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Science of crime, so happened in the lab?

Students divided into groups to which a specific task will be assigned, microscopic observation analysis ...

Orientation: types of blood ;; Fingerprint; Observing bacteria

Conceptualization: Let's suppose you are from the science police and that it is necessary to solve this crime;

Investigation: Collect information, analyze collected data;

Conclusion: Join the groups and each will have to bring their own results

Discussion: present the facts that support your choice.

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Jeane de Fatima, Rio de Janeiro - Brazil

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Jeane de Fatima, Rio de Janeiro - Brazil

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Inquiry" is defined as "a seeking for truth, information, or knowledge -- seeking information by questioning." Individuals carry on the process of inquiry from the time they are born until they die. This is true even though they might not reflect upon the process. Infants begin to make sense of the world by inquiring. From birth, babies observe faces that come near, they grasp objects, they put things in their mouths, and they turn toward voices. The process of inquiring begins with gathering information and data through applying the human senses -- seeing, hearing, touching, tasting, and smelling.

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Build a museum exhibition about the different atomics theories throughout the ages.
Orientation: Ask about  what and are the smallest matter.Show video on atomic structure and its history.
Conceptualization : Why the history evolve.What new variables intervene previous ideas.
Investigation : Gather information on atomic  history and analyze the data.
Conclusion : report the findings
Discussion : Exhibit the information

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Think of a traditional learning theme and try to change it into a fun inquiry activity:
Is  Chemistry (elements and chemical reactions) a good theme for a Carnival Parade?
Orientation: video about Carnival floats and costumes;  discussion about allegory and satire.
Conceptualization: what are elements, what are their main features and  their importance in every day life; how and why they combine. Why a carnival costume is funny, what can make people laugh?
Investigation: gathering data about chemical properties of the main elements in periodic table, different types of reactions, testing the most amazing, attractive ones.
Conclusion: Chemistry has a fundamental role in any aspect of every day life and nature: so people can recognize the importance but also they can laugh at   their representation and  be astonished by some reactions. Elem
Discussion: Students can build a small carnival float as a funny lents with  their representation in the periodic table can be used for  a carnival costume showing their  main features, their electron configuration.  ab and plan a parade where performing amazing, coloured and rowdy chemical reactions.

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Cooperative learning  method should be always  used in inquiry based learning: it’s the main skills we have to teach to our students and it joins each of the inquiry steps in they plan of learning activity...

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Marina Italy - I think that Cooperative learning  method should be always  used in inquiry based learning: it’s the main skills we have to teach to our students and it joins each of the inquiry steps:.

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Natural Sciences activity: Who robbed the lab?
Orientation: blood types; karyotype; DNA fingerprint;

Conceptualization: suppose you are from the scientific police and need to solve this crime;

Investigation: gather information, analyse collected data;

Conclusion: point out the robber;

Discussion: present facts that sustain your choice.

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Marina Italy - I think that Cooperative learning  method should be always  used in inquiry based learning: it’s the main skills we have to teach to our students and it joins each of the inquiry steps:.

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"Calculating specific heat capacity" could become "Can you use burning rubbish to power your smartphone?".
-Orientation: Ask how electricity is generated, direct students discussion towards the idea of a steam powered turbine moving a magnet in a coil. How much fuel is needed to boil water?
-Conceptualisation: If rubbish is useless to us, could we burn it to release thermal energy which could boil water, producing steam that could turn a turbine, generating electricity that could charge your phone? How much rubbish is needed to boil 1L of water? Well, you need to know how much energy is needed to raise the temperature of 1L of water by 1ºC. How much power does a phone need to charge? How much rubbish would be needed to produce this power? Based on calculation/research students can hypothesise how much rubbish would need to be burned to boil enough water to produce enough energy to charge the phone.
-Investigation: Students burn various masses of waste paper/cardboard (you could use an empty drinks can with a section cut out of the side) measuring the temp increase of 50 ml of water. They investigate the relationship between mass burned and temperature increase.
-Conclusion: From their results, the students can graph mass burned vs. temp increase. By extrapolating a trendline they could conclude how much rubbish would need to be burnt to boil enough water (students could further investigate the idea of specific heat capacity here - would other liquids be easier to heat?). How long would it take and how much rubbish would be needed to charge a phone?
-Discussion: Students could reflect on whether the idea would work on a large scale. Could we provide enough electrical energy for a house by burning rubbish? What are the environmental impacts? Is water a good choice as a liquid in this case or would a liquid with a different specific heat capacity be more suitable? What were the limitations/problems with the investigation and how could they be overcome if we repeated it? Are there any further studies that we could investigate as a result of this inquiry?

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I think that  introducing in class subjects/object of experimental activities by Concept Cartoons can be a valuable approach to teaching, learning and assessment in science.

The Concept Cartoons:

• are cartoons in a  style drawings showing different characters, supporting an everyday situation

• present a range of views on the science involved in everyday situations

• offer a new way of looking at the situation problems

• provide a stimulus to further develop the ideas

• allow a creative proposal and are designed to stimulate scientific thinking.

A typical Concept Cartoon must have the following characteristics:

• visual representation of scientific ideas

• minimum text in dialogue form

• alternative views on the situation

• scientific ideas applied in everyday situations

• scientifically acceptable viewpoint included in the alternatives

Teaching approach:

• introduces the subject

• requestes  a short period of individual reflection

• forms small discussion groups (2 to 4 students)

• encourages discussion of the small groups and invite the groups to see if, what they have found, can reach a consensus or the favor of others

• has brief discussion to understand the different perspectives present, even voting for example, the different alternatives

•has a group discussion in which examine the situation to find out what alternatives are acceptable and under what conditions

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I think it sums up well the steps that serve

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I think that  introducing in class subjects/object of experimental activities by Concept Cartoons can be a valuable approach to teaching, learning and assessment in science.

The Concept Cartoons:

• are cartoons in a  style drawings showing different characters, supporting an everyday situation

• present a range of views on the science involved in everyday situations

• offer a new way of looking at the situation problems

• provide a stimulus to further develop the ideas

• allow a creative proposal and are designed to stimulate scientific thinking.

A typical Concept Cartoon must have the following characteristics:

• visual representation of scientific ideas

• minimum text in dialogue form

• alternative views on the situation

• scientific ideas applied in everyday situations

• scientifically acceptable viewpoint included in the alternatives

Teaching approach:

• introduces the subject

• requestes  a short period of individual reflection

• forms small discussion groups (2 to 4 students)

• encourages discussion of the small groups and invite the groups to see if, what they have found, can reach a consensus or the favor of others

• has brief discussion to understand the different perspectives present, even voting for example, the different alternatives

•has a group discussion in which examine the situation to find out what alternatives are acceptable and under what conditions.

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Portugal

Finding the interest of people in general about space tourism

Orientation
- show students a short movie about the future and space tourism concepts.
Set groups in the classroom and  ask students why would they do/ do not space tourism theirselfs .

Conceptualization

- each group would build a questionaire to get information from people on the street about the reasons they would do/ do not space tourism.

Investigation
- apply the questionaire in the street aleatory methods.

- use the computer and statistical software to analyse data.

Conclusion

-students discuss the results and reasons why people want to do space tourism, as well as the reasons that would make the people not consider this type of tourism.

Discussion
- students must identify the good and bad reasons and filter the information aquired. Then they would discuss and make article for school newspapper, facebook account , website.

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Constructing a hexagone kite in Geometry class .

Orientation

- show students a short part of a film about kites flying in the sky and listen the Greek famous music " Hartaeti". Set groups in the classroom and  ask students what is the difference in kites' shape and represent it in their notebook.

Conceptualization

- each group will try to explain the differences in different shapes

Investigation

- give different materials to each group of students and ask them about trying to reform a hexagon kite, then tell students to use GEOGEBRA to design a hexagon kite and find out the properties writing  the steps of the online interactive construction they have made by Geogebra

Conclusion

-students discuss the forecasts and research results. Use the geometry (theorems and proofs) to integrate and support their conclusions
Discussion

- students must identify the good and bad instructions and explain the points that their group find difficult to deal with. Each group present their construction and communicate the pos and  cons of the initial construction to the class. Finally they can take pictures of them and some print screens of their  constructions in computer to form an online  book with their instructions and their conclusions  which will be uploaded in the site of the classroom.

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Shapes and colors

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Why is my water bill so high?
ORIENTATION: why do we have to pay for our water?

INVESTIGATION: how much water do we spent at home?

TESTING: apply water saving methods at home.

CONCLUSION: better to save water..

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Orientation  COMETS - between Science and Ignorance

Some of the stories over the years about the comet , sightings "mysterious" in the sky

(YouTube, TED, Teacher Tube)

Conceptualization: Outlining assumptions regarding the origin of comets, their form, their trajectory in the mathematical perspective  (Virtual classroom walls –Padlet)

Investigation:  experiments - sectioning conics with a plan, investigation of scientific information obtained from observations of comets

Conlusion: drawing the basic conclusions based on the data that have been collected and processed during the investigation that was carried out

Discussionsharing one’s inquiry process and results

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The move from traditional activities to inquiry activities is of great importance for the teachers as well as their students!

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Iuliana Trasca ROMANIA
Yes, of course, he does an actual inquiry!

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Age 5-6
Orientation: Introduce rain through a fairy tale, animation video and ask questions about what they see .
Conceptualization:Ask them where the rain comes from, what is rain, if we can hear ,see or smell it. They make hypothesis and we make a short list on the board.
Investigation: We make the experiment of boiling water and on the top of the kettle we have a plastic plate in order to see the waterdrops. Waterdrops, hot water, steam.
Conclusion: Give worksheets for putting in order the photos of tthe fairy tale we read in the begining.
Playing in roles the rain ,the clouds , the sun and the wind.
Make an animation video .

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looked at the features of their own now dissected flower and how it tied in with what was on the sheet.
Discussion: Now that we understood the basic structure of the flower - we looked at images of other flowers and tried picking out the features we needed to know

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Plant Sexual Reproduction - basic structure of the flower.
Age Range: 14/15yrs old (weaker students - short attention spans for many!)
Previously I would have given them the diagram of the flower - label the parts and give the functions. having looked at the video above I decided to change the lesson up a bit and get them to seek out what we needed to learn from the topic.
Orientation: Reminded the students we had said flower was for reproduction.
Conceptualization:  Asked them what they understood about sexual reproduction - this lead to the statement we need male and female parts in a flower for it to happen. What else might help/aid in a flower reproducing? we created a short list on the board.
Investigation: Gave the students flowers (small roses from the school garden!) Examine it as a whole - what can they see? The petals? colour - why?
The sepals? some roses haven't bloomed yet - notice anything? Then I asked them to remove the petals carefully - lets get a look inside - magnifying glasses needed here. Can we tweeze out maybe those stalks with the orange heads on them - interesting they seem to produce something...
Conclusion: I then gave them a worksheet with the structures and functions of the flower on it. They matched up the parts they had found themselves and

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age range: 13-14
Orientation: learn about water hardness (recipitation reactions)

Case to study: Why different samples of portuguese water give various amount of foam and some turn cloudy?

(If we can´t use the lab, give a Webquest )
Conceptualization: students try a hypothesis to the question.
Investigation:  students test in the laboratory - add a few drops of soap solution to the different water sample.

Conclusion: students analise the results and find out if their hypothesis were correct.

Discussion: students share the results with class and discuss ideas.

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Kouskourida Fragoula
Topic "Our Solar System"
Orientation: Presentation of the solar system.
Conceptualisation: Using the school book as a starting point, pupils learn about our solar system.
Investigation:Pupils explore our solar system through the website and a map with the planets.
Conclusion: Pupils create our solar system using paper, balls and a gadget that shows how the earth moves around itself and the sun.
Discussion:Pupils share their work with the other classes of the School and talk about the way our solar system is, the planets and their size e.t.c

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Topic: Status passages, pressure, vacuum
Age range: 13-14
Orientation: It shows a flask with an inflated balloon inside despite having the open mouth.
Conceptualization: the students divided into groups try to make an educated guess.
Investigation: students try to reproduce the phenomenon using flasks, balloons, water and stove
Conclusion: students observe and analyze the results to verify the correctness of their hypotheses.
Discussion: students share results with the class and discuss the ideas that emerged.

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Topic: Solar System
Orientation: This activity introduces students to planetary research.
Conceptualization:  Using some of the most famous and interesting images of the Solar System, students learn to focus on details by studying uncaptioned images.
Investigation: Students use the website about exploration of the bodies in the solar system. Worksheets are provided for student work
Conclusion: Students organize their findings to infer a key difference between inner and outer planets.
Discussion: Students share their ideas, answering some questions like:
What does the image actually show?

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(1) Orientation: Present the idea of what a typical cell is with a model. Ask are all cells the same.
(2) Orientation: Students work in pairs to think of different types of cells they may know from past knowledge.
(3) Experimentation: Student examine and draw a number of pre-prepared cells.
(4) Conclusions: Students look for similarities and differences in their drawings and draw conclusions.
(5) Discussion: Students discuss why the cells may have different structures and their funtionality.

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Topic: acid strengh
age range: 14-16
Orientation: what determines the acid stengh? Show students some daily life acids (vinegar, lemon, etc)
Conceptualization: students try a hypothesis to the question.
Investigation: using a simulation students will try  the difference between a strong acid and a weak acid.
Conclusion: students analise the results and find out if their hypothesis were correct.
Discussion: students share the results with class and discuss ideas.

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Topic : why an object sinks or floats ?
( 1 ) Orientation : presenting the ' subject to Students ; Enable them to train and prepare Groups
( 2 ) The conceptualization : Invite a recall concepts and laws of physics related
Students begin to Form hypotheses about the mode and the materials with which they must carry Experiments to test hypotheses
( 3 ) Test : carefully prepare the materials and organize suddivione of tasks among the participants of the working group to optimize the work and encourage the talent of each.
( 4 ) Conclusion : They draw their conclusions based on the function performed in testing but are also involved in the general discussion . propose any improvements of the experimental or measurement procedure .
( 5 ) Reflection : build correlation patterns between hypotheses and experimental results

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topic: train on the air?
(I teach in the 2nd grade and sometimes it's quite difficult to follow the flow of the stages)
- Orientation and conceptualization: I discuss the topic with the students
- they go back to any train experiences they had and share them with the other students.
-testing and hypothesizing: the students do the magority of the inquiry;  I discretely outline some guidelines to help them stay focused.
-conclusion time: they present their piece of work in the class and they announce the outcomes of their research. Then the groups discuss about them and share their point of views

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Would/could an aerostat of a not-conventioal shape fly?
(1) Orientation: the topic is communated to the students so they know what they will be engaged with.
(2)Conceptualization: They share any past experience seeing, visiting or even flying with an earostart with the rest of the students; start the investagion on the existing types/shapes of aerostats.
(3) Testing and taking notes; valuable because they will be used at the end of the inquiry to support their statement.
(4) Conclusions: they reach conclusions on the first hypothesis that an earostat can fly regardless its shape.
(5) Reflection: each team presents their results in the class and ... let the debates begin!!

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Topic: what really happens to a balloon when it goes up?
(1) Orientation: present the topic to the students; allow them to form groups and get prepared
(2) Conceptualization: it started being a inquiry project after a student flashed back to his childhood and wondered what would happened if his balloon had been filled with some other gas and not ilium.
Students start forming hypotheses which they right down on the team's board
(3) Testing: collect data on the different types of gas the balloon could be blown with, their properties; the size and texture of a balloon so that it goes up the most. Right down their observations.
(4) Conclusions: they draw their own conclusions according to their notes during experimenting and then compare them to the original hypothesis.
(5) Reflection: present each team's work and communicate it to the rest of the groups. Discuss and reflect on the stages followed (pros and cons, things that could have been done differently, deadends, etc)
In this way a sweet habit all children have to get a balloon and run around playing and having fun has been transformed into an enquiry based learning process; and it's sth they will not forget!

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Learning about how satellites work

Inquiry activity
Build a museum exhibition on satellite technology

Orientation, Ask themselves why do we need satellites

Conceptualization, Organize the different use of satellite in space

Investigation, Arrive to describe their functioning and the recent evolution

Conclusion, Expose the result building a panel of big format

Discussion, Produce a self assessment debate activity

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Traditional learning topic: The planets of our solar system
Age: 8-10
Orientation: Which planets do we know? How many are they?
Conceptualization: What do we know about planets?
Investigation: What do we want to know about it?
Conclusion: What did we discovered about planets?
Discussion: What did we learn?

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Topic: Comets and asteroids
In the activity the boys will play the role of a group of researchers who will need to consider the possibility that the Earth in the future will collide with an asteroid and they will have to assess the damage that this would entail.
Orientation:
The teacher distributes to students two emails: that of the Director of the Star Center and that of an astrophysicist who has been studying the small bodies of the solar system.

In the first email the Director instructs the group search of his Institute to prepare a report on the need to launch the program "Star shield". The second email contains the astrophysicist research material which also include links to newspaper articles and videos related to the impact of a meteorite on Earth.
Conceptualization:
The students, divided into groups, read articles, they see the video and then discuss together the content, formulate questions and research hypotheses.
Investigation:
In this phase, students will conduct practical surveys to assess the meteor impact risk, and then they will  interpret the data obtained

Conclusion:
Students will have to decide whether and what actions should be taken to provide an early warning system in case of impacts by comets or asteroids and communicate their findings to the class.

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Traditional: "the atomic theory of matter".
Inquiry: "Building a Periodic Table of the Elements"

Orientation: discussion about elements and atoms, electronic levels and number of electrons in the external level. Can we organize all the elements we know in a useful way?

Conceptualization: the differences and similarities between the elements.

Investigation: analysis of the characteristics of some elements (using internet) and drawing of a small box with all you know abaut an element, plus symbol, mass number and atomic number for each element.

Conclusion: Try to find a way to group them or simply to order them.

Discussion: compare your table with other students. Compare with the real periodic table by Mendeleev.

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Orientation: Airplanes Conceptualization: Aerodynamics, Structure, Systems and Devices, Engines
Investigation: Conditions for the Flight
Conlusion: Physical Laws for the Flight
Discussion: The Main Properties of Airplanes...

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Orientation: How can you go down the slide the fastest way?
Conceptualization: Which materials make you slide faster or slower?
Collect different materials you can use on the slide to go faster.
Exploration:
Test different materials on the slide on the playground.
Conclusion:
Which materials made you slide fast or slide slow. Make a grafic.
Discussion:
Why are some materials faster than others?

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Orientation: which shape paper plane flies longer and more easily? Conceptualization Is there a particular geometrical shape that makes paper plane fly more easily? why? Exploration research and experimentation, collecting data, reflection apon the collected data, conclusion.

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Elisa-studying the rectilinear uniform motion 

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Elisa-studying the rectilinear uniform motion 

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Orientation: finding relation between space ad time in rectilinear motion.
Conceptualization: how to describe the variation of position in function of time in a regular rectilinear motion?
Investigation: let's go for a walk and try to measure with our smartphone the time after building a rectilinear trajectory.
Conlusion: we can collect our data in tables and graphics and try to find a relationship between position and time.
Discussion: looking for this relation we discover that in a rectilinear uniform motion something is costant; that constant is named "velocity"...

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Learning bout the planets
Orientation
Brainstorming about the shapes of the planets, life on other planets, temperature and climate on other planets. (Write ideas on the blackboard.)
Conceptualization
How important the shapes are in daily life, how important diversity is, under the aspect of life on other planets and of different  style than ours. (Short compositions.)
Investigation
Observing the Moon, at night and writing down a few characteristics to discuss the following day at school.
Conclusion
Just like we are different, as individuals, life is also different on other planets. (Essay).

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What a challenging task: "Think of a traditional learning theme and try to change it into a fun inquiry activity"
A trip to Mars
I am an English teacher so my approach would focus on Language morre than on content
I would like to ask students to find out how to plan a virtual trip to Mars
Conceptualization: is it possible? why? why not?
Investigation: collect data about Mars and interpret them
Discussion

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Mars planet facts news & images | NASA Mars rover + mission info

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A ceremonial ribbon is cut for the opening of new "Destination: Mars" experience at the Kennedy Space Center visitor complex in Florida.

It'll be years before the first astronauts leave the launch pad on Earth to journey to Mars. But starting Sept. 19, visitors to the Kennedy Space Center Visitor Complex in Florida will get a taste of what those astronauts will see when they touch down on the Red Planet.

"Destination: Mars," a mixed-reality experience designed by NASA's Jet Propulsion Laboratory, Pasadena, California, and Microsoft HoloLens, held a kick-off event for media at the Visitor Complex on Sept. 18. The experience uses real imagery taken by NASA's Mars Curiosity rover to let users explore the Martian surface.

Apollo 11 astronaut Buzz Aldrin, left, and Erisa Hines of NASA's Jet Propulsion Laboratory in Pasadena, California, speak to members of the news media during a preview of the new "Destination: Mars" experience at the Kennedy Space Center visitor complex in Florida.

Apollo 11 astronaut Buzz Aldrin joined key representatives to introduce the limited-time experience, which runs through January 1, 2017. He said that the moon landing cultivated what became known as "the Apollo effect" -- an enthusiasm for space research that inspired a generation to study science and engineering.

"Technology like HoloLens leads us once again toward exploration," Aldrin said. "It's my hope that experiences like "Destination: Mars" will continue to inspire us to explore."

Aldrin and JPL Curiosity rover driver Erisa Hines both appear in "Destination: Mars," where they guide users across the landscape and offer a tantalizing glimpse of a future Martian colony. The technology that accomplishes this is called "mixed reality," where virtual elements are merged with the user's actual environment, creating a world in which real and virtual objects can interact.

The public experience developed out of a JPL-designed tool called OnSight. Using the HoloLens headset, scientists across the world can explore geographic features on Mars and even plan future routes for the Curiosity rover.

"The origin of "Destination: Mars" is part of what makes it so authentic and unique," said Jeff Norris, who directs the JPL Ops Lab, which designed OnSight. "Everything you see in the experience came directly from our spacecraft."

Apollo 11 astronaut Buzz Aldrin, right, and Erisa Hines of NASA's Jet Propulsion Laboratory in Pasadena, California, try out the Microsoft Hololens mixed reality headset during a preview of "Destination: Mars" at Kennedy Space Center visitor complex in Florida.

For Microsoft, partnering with JPL allows its HoloLens technology to be applied in innovative ways. The mixed-reality headset lets researchers work in new, naturalistic ways, whether it's jumping to locations on the Martian surface or marking them with virtual annotations that collaborators can examine.

"We're thrilled to partner with NASA JPL in enabling a whole new way for its scientists to study Mars via Microsoft HoloLens, and now we're excited to finally offer the public a glimpse into NASA's use of this transformative technology," said Scott Erickson, general manager, Microsoft HoloLens.

For more information about "Destination: Mars," visit:
https://www.kennedyspacecenter.com/things-to-do/destination-mars.aspx
Andrew Good
Jet Propulsion Laboratory, Pasadena, Calif.
818-393-2433
Andrew.c.good@jpl.nasa.gov

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It'll be years before the first astronauts leave the launch pad on Earth to journey to Mars. But starting Sept. 19, visitors to the Kennedy Space Center Visitor Complex in Florida will get a taste of what those astronauts will see when they touch down on the Red Planet.

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ORIENTATION: realize simplen 3d shapes as for example cube
CONCEPTULIZATION
And what happens if this shapes were building of a city.
we can calculate how many people could live in this city how much water could be inside the tank.
INVESTIGATION how high were the citizen of that city what would be the economic of this city and the condiction of government.
CONCLUSION: what are the main charateristic of a city.
Discussion about the possible difference

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ORIENTATION
Performing simple experiments: straws that repel each other after being rubbed by a clothpiece, rubbed plastic ball appealing small pieces of paper and deviation of  the  flow of the water due to a rubbed plastic ball.
CONCEPTUALIZATION
why are these things happen? (new force) Can the new force be the gravity? What are the features of this force etc
INVESTIGATION
A little bit difficult because we don't have an apparatus that can measure electrostatic forces. Qualitavely if we somehow can charge sth with more or less electric charge.
CONCLUSION
explaining everyday examples about electrostatic forces and understanding qualitavely the form of Coulomb's law.

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Will it float or sink
Orientation Αll boats can float?
Conceptualization
What materials float and what sink?
Investigation
the students put into the water different materials like wood , plastic , feather ,paper ,  iron , stones , leaves  and observe if they float or sink .They keep notes.
Conclusion
They separate the materials that float and those that sink and put them in different teams .

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ORIENTATION:
in cake recipes, frequently we need to add sodium bicarbonate and citric acid
CONCEPTUALIZATION:
which is their function?
how does it happen the rise in volume of the cake?
INVESTIGATION:
plastic bottle with citric acid and bicarbonate inside, closed with a balloon. To measure the weight on a scale.
CONCLUSION:
transformation of the matter, formation of gas.

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Traditionally, I used to lecture on the topic of density, assuming that the mathematical demonstration would "prove" the results we see in daily life, like ice floating on liquid water. I grew up looking at maths as a compelling evidence. The critical thinker in me woke up, and nowadays I present my students with a problem based on several objects that, despite having the same size and being massive, behave differently when placed in water. Does that shed any light on the strange behavior if ice, and icebergs?

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Introducing two and three- dimensional geometrical shapes and the related concepts like sides, edges, area, perimeter etc. to younger students may prove quite abstract and of no particular interest to them.

An idea I would use is to engage them in a design-and-construct process of a building/ space station with the limitation of using as many shapes they know, in as many possible combinations they can think.

Orientation: I would arrange a skype meeting with an architect/engineer friend to ask for their help in solving a construction problem. If we decide to help, it will be a proper assignment ,  with a contract and signatures :P

Conceptualization: The team thinks on the shapes.
How many of them we do know? What aspects of their form are important to remember, if we are to combine them in a structure? What other questions do we need to answer, if to create an efficient design? What needs should our design meet?

Investigation: We make model shapes and try experimenting with them, writing down our observations. We decide on a design and start building a maquette to see if it works, or which parts present particular difficulties.

Conlusion: We compare our work's results with our hypothesis. We spot changes that can be implemented to enhance utility of the different parts of the structure and how those are related to the shape of each part .

Discussion: We build a bigger version of the building/ space station to present it a) to the architect/ engineer b) to other classes in school.

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Learn about How can we understand Holy Trinity as one  God and three at the same time, each person is God but three persons are one: Investigation : Among videos with friendship and collaboration theme, children understand the meaning of strong friendship make us feel one with the team we are joined, so we can understand how can be a Holy Trinity One God. This need a serious  discussion between children  so they will go to a right conclusion about safety God as a time of persons can give as at a beloved and friendship team.  Videos and   the idea discussed to are in this link : https://docs.google.com/presentation/d/1ZxfopOlkrS6vAxyDTknym3_XAhbPcnjVQrFSYLvX1Ec/pub?start=false&loop=false&delayms=3000

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Blood type in Biology Through solving a crime
Orientation: a science teacher is killed in his lab there is some blood here and there Conceptualization what info do the students need to solve the crime? Investigation analyze the blod and compare with that of the peope involved in someway to the crime Conlusion analyze the discoveries
Discussion the students give therir opinion to the discoveries

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opic: the solar system Orientation: a astronaut is 
traveling through space towards the sun on his spaceship. What does he 
see? how does time flow on the journey between a planet and the 
other? Conceptualization: students ask themselves what information they 
need to describe the journey of astronaut realistically Investigation: 
students look for  images, information and data on the planets, in the 
site space awarenss. They record the astronaut's voice and create a 
video with images that he could see in his journey. each group of 
students prepares a podcast on a step of the trip Conclusion: Pupils 
comment classmate's podcast Discussion: Pupils actively understand the 
space around us

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opic: the solar system Orientation: a astronaut is 
traveling through space towards the sun on his spaceship. What does he 
see? how does time flow on the journey between a planet and the 
other? Conceptualization: students ask themselves what information they 
need to describe the journey of astronaut realistically Investigation: 
students look for  images, information and data on the planets, in the 
site space awarenss. They record the astronaut's voice and create a 
video with images that he could see in his journey. each group of 
students prepares a podcast on a step of the trip Conclusion: Pupils 
comment classmate's podcast Discussion: Pupils actively understand the 
space around us

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topic: the solar system Orientation: a astronaut is traveling through space towards the sun on his spaceship. What does he see? how does time flow on the journey between a planet and the other? Conceptualization: students ask themselves what information they need to describe the journey of astronaut realistically Investigation: students look for  images, information and data on the planets, in the site space awarenss. They record the astronaut's voice and create a video with images that he could see in his journey. each group of students prepares a podcast on a step of the trip Conclusion: Pupils comment classmate's podcast Discussion: Pupils actively understand the space around us

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topic: the solar system Orientation: a astronaut is traveling through space towards the sun on his spaceship. What does he see? how does time flow on the journey between a planet and the other? Conceptualization: students ask themselves what information they need to describe the journey of astronaut realistically Investigation: students look for  images, information and data on the planets, in the site space awarenss. They record the astronaut's voice and create a video with images that he could see in his journey. each group of students prepares a podcast on a step of the trip Conclusion: Pupils comment classmate's podcast Discussion: Pupils actively understand the space around us

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Orientation; Discussion on roller coasters, roundabouts etc and how you feel after getting off.
Conceptualization; Use the discussion to form a hypothesis relating to the affect of circular movement on reaction times.
Investigation; Design an experiment
Conclusion; using the results obtained, was the hypothesis correct?
Discussion; Compare outcomes

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Orientation: Students are asked to become scientists and find out how they can cultivate plants and make them to grow up in other planet (like Mars).

Conceptualization: Students use their past knowledge about the needs of a plant that may have and make some hypothesis.

Investigation: Students make experiments so as to verify their hypothesis.

Conclusion: Students assess their original hypothesis and drawing conclusions about the real needs of a plant that they must take account in order to cultivate plants in other planet.

Discussion: Students discuss and reflect about the process and their conclusions.

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Orientation: How is it possible that there are bridges over thousands of years old stills standing?

Conceptualisation: Forces-investigation of balanced forces and use of bridge builder app to determine the importance of arrangement and material selection.

Investigation: students are given a fake budget from which they can select materials to build a bridge that hold 5N and that is at least 5cm across and can span 30cm. There is a type of contest.

Students present their designs and their reasoning as well as evaluate their design in light of the results.

I can really see the inquiry cycle in this project.

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Orientation: How can i increase the power that a magnet attracts a small iron car?
Concept: What do we know about magnets (color, shape, size)
Invest.: Choose one factor and test it. For example does size matters?
Conclusion: Size does matters, color not
Discussion: Every team shares their conclusions.

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How many sugar do we eat in a day?
Orientation: what is sugar?why is it important for our organism? can it be harmful too? Different types of sugar.
Conceptualisation: Estimate how many grams of sugar we usually eat in a day.
Investigation: every student makes its own research based on his/her diet and analyses the composition of everything he/she eats in a day.
Conclusion: We will find out if we really eat more or less sugar that we thought.
Discussion: are we really aware of the quantity of sugar we consume? What can we do to prevent it?

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"Cruise by the solar system"
Orientation: "wall e" film viewing
Conceptualization: Create a sightseeing tour of the solar system
Investigation:

Students should investigate distances between planets, calculate days View member climatic conditions, which may View member .

Conlusion:

Knowledge of different planets

Discussion:

Analysis of different travel prospects and conditions thereof .

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Learnng about matter Orientation - Is matter continuous or not?
The students will make predictions, they will test their ideias with different experiments and they will compare observations/results to predictions, formulating an explanation to their findings/observations and drawing a possible model

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Learning about motion - launching paper rockets to explore the equation of motion.
This activity is inspired by ESA workshop for teachers organized this summer.
Orientation
How are launched the ESA satellites and rockets from Europe `s Space post. Watch a video provided by ESA web site.
Conceptualisation
Design a rocket using  an Open Source model rocket simulator,  and build an air pressure rocket . The students investigate the rocket stability .
Investigate
Launching the rocket changing the variable at time. Investigate what are the variables that may affect the distance traveled or height reached by the rocket.
Conclusion - calculate the velocity and the acceleration using the equation for constant acceleration.
Discusssion - how modifying variables affect the experimental outcomes.

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Homophones
Students will create closures exercises with Hot Potatoes, illustrate a definition of each homophone in an artistic way, play with a ball in order to check if they have understood the differences between the homophones and then, a final written assessment !

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Orientation - How much money do you need a month to live with your family?
Conceptualization - how to find data, putting some hypothesis about money we need a month
Investigation- collecting data (fro instance bills), making calculations
Conclusion - comparing all calculations with hypothesis
Discussion - preparing presentation with all calculations, graphs

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I think learn to calculate a surface can be a inquiry subject.
In a traditional learning I can explain what are fundamental magnitudes and derivated magnitudes. I can give the steps to do this or left the students make their measurements.

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WATER IN SPACE

Orientation: “Where water can be found?”(mind map - whole class activity)

Conceptualization: Water on space stations and water on other planets (basic questions, hypothesis - whole class activity)

Investigation: Search on the internet (activity in groups)

Conlusion: Present results on posters, ppt or models (activity in groups)

Discussion: How valuable water is on earth (whole class activity)

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Changing of states and solutions.
? question: Why they put salt  to melt ice on the streets in winter. I think is something they have seen already.

Orientation: in groups they can formulate hypothesis

Investigation: they can think to experiences with water and to verify their hypothesis. What measures could be useful to get a conclusion?

Conclusion: They prepare a report to explain how the experiences support their conclusion. The presented to the class.

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I chose a topic I'm going to use in my classroom:
Traditional Learning: Learn about day and night

IBL: Take pictures different times of day and write down the time​

ORIENTATION: Watch a 2-min video with the 24h moves of the Earth around itself

CONCEPTUALIZATION: Make questions about the light and what happens during the day and night - Formulate hypothesis

INVESTIGATION: Take pictures every hour of the sky , sun and moon during 24hours - Then, make research in books and official relevant sites

CONCLUSION: Write down the conclusions

DISCUSSION: Discuss with the peers about the topic, the first questionning, the hypothesis and the results of the investigation.
My learning diary till now: https://tackk.com/9wtx7c

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Learn about atomic structure in chemistry

Orientation: Try to understand what students know about the topic, briefly introduce the atom concept

Conceptualization: make students think and reflect, ask questions (what could it be the initial idea of materials structure? What do we see when looking at objects with no magnification?); formulate hypothesis

Investigation: students do research (web or library) towards gathering data

Conclusion: students compare what they found on their research with the initial hypothesis

Discussion: in groups, students elaborate a final product (3D model, poster or others) to present each of the theories in classroom and to be shown as an exhibition.

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craters
discussion abot craters
and find the characteristics of a crater
Ask why do we have different craters and how they formed .
why do we have different craters
Simulate  the formation of a crater and ivstigate .
Collect your data .
Discuss the differrent parameters involved in crates formation

Present to the rest of the class

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Inquiry activities about space and astronomy by Daniela Leone

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Inquiry activities about space and astronomy by Daniela Leone

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At the moment I can give some examples of previous inquiry activities done with students at IC9 Bologna:
http://www.golabz.eu/spaces/how-do-shadows-change
http://www.golabz.eu/spaces/evoluzione-stellare
http://www.golabz.eu/spaces/meteoriti
This year my students just started on september 15.
In the next days, at school, I will discuss with them in order to choose new themes of investigation starting from their interests, and I will use their proposals to design a new inquiry activity.

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Choice of subject (orientation), settled the question, hypothesis, explore, experiment, data interpretation, conclusions.

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Discussion, Conceptualization, Investigation and Conclusion

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Scuola Primaria San Tarcisio e dell'Infanzia Bimbi Lieti

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Uploaded by Scuola Primaria San Tarcisio e dell'Infanzia Bimbi Lieti on 2016-06-04.

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discussion, orientation, questions, hypothesis, conect with problem, do research, give quidelines

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Theme : Effect of Malnutrition- Kwashiokor .

Traditional Method: Teacher lecture about the effect of malnutrition with the aid of some pictures.

Inquiry Method: Students work in a group and present their findings.

Inquiry steps:
Orientation: Students  watch a documentary that describe the condition of children in Somalia .They observe  the condition of the children and come up with some questions.
At this stage , they may ask "why the children in the documentary is lethargic? , Are they suffering from any diseases?  etc..
https://www.youtube.com/watch?v=DJjJ5WB3izg

Conceptualization: Discuss the importance of balanced diet.

Students formulate hypothesis to link the children's condition with the lck of balanced diet .
Hypothesis may look like:
If the diet of children lack carbohydrate and protein , it causes Malnutrition.

Investigation: Students research and collect various secondary data and present their findings.

Conclusion: Based on their research , they understand that the lack of carbohydrate and protein causes malnutrition.

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Sun watch for Primary
Orientation: Introduce the topic with questions about how time was measured in the past when there was no electricity not batteries nor sophisticated machines we have now and go back in time till ancient civilizations.

Conceptualization: Make students think and discuss what do they know about solar watches, if they´ve ever seen a real one and where, ...

Investigation: Hands-on they build a simple solar watch and make observations about how it works for a while. They´ll need a long nail, a hammer, a pencil and a sunny day

Conclusion: Teams discuss if their previous knowledge meets their experience.

Discussion: Show and explain their work process and conclusions to the rest of the class group.

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Proyecto de feria de ciencias

Desde tiempos inmemoriales, los relojes de sol han sido utilizados para indicar la hora, permitiendo que las personas funcionen con un horario. Los antiguos babilonios, egipcios, griegos y mayas fueron algunas de las grandes civilizaciones que comprendieron que la posición del sol en el cielo y las sombras que proyecta podían ser utilizadas para hacer una estimación de la hora del día.

No te pierdas estos artículos relacionados:

Antiguo reloj de sol de Marcianopolis, Museo de Mosaicas, Devnya, Bulgaria. ( Creative Commons)

Muchas de estas civilizaciones, tales como los griegos y los romanos, creían que la tierra estaba fija en el centro del cielo y que el sol orbitaba alrededor de ella, lo que provocaba que se moviera a través del cielo. Ahora sabemos que el movimiento del sol en el cielo es causado por la rotación de la tierra, aunque esto tiene poca importancia cuando se trata de los relojes de sol.

¿Cómo funcionan los relojes de sol?

Por la mañana, una sombra apunta hacia el oeste ya que el sol sale por el este. Gradualmente se va haciendo más corta y avanza hacia el norte. Pasado el mediodía, la sombra apunta hacia el este, alargándose constantemente a medida que el sol se mueve hacia la puesta de sol en el oeste. Un reloj de sol se aprovecha de esto por medio de un dispositivo llamado gnomon para proyectar una sombra, con un dial y marcas que permiten medir el tiempo.

Un reloj de sol también depende de tu posición en la tierra y sólo puede ser utilizado en determinada longitud y latitud. No puedes alejarte de tu latitud y, si bien puedes moverte a lo largo de ella, deberás sumar o restar cuatro minutos por cada grado que te muevas, dependiendo de la dirección.

Cómo hacer un reloj de sol simple

Éste es el reloj de sol más básico y depende del antiguo principio que consiste en colocar un palo en el suelo y utilizar la sombra para saber la hora.

Reloj de sol en el thyme garden del Arboreto Paisajista de Minesota ( Creative Commons)

Necesitarás:

Una tabla de madera plana o cartón fuerte. Lo ideal sería que la superficie esté pintada de blanco. Sino, puedes colocar una hoja de papel encima.

Un clavo largo.

Un martillo.

Un lápiz.

Un día soleado.

Para hacer tu reloj de sol

1. A primera hora de la mañana, coloca la tabla sobre una superficie plana en un lugar que reciba sol todo el día.

2. Asegúrate que la tabla no se mueva colocando un par de piedras para hacer peso si el clima es ventoso.

3. Martilla el clavo lo más cerca del centro del tablero como sea posible. No es necesario clavarlo tan adentro, sólo lo suficiente para asegurarte que sea resistente.

4. Cuando la sombra de la cabeza del clavo caiga en la superficie, realiza una marca. Lo ideal sería hacerlo al comienzo de la hora: a las seis, a las siete y así sucesivamente.

5. Cada media hora o cada hora, repite el proceso y continúa hasta el atardecer.

6. Sin mover la tabla, utiliza la regla para dibujar una línea que conecte las marcas al clavo en el centro.

7. Ahora puedes saber la hora en tu longitud y latitud.

Problemas para hacer un reloj de sol

Si controlas tu reloj de sol en el transcurso del año te darás cuenta de que no coincide exactamente con la hora. ¿Por qué?

Muchas partes del mundo utilizan horario de verano. Por eso, tendrás que volver a calibrar tu reloj de sol dos veces al año.

Por cada grado que vivas lejos de tu meridiano local, el tiempo variará. Por cada grado al este, agrega cuatro minutos. Por cada grado al oeste, resta cuatro minutos. Un grado de latitud es de aproximadamente 69 millas o 100 kilómetros, lo que te ayudará a tomar en cuenta esta variación.

Por ejemplo, Penzance queda alrededor de 5,5 grados al oeste de Greenwich. Si es mediodía en Greenwich, ¿qué hora es en Penzance?

Para solucionar esto:

5,5 x 4 = 22 minutos.

Penzance está al oeste, lo que significa que el mediodía llega más tarde.

12:00 - 22 minutos = 11:38 de la mañana.

Si son las 18:00 hs. en Los Angeles (118,25 grados al oeste), ¿qué hora es en Nueva York (74 grados al oeste)?

74 - 118,25 = 44,25.

Multiplica esto por 4 y obtienes 177 minutos.

18:00 + 177 minutos = 20:57 de la noche.

De acuerdo con las zonas horarias, NY está clasificada como 3 horas adelante de LA, así que ésta es una buena aproximación.

Realiza un reloj de sol y posiciónalo

Reloj de sol en Moot Hall (dominio público)

Si deseas mover tu reloj de sol, debes tener mucho cuidado al reposicionarlo y debes asegurarte que apunte hacia el norte (o al sur en el hemisferio sur). No puedes usar una brújula porque ésta apunta hacia el polo magnético, que está en un lugar muy diferente del norte.

Una forma es utilizar la estrella Polaris para configurar el reloj de sol en la noche, lo que te asegurará de sea exacto durante el día. Sino, compra un mapa con líneas de cuadrícula verdaderas, lo que te permitirá utilizar puntos de referencia para posicionar tu reloj de sol.

Algunas personas pueden desear hacer un reloj de sol con un dial circular, donde los marcadores que muestran cómo caen las sombras sean de la misma longitud. Esto es muy fácil pero exige un poco de planificación, ya que debes ajustar el gnomon en un ángulo. Para esto, podrías hacer un triángulo fuerte con un sorbete de refresco o utilizar madera. Hay muchas maneras de lograr este objetivo.

Consulta la latitud de tu ubicación con un mapa o con herramientas de Internet.

Con un transportador, establece el gnomon a exactamente el mismo ángulo del horizontal y apunta hacia el polo celeste.

Esto te permitirá crear un dial circular para tu reloj de sol de la misma manera que para el reloj de sol común.

Con suerte, esto te habrá ayudado a construir tu propio reloj de sol o por lo menos te habrá dado algunas ideas para aprender a utilizar el sol para saber la hora. Obviamente, hay mucho más para aprender, por ejemplo, la Ecuación de Tiempo y, debido a que estos dispositivos existen hace miles de años, existe una gran variedad de clases. Algunos de los enlaces que siguen a continuación te ayudarán a explorar un poco más:
Relojes de Sol en Wikipedia Relojes de sol
NASA

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Cómo crear un reloj de sol - Proyecto de feria de ciencias

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Desde tiempos inmemoriales, los relojes de sol han sido utilizados para indicar la hora, permitiendo que las personas funcionen con un horario. Los antiguos babilonios, egipcios, griegos y mayas fueron algunas de las grandes civilizaciones que comprendieron que la posición del sol en el cielo y las sombras que proyecta podían ser utilizadas para hacer una estimación de la hora del día.

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Simulating craters

I made this activity with my students last year.
Why do we have craters in different sizes?

Students formulated their own hypothesis (due to speed, size, and density of the projectile), design and conduct the experiment (they let fall some projectiles, with different densities, from different high, etc.), collect data (after one failure, they concluded that they needed to maintain constant some variables), treat the results to make their conclusions, and presented a paper to their peers for review.

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Built a DNA model with different materials.

We make a model with straws in different colors.

Watching a video about DNA.

Make an experiment with bananas.

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For second class students of a lyceum (ages 16-17)

Orientation, Pythagorean theorem

Conceptualization, the relation of different exponentiation of the three sides of an triangle

Investigation, exploit the relation of the three sides of a right triangle in accordance of their exponentiations.

Conclusion, making a strong hypothesis.

Discussion, seeking a direct proof of the Pythagorean theorem.

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Water states: solid,liquid and gaseous

Orientation: I show a videos about montains, glaciers, streams, waterfalls, clouds and so on and many photos on water on Earth. Children discuss about your experencies of water.

Conseptualization: Teacher asks: Does is always water? How can we know it? We discuss and formulate hypotheses.

Investigation: In gruops of three/four children, we setting_up experiments (experiences), gathering and interpreting observations.

Conclusion: Every gruop draw conclousions, comparing to original hypoteses.

Discussion: Every gruop comunicate findings that are discussing all toghether to have common reflections.

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Traditional theme: Force & Motion  vs  Inquiry: Olympic Games

Concepts of Force & motion theme can be organized in a way that students are analyzing the last games of their national theme and try to improve these performances in a systematic way.

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Magnetism

Fun Activity  for primary school students.

orientation.  Fishing with magnets in a  bowl

group of 4 students

conseptualization.  How to choose the most strong magnet for fishing?

we discuss and  designe the  experiment.

investigation.   Teacher gives nails, screw, pieces of pipe cleaners etc.

for the experiment

conclusion.      Every student does the worksheet and gives the answer.

discussion.      Every student has his magnet and the game starts!

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Dropbox is a free service that lets you bring your photos, docs, and videos anywhere and share them easily. Never email yourself a file again!

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http://graasp.eu/ils/55bdc2a0b5a072ca556738ec/?lang=el
Mathematical trajectories in space!
An example of inquiry activity using the authoring enviroment and template of Golab project.

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OŠ"Mladost", Osijek
Steps are applicable in all cases.
In mathematics, for example, in the study of pi.
circumference length and circle area.
Orientation: we already know about perimeter and area of some known shapes, mainly polygons. But among the elementary shapes we learn about in kindergarten is also circle. So how can we have numerical recipes about circle?
Conceptualization: students wonder how they can solve this problem using the instruments they already have, using P.E. what they already know about polygons
Investigation: how people solved this problem in the past? How ancient people tried to calculate these length and area? Or use polygons and decomposition of plane shapes, and an empyrical way.
Conclusion: present the results and discuss them.
Introduce pi using regular polygons, showing from experience and history, that it can not be easily found

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Traditional learning: refration of light
Inquiry Activities: collective mirages
Orientation: show pictures or movies that report collective mirages.
Question: why a lot of people can see, at the same time, things that are on a different place that they appear to be? Some hypothesis?
Investigation: Check out if you can see an object in a different place from where it is actually, using glass slides, transparent plastic or water.
Reflection: compare data and verify if it is possible to transpose the explanation to answer the original question.

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1) Orientation: Introducing the solar system through videos, sites and applications.
2) Conceptualization: Write in a sticker paper everything you want to know or ask about the solar system. Create a board in the classroom with our students' questions and interests.
3) Investigation: Students work in groups. Each group does some research in order to find answers to the previous questions.
4) Conclusion: Each team comes to some conclusions. Pupils present the results and the answers of their research to the classroom.
5) Discussion: Students talk in the classroom about the results and they check their reliability.

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introduction in physics- steps of scientific method

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introduction in physics- steps of scientific method

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1.orientation: how scientifics conclude in general truths?
2.conceptualization: think a question that you have in mind (e.g. why do we wear white clothes in summer)
3.do experiments (e.g. put white and dark clothes in the sun and write down note)
4. conclusion: what happens with colors and temperature?
5. discussion: present their results and combine them with reality

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Selected theme: Cryptography
1) Orientation: an introductive video from Khan Academy
2) Conceptualization: asking questions about what they have seen
3)Investigation: challenging students about decrypting a very basic encrypted test
4)Conclusion:talking about the hypothesis the've made, especially the wrong ones
5)Discussion: debating about the best way of describing what they have learnt in a technical way.

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Material: two blocks (aluminum and foam) ; two ice cubes .
1 Orientation : why is their a difference between how the ice melts on the two blocks?
2.Conceptualization : did one of the blocks started warmer ? is their a difference between the blocks materials? how they can affect the ice cubes ?
3.Investigation : based on hypotheses students develop the experience.
4.Conclusion : students must reach the second law of thermodynamics , thermal equilibrium .
5.Discussion : present in class the conclusions of each group.

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I'll try to work with Inquiry during the eratosthenes experiment on 22 september
http://eratosthenes.ea.gr/en/content/eratosthenes

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Passive transport: osmosis

Orientation:  introduction of the theme speaking about hydration and dehydration, with a short movie about cellular lysis: the theme is introduced. Conceptualization: understanding the concepts asking question, discussing and comparing to other type of transport.  Investigation: experiments with potatoes, water and salt. Conclusion: drawing conclusions. Discussion: communicating and discussion findings. Reflecting on inquiry

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Orientation: I introduce the topic;
Conceptualization: I try to link to familiar concepts about different types of blood in their families for example; Investigation: students have to gather data about the types of blood in their families; Conclusion: discover their type of blood; Discussion: present their work.