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Inquiry Boards

Inquiry Boards. An Introduction. This PowerPoint is based on work by Helen Buttemer of the University of Washington.  Marj Hendricks and Bev Mowrer further developed the materials to simplify the teaching of the scientific method while using a WASL format. Inquiry Boards: An Introduction.

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Inquiry Boards

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  1. Inquiry Boards An Introduction This PowerPoint is based on work by Helen Buttemer of the University of Washington.  Marj Hendricks and Bev Mowrer further developed the materials to simplify the teaching of the scientific method while using a WASL format.

  2. Inquiry Boards: An Introduction What are Inquiry Boards? • Inquiry Boards are a tool that uses Post-Its and a series of poster boards as a planning organizer for teaching the process of conducting a scientific experiment

  3. Inquiry Boards: An Introduction Why use Inquiry Boards? Variables can often be confusing for students. Inquiry Boards offer a tangible process for students to interact with the steps of scientific experimentation. • Students hone their skills in asking an investigative question • Students are provided rehearsal to solidify the concept that only one variable may be changed at a time • The Inquiry Board has attended to the vocabulary and process assessed by the WASL

  4. Inquiry Boards: An Introduction Who might use Inquiry Boards? Students at intermediate elementary and above in every domain of science will benefit from Inquiry Boards. They will have the opportunity to use scientific inquiry to: • Ask questions • Plan and conducting investigations • Use appropriate tools • Use techniques such as the use of tables and graphs.

  5. Inquiry Boards: An Introduction How do you use Inquiry Boards? Inquiry Boards work best when the teacher already has an experiment in mind. • Consider using an investigation from your existing curriculum. An inquiry investigation should not be a “stand alone” activity.

  6. Brainstorm (Changed/manipulated variables) (Measured/responding variables) Inquiry Boards: An Introduction • Students brainstorm possible things they could change in an experiment • These things are listed on one color of post it notes • They are added to the inquiry board under “changed/INDEPENDENT/manipulated variables”. • The process is repeated for “measured/ DEPENDENT/responding variables” with another color of post it The temp.

  7. Choosing Variables I will change (one Changed/manipulated variable): I will measure/observe (one Measured/responding variable): I will keep the same (Controlled variables): (All the Color 1 Post-Its will go here) Inquiry Boards: An Introduction • Students choose 1 of the changed/INDEPENDENT/manipulated variable to test. This post it is moved to the “I will change” area of the Choosing Variables board • The rest of the post its are moved to the “I will keep the same” area of the Choosing Variables board • Students then choose 1 measured/DEPENDENT/ observed variables and move this post it to the “I will measure/observe” area of the Choosing Variables board

  8. Inquiry Boards: An Introduction The same manipulated INDEPENDENT and responding DEPENDENT variable post its are moved through each of the remaining boards. This reinforces the idea that these same variables are kept through the entire inquiry.

  9. Inquiry Boards: An Introduction How does this look in my class? • It is recommended for the first time using the boards that the entire class conduct the same experiment • Students can vary the procedure to design their own investigations as they become more familiar with the process

  10. Inquiry Boards: An Introduction Remember that inquiry is most powerful when used to help your students develop an understanding of the concepts in your existing curriculum.

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