# data[].attributes.headline
Q1 - How can you enhance inquiry in science learning?

# data[].attributes.subject
Q1 - How can you enhance inquiry in science learning?

# data[].attributes.body
[Opinion]

I think in a classroom, one of the hardest things to do which helps a lot with inquiry learning is moving the teaching style from a teacher centered to more of a teacher driven / guided approach for more activities in the everyday classroom. The examples showed in the two videos in part 3 are more student centered approach, but more every day lesson where probing questions are asked to get the students thinking and opening their minds to the content at hand. This is something I want to improve on.

# data[].attributes.body
https://docs.google.com/presentation/d/1C6sdbH74Nlk4663D3IswT079LXXFnwhuGo5V6WabQAk/edit

# data[].attributes.body
https://docs.google.com/presentation/d/1C6sdbH74Nlk4663D3IswT079LXXFnwhuGo5V6WabQAk/edit#slide=id.p

So filled in the missing activities. Let me know if any changes are needed :)

# data[].attributes.body
Skulls Information for teachers

# data[].attributes.headline
Q2 - How can you guide students to a more independent inquiry practice?

# data[].attributes.subject
Q2 - How can you guide students to a more independent inquiry practice?

# data[].attributes.body
[Opinion]

Try to help them with probing questions, asking them why they think something is happening, why they think that way. Letting them know getting something wrong isn't the end of the world, the will learn from their mistakes. I feel giving them the confidence and the environment to propose their ideas to the class in a warm and inviting environment means hopefully their will be deep and meaningful learning occurring.

# data[].attributes.body
Good activity to engage students to hide butterflies through camouflage. Concept is well related. Risk assessment is also addressed.
Bird beak simulation - great activity to engage students and to introduce concept of adaptation/competition.
Virtual skulls - evolution -very good activity to engage students.

# data[].attributes.headline
First, Hi Cameron, I'm joining your group (I had to switch from Tuesday to Monday), Thanks for taking me on.

# data[].attributes.subject
First, Hi Cameron, I'm joining your group (I had to switch from Tuesday to Monday), Thanks for taking me on.

# data[].attributes.body
1. How can you enhance inquiry in science learning?

The center point of how to enhance inquiry in scientific learning is not quashing it. When a student asks a question, even if off topic, as long as it is within the bonds of what would be accepted as science in school engage with it. Attempt to explain it, use examples the students can engage with and observations they will have made in reality. If any of these questions can be used in later classes use them. Make the students feel that through inquiry and engaging in science all questions can be answered.

# data[].attributes.body
Great to see the outcomes, lays out very neatly what we're covering. Activity 1 was an excellent use of time, very able to keep down in time or flesh out to meatier lesson. Very low resource use so useable in all schools. Activity 2 had quite a bit of  equipment, so might be out of reach of some schools but if you got creative it could be done. Activity 3 using just a website and a free program is excellent, and would be great for time management as it could be a longer or a shorter activity as needed.

# data[].attributes.headline
2How can you guide students to a more independent inquiry practice?

# data[].attributes.subject
2How can you guide students to a more independent inquiry practice?

# data[].attributes.body
By developing a classroom culture in which inquiry is nourished and in which students make there own investigations. This would be done by developing a student centered classroom approach in which the teacher acts as a guild to push them to ask the questions required by the syllabus and ensuring students feel better about a wrong answer than no answer at all. Science is the ability to accept that your first hundred ideas where wrong.

# data[].attributes.body
The first activity is engaging and collaborative, however teacher need to be mindful
about classroom management and keeping the class in control.

# data[].attributes.body
The peppered moth idea is incredibly engaging. It allows students to display their artistic talent even if they arent typical scientists.
The beak idea is an oldie but a goodie, kids should love it, so long as it doesnt take to long
be aware students WILL pinch and poke and prod each other with the tools

# data[].attributes.body
I love these three activities! What a fantastic way to model natural selection! I'm totally going to pinch the butterfly task for my classes down the track!

# data[].attributes.body
What was your experiences of using data logger
Data logger pro is a handy tool that can be used by a teacher in their classroom.
However you may only use this program in senior years as juniors will not understand how to use it as well as know what to do with the program.

What can be students' difficulties and benefits?
Benefits
- the program is accurate hence students are able to generate results that will be valid.
-Easy to use
-Practical

Difficulties
- Overloading students with data can be difficult as there will be too much for them to handle.
-Taking additional time to use the program
- Students may be disengaged as they have to make their own videos
-A lot of structure and scaffold needed.

How can you use it in your teaching?
I think the program is useful as it allows for students to generate their own graphs, it's easy to use and practical.

# data[].attributes.headline
1 How can you enhance inquiry in science learning

# data[].attributes.subject
1 How can you enhance inquiry in science learning

# data[].attributes.body
Opinion

I agree with the comments above. I believe that inquiry in science learning can be enhanced giving students more opportunities to explore certain areas in the syllabus by themselves. The teacher could provide the students with the relevant knowledge and content on a topic and then students can apply their knowledge to an experiment or a presenation. The first video on the high school chemistry class was really eye opening as students were given an opportunity to take ownership of their learning.

I believe that simple tasks such as a classroom debate or discussion is also very effective as it enables students to ask questions, voice their opinions, listen to other suggestions and gain deeper understanding of facts.

# data[].attributes.body
Were your group members fully engaged?
Yes we both were engaged however there were times where we struggled to focus on what was going on ( as we were lost)

Which of the various Pallet function did you learn about?
It's collaborative, engaging and fun however a similar platform like google docs can be used.
It's a good tool however not amazing.

What functions were used ( or were not used) by your group
We added a  week 2 column plus worked on the week 1 tasks collaboratively.

Summarise your reflection on last week's group work
What went well: The group was fabulous. We both got along well and were both on the same page. We share similar classes as well as interests which helped us get along.

What went wrong: Housekeeping information was confusing and difficult to follow until Cameron explained it =)

What could have been done differently?
A bit more clarity on the assessment tasks.

# data[].attributes.headline
Started an FB group page today where resources and ideas can be collated together.

# data[].attributes.subject
Started an FB group page today where resources and ideas can be collated together.

# data[].attributes.body
https://docs.google.com/document/d/15DMy6U3sTDvP3vXtxEPsrTDhCsLcr7JSgoGqFerR250/edit?usp=sharing

# data[].attributes.body
Terrific Taz and Caring Cameron

# data[].attributes.body
1. Pass the unit
2. Gain skills in recording students learning in classroom
3. Organisation
4. Engagement in the classroom

# data[].attributes.body
1. Both born overseas
2. Both Bio/Chem Teachers
3. Both have jobs
4. Gamers (Computer)

# data[].attributes.body
Give equal effort

Listen to one another as you can learn from someone else's perspective

# data[].attributes.body
Need to make 2/3 activities
use of a website.

# data[].attributes.body
I like the Utah genetics website, very much something i like, what do you like Taz?

# data[].attributes.body
The website we were left with

# data[].attributes.headline
Good choice of activity using the UTAH Genetics website, use for natural selection activities. 

# data[].attributes.subject
Good choice of activity using the UTAH Genetics website, use for natural selection activities. 

# data[].attributes.body
http://learn.genetics.utah.edu/content/selection/related/

# data[].attributes.headline
Meeting up an Uni for activity brainstorm/creation

# data[].attributes.subject
Meeting up an Uni for activity brainstorm/creation

# data[].attributes.body
Decided to meet up Monday (tomorrow) to discuss and create some activities for our class task due week 4!

# data[].attributes.body
Getting the students to design a butterfly (coloured in), students then hide their butterfly in the classroom as the teacher is not looking. The teacher then acts as the 'bird'hunting the butterfly's in a certain time frame. Then a discussion about why individuals that are better suited to their environment are more likely to survive and reproduce. Real  example, peppered moths.

A template for the butterfly's is attached below (found here: http://www.cpalms.org/uploads/Resources/final/71558/Document/26001/Engage%20Butterfly%20outlines.pdf )

# data[].attributes.body
Was browsing the websites when we discovered that the Australian Museum Website was very informative and helpful.
https://australianmuseum.net.au/learning-resources-by-topic

Found an interactive resource that can be used to teach Stage 5 Biology- natural selection and evolution.

https://australianmuseum.net.au/human-evolution
https://australianmuseum.net.au/australias-extinct-animals

# data[].attributes.headline
2. How can you guide students to a more independent inquiry practice?

# data[].attributes.subject
2. How can you guide students to a more independent inquiry practice?

# data[].attributes.body
Opinion

By actively practicing inquiry based learning in the classroom everyday/ or whenever possible will be beneficial as it will foster students to be independent. For example, instead of giving the student the answer when they are stuck, ask them questions will which lead them in the correct direction. By being supportive and aiding them in their work could help promote positive inquiry practice.
Allow students to use their own techniques and methods to analyse the information present. This will enable them to form conclusions that will make sense to them.

The classroom culture has to be student focused for inquiry learning to work, therefore by acting as a guide, allowing students to work as groups/ individually and assuring students that it is alright to make mistakes, this will help encourage positive inquiry learning as mistakes are not bad because you learn from them.

# data[].attributes.headline
Learning about microscopes today! Super fun!

# data[].attributes.subject
Learning about microscopes today! Super fun!

# data[].attributes.body
Today's class may have something to do with microscopes!

# data[].attributes.body
Were your group members full engaged?

We were however we feel that padlet is much harder to use in comparison to facebook and google drive.

Which Padlet functions did you learn about? What functions were used or not used?
It's ok as a notice board. It is a useful tool as other members of the class can see the padlet and add their inputs.

How can you improve your collaborative group discussion?

Keep practicing padlet so we will be able to get better at it.

# data[].attributes.headline
Discuss some strategies to teach science key concepts addressing general capabilities.

# data[].attributes.subject
Discuss some strategies to teach science key concepts addressing general capabilities.

# data[].attributes.headline
Connection between 21st century competencies and capabilities

# data[].attributes.subject
Connection between 21st century competencies and capabilities

# data[].attributes.body
- Symbols (general capabilities) are included in the science syllabus-useful as the help link the capabilities with the syllabus outcomes/content

"General capabilities encompass the knowledge, skills, attitudes and behaviors to assist students to live and work successfully in the 21st century."

Caabilities- stack bricks on top of the each other however you are not competent to build a house

Competent builder = need a variety of skills and master them to become a competence builder.

# data[].attributes.body
1. What differentiation strategies can you incorporate during lessons?

Use student's interests to engage them into being involved in real world science and relate them to the science conducted in the classroom.

Varying classroom environment- outdoor/indoor lessons

The three main ideas students had to think about and write down.

Scaffold lesson well to teach them between something that is measurable and something as simple as feelings that can't be measured.

2. What kinds of positive reinforcement strategies do you use in the classroom?

Don't shut down student- embrace their ideas / guide them
Teacher guided discussions

3. How do you draw out "the hider" in your classroom?
Use the hider's interest
Paddle pop sticks- write students name of the paddle pop stick and pick them out at random. Michael's idea is really good as the process is randomized.

# data[].attributes.body
Risk assessment
- Slides- sharp/breakable, make students wear gloves and handle the slides lightly, touch the cover slides on the edge and not directly on the slide as fingerprints will interfere with the activity

Microscope - ensure that they hold it with two hands. Introduce the microscope and guide them around the parts. Start off with the basics

# data[].attributes.body
https://www.dropbox.com/s/nz51hp7ga3d0d2t/20180319_165640.mp4?dl=0

# data[].attributes.body
1. What happens if we are unable to collect data from students because they are unable to actively participate in class discussions or are unable to create concept maps.

# data[].attributes.body
What if most students have a sound concept understanding before my lesson? Does this mean in need to choose a topic they do not know about?

# data[].attributes.body
Echo-recording
One Drive
Google Drive-
Padlet- not the best- layout wise
Moodle- good for flipped activities where students are asked to complete work prior to the lesson
I-learn
Schoology

# data[].attributes.body
Observations:

Both Zinc and Iron reacted in both Hydrochloric and Sulfuric acid mediums

Copper was unreactive in both sulfuric and hydrochloric acid mediums

Conclusion: Zinc and Iron are reactive metal that can undergo acid/metal reactions, due to their position in the activity series - whereas copper cannot.

Reactions was exothermic.

# data[].attributes.body
As a group, we came up with:
Symbolic
- Role play- make students act as a metal or salts
- stoichiometric, chemical equations, formulas to show how the reaction occurs
Zn(s) + 2HCl(aq) → ZnCl₂(aq) + H₂(g)

and

Zn(s) + H₂SO₄(aq) → ZnSO₄(aq) + H₂(g)

-Lewis dot diagrams

Sub microscopic
-ball and stick  models
-write on the board the molecules involved
-explain reactivity of metals

Macroscopic
-Pop test- to test for hydrogen
-Hands on experience
-Temperature changes- feel the test tube.

# data[].attributes.body
Observations:

Both Zinc and Iron reacted in both Hydrochloric and Sulfuric acid mediums

Copper was unreactive in both sulfuric and hydrochloric acid mediums

Conclusion: Zinc and Iron are reactive metal that can undergo acid/metal reactions, due to their position in the activity series - whereas copper cannot.

Endothermic Reaction: ammonium chloride and barium hydroxide put together in a beaker with water, will cool down so rapidly that it can freeze the water situated on top of a wet wood block

# data[].attributes.body
This is based off of the reactivity of various metals. The more reactive metals bubbled more violently. What was interesting to note is the Irons rate of reaction was faster than expected, this is because of the size of the filaments. The larger surface area to volume ratio allowed it to react faster than it would have if the size of all of the metals filaments were controlled

# data[].attributes.body
Advantages
-different types of learners therefore different types of representations will be beneficial.
-Understand concepts on different levels (macro,micro, sub)
- Visual representations may be better than just verbally sharing information.

Disadvantages

# data[].attributes.headline
This is a great system for communication in class

# data[].attributes.subject
This is a great system for communication in class

# data[].attributes.body
YAY!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!

# data[].attributes.body
I feel like as a group we really utilised padlet well. We discussed ideas and each others opinions and shared them on this platform.
I think it is helpful as we were able to comment on each others post and add on to each comment.

# data[].attributes.body
Confusion- misconceptions
As seen in the slides presented- the three forms of interpretation were all different from each other. Therefore one must be careful and ensure that all students understand the concepts.
Making sure that students understand the information- try building the concept up slowly rather than rush through it.

Ensure that there are classroom discussions to determine if students are all on the same page.