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-Student Roles
-Group Focus (looking at different variables, different experiment designs, etc.)
-Teacher/ Student Round Robin
-Mixed up steps, students have to put in the right sequence
-Changing procedure into a concept map
-Data table only, they figure out the procedure (start with the answer, they come up with way to get at it)
-Have students create their own data table
-Insert "thinking questions" through out the procedure
-Provide problem statement, they come up with the rest
-Have students make predictions prior to different steps

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How to gather more advanced materials such as chemicals, for labs?

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How to gather more advanced materials such as chemicals, for labs?

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Science supply catalogs geared towards education, general household chemical (such as baking soda, lemon juice, etc)
Check with local colleges, businesses, etc.

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How to plan for potential backfires in the lab?

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How to plan for potential backfires in the lab?

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Write everything down that could go wrong or at least think about it so you can be prepared, especially for safety concerns.

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Are labs better at the beginning/middle/end of a unit?

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Are labs better at the beginning/middle/end of a unit?

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I guess it depends on whether it is a lab with inductive or deductive reasoning.

*Could be used as discrepant event at the beginning, formative at middle, and summative at the end. Depends on the situation.

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Should students do each lab themselves, or can a demo be just as effective?

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Should students do each lab themselves, or can a demo be just as effective?

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I think demos are good for the engage phase. The key here is to think about what you want students to get out of the lab, the level of inquiry.

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If you don't have materials, are virtual labs okay?

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If you don't have materials, are virtual labs okay?

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*Yes, this allows for case studies and alternative means of "hands on learning"

Yes! Our students are going to love technology like most young adolescents do! I am sure there are so many cool things online they would love.

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Should there be an objective listed on every lab so that the students know what they're outcome should be? Or should we leave it a mystery and the process of trial and error determine their end result?

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Should there be an objective listed on every lab so that the students know what they're outcome should be? Or should we leave it a mystery and the process of trial and error determine their end result?

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Not always. Sometimes it is better to allow students to try to figure out what is happening based on the lab before you tell them what is happening. This way they can try to describe why a phenomenon is happening before being told what it is. This makes the lab more meaningful.

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So by "Modifying Cookbook Labs" do the authors mainly mean letting the specific class/groups/students come up with their own way to investigate the question rather than using pre-established step-by-step procedures?

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So by "Modifying Cookbook Labs" do the authors mainly mean letting the specific class/groups/students come up with their own way to investigate the question rather than using pre-established step-by-step procedures?

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Should labs always take place before the lesson or unit being taught about a specific topic? (in other words, should they do the lab and THEN learn about the topic?)

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Should labs always take place before the lesson or unit being taught about a specific topic? (in other words, should they do the lab and THEN learn about the topic?)

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So, should all students in the class be put into groups and each group is responsible for coming up with their own procedure to test the question at hand? All students are investigating the same question?

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So, should all students in the class be put into groups and each group is responsible for coming up with their own procedure to test the question at hand? All students are investigating the same question?