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 have not yet led an inquiry-based activity. I would think a challenge would be to help those kids that are struggling to keep up with the class and not give up.
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 participated in BudBurst. This would be a great citizen-science project for kids to participate if they have a school garden. It requires multiple trips to the garden and careful observation. I would expect them to increase their observation skills and learn more about plant anatomy.
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.
It needs to be a priority to take them outside often, so they have the opportunity to make these observations. Encourage talking and asking questions by asking open ended questions. Give each student post-it-notes to write their own questions to add to the I Wonder board. Treat each of their questions as relevant and part of the learning process.
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.
We have a grant funded pollinator project, and I would love to use one of the invertebrate projects like Great Sunflower Project or Monarch Larvae Monitoring Project. There is a garden space at the elementary school I visit that would be perfect for these projects. I visit every few weeks for the entire school year, so these projects would fit well with my curriculum
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.
Inquiry is a process of asking questions related to observations. These observations are made with our senses and can be enhanced with tools. Next is the pursuit of answers with research. Check to see what information we collectively already have. New questions may arise. More observations and/or experiments may be necessary to find the answer.