• Strategies for Inquiry
• Stations

www.teach.science Surf and Master the Web Teaching with Inquiry

 

• What is the student going to investigate?
  
  
• What subject matter is the student going to learn about in this investigation?
  
  
• Are there particular learning skills that will be emphasized?
  For instance, use of CBLs, calculation, geometry, measurement, statistics, modeling, graphing?
  
  
• How does this lesson fit into the NC Course of Study?
  
  
• Where would you use this in your syllabus?
  
  
• What would you do in class before and after this lesson?

• How does the lesson emphasize investigation and explanation of phenomena?
  
  
• How will you guide the investigation so that the student has to do the thinking?
  
  
• What materials are needed for a classroom of students to do this lesson?
  
  
• What reference materials are needed for students to design the investigation?
  
  
• How much time should be allotted?
  
  
• How will you encourage students to make a plan for investigation?
  
  
• Is there an extension that can be done by the quicker students when they finish the basic exercise?
  
  
• How have you arranged for the students to work together?
  
  
• Role assignment, interdependence, individual accountability?
  
  
• Is the investigation developed so that students must produce quantitative answers and must use their mathematical background?
  
  
• How will students demonstrate the use of evidence to defend conclusions?
  
  
• What parts of the lesson are "hands-on"? "science"? "math"?

• What closure activities will you use for the class as a whole?
  
  
• How are the students going to report their work? Will they write?
  
  
• How will you assess what the student has learned?
  
  
• Is there a part of the lesson for the student to check his/her own knowledge?
  
  
• Is there opportunity for students to answer "how do we know what we know?
  
  
• How are going to answer the question - "Are we going to be tested on this?"

Last Updated:3/17/03
WebMaster: beth_snoke@ncsu.edu
© 2003 , Lisa L. Grable, Beth Snoke