Holly

There are likely several different ways to create a good report, and these differences reflect the personalities of the kids. I really like the idea of using a rubric that clearly states what is expected for each outcome. There is a minimum that is required as well as a possibility of earning a very high grade because of excellence and creativity.

I researched Project BudBurst. It collects data regarding phenology of plants. You record the date, location, plant, and the phenophase that the plant is in. The database is accessible to anyone; you don't have to participate in the project to use the data. I did create a login and password. I'm not sure if you can access the data without it. Students can compare the date of the phenophase of a type of plant over several years to see if the timing of flowering is changing over time.

I sometimes answer a question with another question to guide kids through the critical thinking process. Group brainstorming is a good way to get kids to think about all the possibilities. We will also be going outside often to practice seeing and hearing things in more detail.

For my setting, positioning students as scientists is most important. I want them to understand how the process of science works and everyone can do it not just a select few.

I would like to do a demonstration in the classroom illustrating 3 things plants need to grow: sunlight, water and soil. This would be a confirmation inquiry. The control group is 4 plants in potting soil placed near a window and watered as needed. The light group would be 4 of the same kind of seedlings in potting soil placed in a dark place and watered as needed. The water group is 4 of the same kind of seedlings in potting soil placed near a window but not watered. The soil group would be 4 of the same kind of seedlings with wet paper towels around the roots placed near a window and watered to keep the paper towel wet. Regular measurements of plants height and other observations are made. The students would then make conclusions about what a plant needs to grow. Following this inquiry, students could then do a structured inquiry where a similar process with seedlings is done with more specific plant needs tested such as comparing how plants respond to natural sunlight versus different types of artificial light, or several different soil mixtures. Next students could do a guided inquiry with the research question about plant needs that the students would have to create, test and explain.