Happy meal princess toy to showcase her 5 star feeder. *Jaxon couldn't decide on one feeder, so he hung a variety of feeders from a single broken broom pole. *Names are changed. Feeders were carefully placed by the children and the students were provided iPads to record any birds that arrived at their feeders. Huge celebrations ensued when the birds visited! Unfortunately Covid19 interrupted the completion of some feeders which included everything from china teacups to dinky cars. They are being held until next September as the students put so much thought into them. Two students created full recreation parks with splash pads and condos! The remaining creations will be completed and field-tested in the fall. This was, by far, one of the longest inquiries I've had in 10 years of teaching. It was also one of the most successful. Pending student interest, this is an activity I will repeat and refine over the years.  

I am a K-2 STREAM (science, technology, research, engineering, art & math) special area teacher on Long Island. In the fall, my first graders take part in a native bird study. One of the wonderings they often have is: Why do birds have different shaped beaks? As a group, we try to think about why birds might have different shaped beaks. Then the students take part in an investigation. During this investigation, various centers are set up at tables. Each group of students is assigned a species of bird and a tool (tweezers, spoons, clothes pins, etc.) to simulate a bird beak. Each table has a photograph of food (mice, fish, seeds, etc.), a cup (simulating the bird's belly), and various types of food (dried beans, seeds, pasta, gummy worms, Swedish fish). The students then rotate through the centers and have 30 seconds to "eat" as much food as they can. They record their data at each station. At the end of the investigation, we talk about their data. I ask them what they notice and why they seemed to "catch" more food at some stations than at others. Then we go back to the initial question...Why do birds have different shaped beaks? I ask students to discuss this with a buddy and then they share out with the class at the end. I believe this lesson would be considered structured inquiry because we discuss the question as a class and the students are given the procedure. They do not know the outcome before conducting the investigation. The students are learning how to conduct an investigation, record and analyze data. They are also learning to identify patterns and come up with a claim based on evidence. In order to make this more open ended/inquiry based, I could ask my students to come up with the experiment rather than prescribing it. My concern with this is a the development appropriateness for students in first grade. Doing this would help them learn how to plan and conduct their own investigation.

I help co-lead an extracurricular lunchtime class for the grade twos in an elementary school in Canada. We did a Roots & Shoots program (Jane Goodall Institute) and had the kids brainstorm a variety of ways that as individuals and groups they could help locally, having a positive impact on the environment, the flora & fauna within and the people. The kids noted that there was a lot of cement around the school and not too many places that were wildlife friendly. They were primarily concerned about the lack of shelters for wildlife. We were in the process of observing the environment around school and noting which bird species frequented the area. They were also beginning to notice if they saw the same birds at home as they did around the school (lots of magpies were noted around the school ;-). The students were going to research which of the birds they had seen (native vs introduced) and were hoping to build bird shelters for the species that required the most help. Covid hit and schools have been closed since March. Fingers crossed we can continue this project when/if they re-open.

I teach first grade.  We are fortunate to have 7 acres that we can roam so it was interesting to hear about discovering and asking questions about the different bird nests.  We have a number of different birds, and it is especially interesting and relevant to notice changes in the birds through each season. We also wrote a "Light and Sound" unit.  One of our structured inquiries is making kazoos, and that develops into a more guided inquiry when students investigate how to make different/louder/softer sounds.  At the end of this unit, students have a table of various materials to choose from (that have been collected over months) and can decide if they will make something that makes light or produces sound or both.  They choose materials and work on creating something.  The practices are: asking questions, making models and communicating information. To make it more open-ended, the children can think about a question they may have about light or sound and creating something to solve their problem.  I think this could add the practice of planning and carrying out an investigation to see if their idea works to solve the problem.

I work as an informal environmental educator, running programs for a land trust. For Fall Stewardship Day, we take a boat out to Potters Beach and do a shoreline clean-up, collecting data through the Alliance for the Great Lakes Adopt-A-Beach program (with the larger Ocean Conservancy's ICC). This is a structured inquiry, as the data form already exists and we explain the process to the participants, rather than them asking their own questions and developing their own process. Through the activity, participants pick up debris in groups and count and categorize them on a data sheet. Afterwards, we weigh the trash and then go back and total each category to see what the most common aquatic debris is. They learn data collection and are able to hypothesize what they will collect the most of before beginning, and then compare to draw conclusions, inquire about where this trash might come from, and develop ways and strategies to limit plastic pollution. To make it more open ended, I can have the participants record data without pre-selected categories, and develop questions such as "Where will there be more debris, downshore or upshore?" "Will there be more plastic in the treelines or by the shore?" etc. That would better support inquiry and hypothesis building, and encourage independent thinking and active learning.

My role at our school  is as an Ed Tech and even though I support students in the classroom, I don't have a lot of experience with developing my own lessons.  I am working to develop a series of nature videos as a result of distance learning.  Each video  has been around 10 - 13 minutes long, and I have had a particular focus for each one.  These videos have been shared with parents/students at our school and I have received some comments on them.  I would say that the greatest thing I have guided those who watch my videos to do is to observe.  For instance, I did one video on animal tracking while we still had snow.  I tried to encourage the observational skills one would use in order to identify tracks.  At times I showed how to measure straddle and stride or discussed qualities of a stride while filming my dog in slow motion.  I tried to ask questions of those who viewed.  Some of what we are being asked to write about feels like a stretch and I am struggling to deliver an answer that addresses the levels of inquiry.  That being said, I would say that my videos used only the confirmation inquiry and my encouragement to explore in their own back yards was inching toward structured inquiry.  If I were to modify this lesson, I think it would need to be real and not virtual, and together, we would continue to measure, and notice qualities of the tracks we discovered and interactions between them and begin to build a story.

As a public librarian, I have supported citizen science bioblitz events in a riparian preserve next to our library. The events took advantage of iNaturlist's ability to create projects. The library had defined the preserve as the project area. We were able to hold several bioblitzs mid-morning including a winter, fall and spring event.  I could see creating an extended series of events for a group of upper elementary or teen students to pose a question, make observations, and discuss findings. The bioblitz could be framed around the idea of observing migratory birds seen around the small lake in the preserve. Students would be provided with digital cameras, bird guide materials and binoculars. Access to iNaturalist would be the recording and database platform. The observation date would be timed for winter to take advantage of observing migratory birds (Phoenix, AZ). The students would be asked to determine and observe all birds they saw during the event, and determine if birds were native year round residents or migrating species. Their observations would be uploaded to the iNaturalist project. The student participants could create a chart with the identified migratory bird(s), and the time period by year when iNaturalist observations had been made. Another session would be looking at the observation data points loaded into iNaturalist during the recent project, comparing them to the observations from the previous bioblitz during the same time period the previous year, as well as looking at other riparian observations made during the same time of year, but outside the project. It would be interesting to compare their findings to a bird guide's information about range to see if the birds they identified were noted to be in the same range as the riparian preserve. If not, a discussion could be held with why these birds might have been observed in an area outside their range. The following science practices would be used during the sessions: 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

I teach environmental education at multiple schools in the area. My most involved program is Earth Stewards, a 8-lesson program that teaches students about their local national forests and wildlife refuges as well as encourages them to find ways they can help protect their natural resources. Each lesson begins with a question: why are fiddler crabs important to the salt marsh, what skull adaptations do mammals have to help them survive, how are public lands managed to help wildlife, etc. I then have activities for them to do to help them answer these questions. For example, one lesson asks: why are wetlands important to South Carolina? I tell them by the end of the day they will know 5 reasons why wetlands are important. 3 of these are revealed through the lesson, but they must figure out 2 of them during our experiment. The experiment involves sponges to represent the wetlands. The students will hopefully notice less flooding when the "sponge wetlands" are present and can deduce that wetlands are important to prevent flooding because they can soak up water. Students will also model pollution with food dye (liquid pollution) and sprinkles (solid pollution). Their "sponge wetlands" should filter out the pollution and they can deduce that wetlands are important because they prevent pollution from entering into the ocean. Each group of students gets their own wetland model to create (with guidance), so they get practice creating a model and how scientists can use models to make observations and apply their model observations to real world applications.

I really don't teach science lessons, but facilitate science learning through engaging young birders and their families on bird hikes to local parks and natural areas. During hikes instead of calling out birds that we are encountering on the trail, I ask families to download Merlin which is a smart phone bird identification app.  Families are asked to identify birds through the Merlin app when feasible.  Merlin poses a series of questions for families to answer based on their observations.   Along with local birds sightings from eBird, families are able to identify birds most of the time.  This activity involves guided and open inquiry strategies based on reading the "Many Level of Inquiry" article.  The families enjoying using technology.  Once the bird is identified correctly, then more questions can be posed about habitat and behaviors that can observe in the field. In terms of the NGSS, this activity involves analyzing and interpreting data at least. In addition, some field trips are timed to align with Bird events like the Great Backyard Bird Count and the Christmas Bird Count.  These activities give participants field experience in actual citizen science activities.  There are a number of benefits beyond science.  learning from these hikes.

Community science and stewardship are 2 of the main pillars of my program so for my activity example, I am using an activity that I set up for the fall, that involves the students participating in community science where they provided the opportunity “to do” science. The first step in this activity will be for students to come up with a research question regarding an invasive species in Arizona. From here they will find an online community where they can submit their data and/or find additional data to analyze later. Hopefully, they will also connect with a scientist in the community that will be able to assist them in answering any questions they may have and review their findings when the time comes. After students have formulated their questions and connected with an online community they will be able to practice their fieldwork skills and prepare to observe nature as scientists. Students will utilize skills such as observation, data collection, species identification, teamwork, and using scientific tools. Next students will make a claim and back up those claims with the evidence they collected. After making a claim students will work with their peers to review their claims and engage in dialogues that allow them to improve their data quality and communication skills. Finally, students will share their research data with the community.  By connecting student’s fieldwork to professional scientists, they will see real-life results and applications. This learning experience will look different across grade levels, but the underlying process that the student scientists will go through will be similar. To raise public awareness about and get the public involved with helping to stop the spread of invasive species students will also create posters that can be displayed at local nature and environmental organizations. An additional aspect I hope the students can add to this activity is actually doing a stewardship/restoration project where they can remove the invasive species they researched. This activity is an example of open inquiry. This activity allows students to ask questions, investigate problems, make observations, search for possible solutions, test out ideas, and think like scientists.

3rd-4th grade- Wetlands By using a booklet by the US Army Corps of Engineers and many children's books, we start learning about the different kinds of wetlands. We use graphic organizers to compare and contrast and to identify cause and effect when wetlands are destroyed versus saved. (Confirmation Inquiry) To show how the wetlands act as a natural water filter, students conduct an experiment using water from local wetlands. We use 2 liter bottles cut in half. The top half is the filter and bottom half holds the filtered water. Students see how natural processes work. (Open Inquiry) Students make journals to record questions they have about the wetlands in our area. We discuss questions and if we can find data during our field trip to answer the questions or if we may need to research further to obtain more information. To extend this unit for Open Inquiry- I should have students design a water filter they would use if they had to, including drawings and detailed descriptions. The water filters could be tested during our field trip versus in the classroom. Science practices include asking questions, making a model of a water filter, testing the water filter and communicating pros and cons of the 2 liter bottle filter. Students could go beyond by designing their own water filter based on data collected during the investigation. The journals could include critiquing and evaluating the student developed filters and interviewing refuge staff at Ohio River Islands National Wildlife Refuge during our visit to the wetlands. Also, I could include Career Readiness standards by tapping into the many professions of people who work with wetlands.

I engage my students in neighborhood walks at various times of the school year when changes in weather and seasons are observable.  One year at the onset of winter my students noticed nests in a few trees and it sparked a huge amount of questions and wonderings.  We went back to the classroom and the students wrote their questions and wonderings on index cards. We then read and sorted them into some categories and to see if any questions were similar and I wrote them out on large chart paper.  I asked the students to look at, reread, and think about which questions they really wanted to find the answers to. Eventually, the students put them selves into small groups and a few partnerships based on their interest in the questions. I assisted the students by directing them to books, videos, and other resources to help them start getting information to answer their questions. One question that a small group investigated was  "What are the nest made out of?" This question lead to explorations around different materials that birds used to make their nests.  The nest materials exploration led to a subsequent question "How strong are nests built with various materials?" It was like a circle the way one question led to another and how different groups investigating different questions very fluidly merged into and out of each other.  I knew there had to be some form of closure for some students while others were happily moving from one thing to another as they had "wow" moments of learning new things. The days work included students engaged in reading, writing, drawing, recording, and thinking about their findings and discoveries. At the end of each days work we had a sharing time for students to share what they learned that was new that day.  At the end of the year students had created these really elaborate projects that either answered their original questions, or showed the process they engaged in throughout their investigation cycles. I believe my students were engaged in many of if not all of the science practices although I did not name them for the students. I also believe this was an open inquiry because it was very student driven and I made sure I had a variety of resources available for students to express and represent their thinking.

I teach an entomology class and the students investigate various insects and creepy creatures such as hissing cockroaches, worms, millipedes etc. The students are in kindergarten and first grade. The first thing we always complete before any creature is revealed is a KWL chart - specifically the what I know section. This gives me an idea of what students think and if they have any misconceptions.  The critter is then presented for students to explore. After a few minutes the questions students have naturally start to fly. What do they eat? Where do they live?  How is the creature moving? and so on..  All of these are added to the chart and drive the lessons for the remainder of the week.  I also add my own questions to areas I want to guide the conversation such as exoskeletons, metamorphosis and life cycles. Therefore, the lessons become a mixture of guided inquiry and open ended inquiry. I had never really thought about what level of inquiry this is it just seemed natural to foster their curiosity. There is a lot of observation and research completed via videos and literature and the students keep a science journal to note their findings. I think if I added what if and had students focus in on a particular topic or question of their choice rather than my own interjected ideas  there might be a deeper understanding of one concept rather than an overview and a light dusting of many different ideas.  I believe where I am at is a good starting place but could be taken to a more meaningful level and increase investigation through observation.

Sundial I have an activity that I like to do that is tied to Science and Math. Outside of my old classroom in Ohio was a basketball hoop pole, and I would pick a sunny day where we would draw a chalk line on the shadow of the pole. Throughout the day we would notice the change of position and length of the shadow. I would explain how the first clocks were similar to this, and I even found a sundial craft that students could create using cardstock and a pencil. I wanted them to see the connection of our clocks being based on the movement of our planet. From this, we would discuss the movement of the earth's rotation and revolution throughout our universe. I think this would fall somewhere between Confirmation Inquiry and Structured Inquiry, since the activity starts with the principals of a sundial and I encourage explanations and responses from students throughout the day about why the shadow moves and changes shape. Students think about the shadows and have discussions about how sunrise and sunsets aren't really the sun moving through the sky, but the Earth turning. To make this activity more inquiry-based or open-ended, I could have students observe the shadow of the pole throughout the day, after they discuss the best way to track the progress and how often to track. Perhaps they could come up with a better process than chalk :) Then the students could work together to discuss, document, and explain their deductions. We could also track  our "sundial" through the seasons to further investigate where the sun is in relationship to us as it travels. Hopefully students could conclude that although it appears that the sun moves through the sky, the Earth is actually rotating, and the sun does not appear at the same location or time throughout the year because of the tilt of the planet.

As a 4-H educator, time is my worse enemy.  I am usually invited into a classroom or after school program for an hour, sometimes it is reoccurring; so often I use confirmation, structured and rarely guided inquiry in my lessons.  Most of my time is spent with elementary aged youth.  A popular series of activities that I would usually be teaching at summer camps is “Things that Fly,” over six lessons we talk about lift, drag, roll, symmetry, trajectory, gravity and much more by making paper airplanes, Alka-Seltzer rockets, water rockets and observing how they fly.  I believe the lessons are taught in a structured inquiry format, the youth are given the materials, we look at pictures of real model airplanes and rockets, youth are asked what makes these things fly.  Then youth make their own models and test them, as a group we observe them in flight, collect data by taking measurements, and then they can redesign if needed or at least talk about what they would do different if they had more time and draw conclusions.    Each part of the series is usually two, one-hour sessions, session one looking at the true model, and designing their own and the second week they test and redesign and make conclusions. Do this as a series of activities at a guided inquiry level I could pose the question, “Why do things fly?   Create a model airplane (or rocket) that can fly, incorporating concepts you find out about planes.” This would require access to computers so youth could research airplanes, a place for youth to consistently test.  Youth would be given a time frame, with a group testing at week 5 giving youth week 6 to redesign, draw conclusions and discuss concepts related to flight.

I don't teach science, but instead teach physical and human geography (which includes some scientific topics leaning towards geology, climate, etc.).  However, there is just as much inquiry potential in geography as there is in science (I like to dream wide!).  The most complex project, which I would say is an 'open inquiry' type, is the extended essay project for Grade 11 students (16-17 year olds), which for geography requires students to:

• come up with their own investigation question
• develop a protocol or method to gather data to answer the question
• use statistical and visual analytical tools,
• develop their conclusions based on their results
• evaluate their methods and determine ways to improve their studies considering any limitations or factors that impacted their investigation process.

Students would have the experience earlier in the year to carry out a structured inquiry field experience with an umbrella research question provided ("What is the pattern of urban stress in Sham Shui Po, in Hong Kong?") - students are expected to create their own specific question that they will test using a plethora of methods of their own choosing (based on what is most appropriate for the urban stress factors related to their question).  The field work, data entry and data discussions are done in groups, though the specific question and subsequent data analysis is presented individually in a field report.  This is a significant undertaking over a 6-week period, but students would have had experience doing structured inquiry in an interdisciplinary geo-science field trip about coastal biodiversity and marine waste in Grade 9 (14-15 years old), so this wouldn't be an insurmountable leap in terms of skills and confidence.

Alka Seltzer rockets. After showing a rocket explode without any instructions, the students discuss how it occurred. They usually quickly realize that some chemical reaction occurred as we had just finished that unit. My question is how can we make the rocket go higher. After much thought, the students come up with around 10-15 ways they can change the rocket to make the rocket travel further. Although this guided inquiry allows for their own design and testing, I give them them the investigative question, help them with data charts, analysis, and conclusion. I think that I can modify the lesson with the control experiment as a teacher modeled investigation with the data chart and graph. Then the students would have a model to use when they chose what variable they are going to change on the rocket. They would be able to design a data table and chart based the control experiment. After testing and analyzing their data, they can communicate to others their results and then debate which variable affected the rocket the most ---which will lead to more questions. Can various changes be combined to make the rocket go even higher i.e. adding more alka seltzer and increasing the temperature of the water? Perhaps allow them to choose 2 variable and test them-- explain why/why not the combination made the rocket go higher than changing one variable

I teach high school biology (PA Keystone Biology Standards). At the beginning of the school year we have a goal that focuses on designing and doing science investigations. For this goal, we do an activity called “Designing Investigations with PIll Bugs.” The students work in small groups and are given a group of 6-8 pill bugs. The activity falls under structured and guided inquiry. The students begin with structured inquiry because the question and procedure are given to them. The main goal of the activity is to allow students to practice the skills of observing, collecting data, categorizing and communicating by going through specific scenarios. To begin, the students are asked to simply observe the pill bugs, then they move into gathering specific observations (such as, how fast can a pill bug run?) Beyond these skills, we focus on guiding the students through a process of designing and carrying out an investigation based on which habitat the pill bugs like more. We give the students a set of options to pick from: Do pill bugs prefer… dark or light habitats, dark or light surfaces, sand or soil, warm or cold environments, fish food or apples? The students are now doing guided inquiry for the second part of their activity. I could modify the second part of the activity in a few different ways to allow the activity to be more of an open inquiry activity:

• I could simply ask the students to design an investigation to see what type of environment pill bugs prefer without giving them a set of questions to choose from.
• I could display the materials that are available for students to use. Then the students can decide what materials they would like to use to design their investigation.

Modifying the activity would allow the students to have a very active role in designing the investigation. They would have the opportunity to decide on a question, design and carry out the investigation then communicate their results. Overall, the specific results that are found are not looked at in detail. The main goal is to have the students actively engaged in the process.

The vast majority of my lessons, unfortunately, do not involve inquiry.  Most of the lessons I teach simply give required information [core corriculum] and test my student's ability to memorize the material.  My students learn 'stuff' not the process of how to learn. However, since I am learning in this class, I hope to change that. For the seventh, eighth, and ninth grade science classes I need to get some raisins, soda, cups materials and teach more process of science instead of facts of science.  I also plan to incorporate materials learned in this class in these younger classes as well. Since we are a small school with limited materials such as microscopes, triple beam balances, virtually no lab materials the world outside the classroom window is the most practical route to "open inquiry". To describe how I will move to a more open inquiry, that is what I am learning now.

In the activity, Melting Ice with Salt, students explore the physical changes of melting and freezing.  Students will use salt to melt ice by demonstrating and observing the effect that salt has on the freezing point of water.  Students will develop their understanding of science topics and practices such as states of matter, properties of matter, physical changes ( freezing & melting), elements & compounds, mixtures (solutions) through scientific inquiry.  Students are given two cups of ice and to one cup they add salt.  Every five minutes they measure how fast the ice melted by measuring the amount of water at the bottom of the cup.   I believe the level of scientific inquiry is confirmation, because I provide the question, procedure and students know the solution, in advance.  To modify this activity, first I would change the name of the lab to provide more of a challenge, How Can We Make Ice Melt Faster?   I think adding another material to the lab besides salt will provide more inquiry.  I think adding something like such as another white crystal substance such as, sugar, students will have to predict, gather data and provide results and reasoning.  Other science practices this may support is the melting point, the temperature at which the solid turns to a liquid.

During a unit on Forces students worked on finding a relationship between force and mass. The question and method were provided for them. Students kept the acceleration the same in the procedure by using the same ramp and starting spheres of different masses at the top and measuring the distance the sphere would move an empty cup once it was hit by the sphere at the bottom of the ramp. Students were working at the second level of inquiry since they were given the question and method and had to explain the results using data. The science practices they engaged in were carrying out investigations, collecting and interpreting data, and constructing explanations. One way I could modify the lesson to make it even more inquiry based is by having students create "what if" and "I wonder" questions and sharing within their groups to choose one. After choosing one they could take time to create their own procedure to test their question and then gather data to come up with an explanation. Throughout the process I would assist in reviewing their procedure to guide them towards one that will help answer their question. The science practices of Asking questions and Planning and Carrying out investigations would be supported with the adjustment as students were not involved fully in these practices in the first iteration of the activity.

One of the extension lessons in our sound unit is making kazoos.   Prior to this activity we would have done some lessons and investigations that focus around our essential question for this unit:  How do different materials affect the type of sound that is made?  Students are given a empty toilet paper roll (punched with a hole),  wax paper, and a rubber band.  They build their kazoo with the materials, blow into it, and we discuss how sound is made and relate that to what we have learned in previous lesson.  I think that this particular activity falls into the confirmation level of inquiry.  The science practices that the students develop through this activity are: develop and use models, analyze & interpret data, and construct explanations. This lesson can be modified to fit both the structured and guided levels of inquiry.  Students will still be presented with the same question: How do different materials affect the type of sound that is made?  The goal will to be to make a kazoo type instrument but they will be able to ask more questions, plan their own investigation, analyze the data, construct explanations, and engage in arguments using evidence they have obtained.  Instead of a few materials being given to them, they will have different types of cylinder tubes (cardboard, plastic, metal, card stock to make their own tube), different types of materials to cover the end (cloth, foil, wax paper, plastic wrap, tissue paper), rubber bands, tape, paper and paper punchers of different sizes.  Since we would have previously made a kazoo they would already know the procedure and would still be presented with that same question.  This time they would be able to ask more questions such as how can I make a louder sound or how does the use of different materials affect the sound?  They would develop a plan and construct a model, analyze and interpret the data they are collecting, and make changes when needed.  Students would be able to construct an argument to support their discoveries, communicate with their peers, and compare their results to their classmate's investigations.