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    Lesson 1

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    This lesson introduces students to inquiry learning through the scientific method. It guides students through using a modified KWL (Know, Want to Know, Learned) chart to answer the question "What is heat?" by having them identify what they know, what they want to learn, and how to find the answer. The lesson emphasizes that scientists follow a process of asking questions, making predictions, conducting experiments, and gathering evidence to learn about the world.

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    Lesson 1

    Uploaded by

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    297 views5 pages
    This lesson introduces students to inquiry learning through the scientific method. It guides students through using a modified KWL (Know, Want to Know, Learned) chart to answer the question "What is heat?" by having them identify what they know, what they want to learn, and how to find the answer. The lesson emphasizes that scientists follow a process of asking questions, making predictions, conducting experiments, and gathering evidence to learn about the world.

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    This lesson introduces students to inquiry learning through the scientific method. It guides students through using a modified KWL (Know, Want to Know, Learned) chart to answer the question "What is heat?" by having them identify what they know, what they want to learn, and how to find the answer. The lesson emphasizes that scientists follow a process of asking questions, making predictions, conducting experiments, and gathering evidence to learn about the world.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    297 views5 pages

    Lesson 1

    Uploaded by

    api-434820998
    This lesson introduces students to inquiry learning through the scientific method. It guides students through using a modified KWL (Know, Want to Know, Learned) chart to answer the question "What is heat?" by having them identify what they know, what they want to learn, and how to find the answer. The lesson emphasizes that scientists follow a process of asking questions, making predictions, conducting experiments, and gathering evidence to learn about the world.

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    Lesson 1.

    1 - Introduction to Inquiry Learning


    Time Allotted: 40 - 50 minutes
    Format: Offline

    Learning Objective(s) Inquiry Questions: How does inquiry learning related to science? What do we know
    about heat (thermal energy)?

    By the end of this lesson students will be able to...


    ● Identify the steps of the scientific method.
    ● Use a modified ‘Know/Want to Know/Learned (KWL)’ chart to work through a
    simple inquiry-based learning process.

    Links to BC Curriculum Grade 3 Science:


    Curricular Competencies
    Questioning and predicting
    ● Demonstrate curiosity and a sense of wonder about the world
    ● Identify questions about familiar objects and events that can be
    investigated scientifically
    ● Make predictions based on prior knowledge
    Planning and conducting
    ● Suggest ways to plan and conduct an inquiry to find answers to their
    questions
    Evaluating
    ● Make simple inferences based on their results and prior knowledge
    ● Reflect on whether an investigation was a fair test
    ● Demonstrate an understanding and appreciation of evidence
    Content
    ● sources of thermal energy
    ● transfer of thermal energy

    Applied Design, Skills & Technologies:


    Curricular Competencies
    Ideating
    ● Identify needs and opportunities for designing, through exploration
    ● Generate ideas from their experiences and interests
    ● Add to others’ ideas
    ● Choose an idea to pursue

    Materials Blank scientific method chart (Appendix 1.1A)


    Modified KWL Chart (Appendix 1.1B)

    Format Offline learning

    Assessment Strategies Through observations note student participation in discussions and quality of notes
    shared with the class.

    Time allotted
    Procedure
    Hook Conduct a class survey about attitudes towards scientific learning.

    5 – 10 minutes

    Main Tasks Introduction to the Scientific Method as Inquiry (~10-15 minutes)


    This portion of the lesson is intended to introduce students to inquiry learning as
    analogous to the scientific method. It will be conducted as a short think-pair-share
    20-30 minutes activity and guided class discussion.
    1. Discuss: B​ egin with the question: What do scientists do? Have volunteers
    begin offering answers, all while gently guiding the conversation back to the
    scientific method. Take notes on the board.
    ○ Important points to emphasize: scientists learn about the world, ask
    questions, test hypotheses, conduct experiments, observe the world,
    gather evidence, report findings...
    2. Prompt: S​ how students the blank scientific method chart (Appendix 1.1A),
    and tell them that scientists follow this 6-step process to learn about the
    world.
    3. Think-pair-share:​ Ask students to individually think about and record
    possible steps of an scientific inquiry. (~1 minute). Next students will pair off
    to discuss their answers with a partner (~2 minutes). Last students will be
    asked to share their answers with the class (~5 minutes).
    ○ Work collaboratively as a class to fill out the blank scientific method
    chart (Appendix 1.1A). Once complete, keep the chart hanging
    somewhere prominent in the classroom for the duration of the unit.
    4. Recap:​ Review the steps of the scientific method and emphasize to the class
    that throughout this unit they will become scientists by following some of
    these steps.

    The Modified Know/Want to Know/Learned (KWL) Chart (~10 minutes)


    This will be a guided inquiry learning exercise in order to introduce and model the
    process of inquiry learning for students.
    1. Prompt: B​ egin with the Modified KWL Chart hand out (Appendix 1.1B), ask
    students to write “What is heat?” on the Topic/Question line. Explain that
    they are going to use inquiry/scientific method to answer this question.
    2. Begin KWL Chart:​ Have students individually fill out the first three stages of
    the chart (What do I think I know? What do I want to know? How do I find
    out?). Lead a class discussion where students share aspects of their chart.
    Pay special attention to the ‘How do I find out?’ section - guide students to
    think about where they can go to find answers (e.g.: online articles or videos,
    books, parents, older siblings, family members…).
    3. Take it home: ​Have students take the sheet home to find the answer to the
    question and fill in the ‘What have I learned?’ section. This should take no
    more than 10-15 minutes. Students should be prepared to share their
    findings with the class.
    Closure Students will complete an exit slip. They are asked to write down one note about
    scientific inquiry and or heat.
    5 mins

    Extension Educators can extend student learning by asking them to imagine and propose an
    inquiry process about heat.

    Differentiate support & Students with high learning needs​ – Instructors provide visual prompts for each
    Scaffolding strategies scientific step. Students can reorganized the steps and write down on the template.
    Directly provide students with books about energy and heat to prompt writing ideas.

    Proficient learners​ – Direct student attention to scientific books available in the


    classroom before brainstorming ideas.

    Extending proficient learners​ – Ask students to talk about where they learned the
    information and asses its credibility.
    Resources How to use inquiry-based learning with young learners
    https://www.britishcouncil.org/voices-magazine/how-use-inquiry-based-learning-yo
    ung-learners

    Inquiry-Based Learning: The Power of Asking the Right Questions


    https://www.edutopia.org/blog/inquiry-based-learning-asking-right-questions-georg
    ia-mathis

    Giving Students the Opportunity to Drive Lessons


    https://www.edutopia.org/practice/inquiry-based-learning-teacher-guided-student-
    driven

    Modified KWL Chart:


    http://www.scholastic.ca/education/lpeyx_teaching_support_grade2/pdfs/inquiryto
    ols_pdfs/io_KWHLAQchart_blm.pdf
    Appendix 1.1A - The Scientific Method Chart

    Answer Key:
    Appendix 1.1B - Modified KWL Chart

    Topic / Question: _______________________________

    What do I think I What do I ​WANT​ to What have I


    KNOW​? learn? LEARNED​?

    Notes: HOW​ do I find out? What ​ACTION​ will I


    take?

    What new ​QUESTIONS​ do I have?

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