From traditional activities to inquiry activities by EUN Partnership aisbl

Filomena

2016-09-12 11:47:51 UTC

Traditional research is based on an inductive method, not deductive. The first is induced; the second is based on operational research

INQUIRY ACTIVITIES

2016-09-12 12:26:59 UTC

Students are engaged in the learning process thus gaining not just content knowledge but also very significant life skills

Atomic Stucture

vera_m_p_daniel — 2016-09-12 12:41:36 UTC

I would choose this because i'm currrently teaching this subjecto

Cornelia melcu

corneliamelcu — 2016-09-12 13:07:47 UTC

How humans can survive in Space? – 8 years old students

Orientation- Introduce the theme- short movie

Conceptualization- Discussion for constructing the knowledge; Q and A based on the movie

Investigation- Experiment- How does the food taste in Space?

Conclusion- Discussion- communicating the results and the conclusion

Discussion- final conclusion

Manoilă Maria

2016-09-12 13:48:11 UTC

Atomic Structure
Orientation - the models of atomic;
Conceptualization -discussing the concept model
Investigation - Rutherford's experiment presentation;
Conclusion - discussing the advantages and disadvantages of each model

Analogies in Mathematics

markivanroblas — 2016-09-12 13:49:59 UTC

Orientation - I will ask the students the number of friends they have and let them describe how they relate to each of the friends they have.

Conceptualization - I will let the students give their opinions on how similar and not their relationships are to the other members of the class. I will let them group themselves according to the similarities and differences of their relationships are.

Investigation - From these similarities and differences, I will let them find a description and name to the relationship they have. I will let them to connect it to mathematical analogies that can describe their relationships.

Conclusion - I will let the students now create conclusions on how these relationships can be

Anthi from

2016-09-12 14:14:03 UTC

Anthi from Greece

2016-09-12 14:14:04 UTC

Atomic structure vs planetary model

Rosa Di Lonardo

rosadilonardo — 2016-09-12 15:05:56 UTC

Rosa Di Lonardo

rosadilonardo — 2016-09-12 15:06:11 UTC

Orientation, Conceptualization, Investigation, Conlusion, Discussion) for the theme you selected

Rosa Di Lonardo

rosadilonardo — 2016-09-12 15:06:15 UTC

Brainstorming
Orientation, Conceptualization, Investigation, Simulating craters , experiment, Conlusion

Marialena Christodoulido

marialenachrist — 2016-09-12 16:40:15 UTC

Teaching about our solar system: using role playing(some student become planets, another student is the sun). In addition they have different sized balls or fruits and maybe some ropes. This activity could take place outside classroom, in a school yard. First student discus about the planets and make also hypothesis about the places that planets are in our solar system. They can watch some videos and gather information about the solar system in order to be able to play the game . They have to choose which ball to use for each planet ( i.e. the correct size) and stand in the right position in the school yard. The idea is partially presented in the following video:https://www.youtube.com/watch?v=tcNYJkPgAwg&feature=youtu.be

Marina Drndarski

marinasova — 2016-09-12 18:15:22 UTC

Brainstorming
Orientation
Conceptualization
Experiment (investigation)
Evaluation
Conclusion

gabriella

gabriellaricci — 2016-09-12 18:16:37 UTC

THE GRAVITY
ORIENTATION:The teacher will show to the students some videos about the gravity
CONCEPTUALIZATION: the students will try to think similar examples in which the gravity is involved and will try to make some hypotesis
INVESTIGATION:the students will take a great elastic sheet and then they will put a ball on the sheet, and so they'll see what it'll succed if another different ball will be put on the sheet, and so on
CONCLUSION: the students'll find the conclusions
DISCUSSION: and then they'll start with the discussion.

Scientific Question / Inquiry / Extend !!

nerantzis — 2016-09-12 18:29:36 UTC

José María Díaz Fuentes

josemaria_diazfuentes — 2016-09-12 19:26:08 UTC

Orientation: Make a comprehensive reading or watching a video. Question: How to determine the mass of the sun or a planet?
Conceptualization: Variables involved in the Law of Gravitation and orbital variables. Relationships between them. Check de formula.
Hypothesis: The formula is valid for any celestial object?
Experimentation: Checks!
Conclusion: Students find that the law is truly universal.
Discussion: Application to space travel spacecraft and study of distant objects

Daniela Cavallaro, Italy

dcavallar — 2016-09-12 19:53:34 UTC

What is Acceleration?

Orientation: watch a video, compare two moving object and the way they are moving.

Question and Hypothesis: what do we mean when we say we are accelerating? Is it the same as 'going very fast'?

Experimentation and exploration: discussing the difference between acceleration and velocity. Reflecting on the meaning of m/s/s.

Data interpretation: student find the law starting from the graphic of velocity.

Discussion and conclusion: students discuss and reflect on what they thought about acceleration and how they changed their mind

ana_naghi — 2016-09-12 20:22:43 UTC

Ana Naghi
How o determine the distance of the sun or a planet ?
Orientation - watch a video
Conceptualization- presentation the concept and hypothesis
Investigation-Chek it!
Conclusion-it is universal the formula??
Discussion- it is applicable in other situation??

Soner, Turkey

sonercihanker — 2016-09-12 21:44:20 UTC

Cell theory what would you do?

Orientation - theme - movie - Introduce modern cell theory

grip - why to create the information modern cell theory? Discussion, Question-Answer

Your cell model, what would it be? - Experiment ?

Results the results of communication and cooperation - Discussion-

Discussion - how would it be different?

From traditional to Inquiring: Parabolic Movement.

anaelypb — 2016-09-12 23:49:19 UTC

I think this is one of the most boring subjects for almost all the students.

Orientation: Basketball best shots (show them a video of different players).
Conceptualization: How can you guarantee that your shot will enter the ring?
Investigation: Try different shots varying the angle, velocity, distance, etc. to see which one influences more the success of the shot. Maybe they have to record their attempts to compare them.
Conclusion: What are the things that influence the success of the shot?
Discussion: How can you be the next Michael Jordan?

Carlos Muñoz. Spain. Cellular respiration.

biologypineda — 2016-09-13 11:28:06 UTC

- Orientation: Ibeyi river song video (https://www.youtube.com/watch?v=lHRAPIwsS5I)
- Conceptualization: Could you sing a song that way? Why?
- Investigation: Debate about how do we breath in different situations. Search information about why do we have to breath constantly to stay alive.
- Conclusion: How do we produce the energy we need?
- Discussion: how could you increase your apnea time? Discuss several possibilities with your classmates.

Nicoleta Ifrim, Romania

2016-09-13 13:48:56 UTC

Orientation, Conceptualization, Investigation, Conclusion, Discussion

Grazia

graziampl — 2016-09-13 15:42:41 UTC

Water Cicle
How can student demonstrate it?
Activity in collaborative learning/4 students/group

- Orientation

show them a generic video
https://youtu.be/nSENolWbyYQ

- Brainstorming and connection to previuos knowledge

- Conceptualisation (Where we can observe the water cycle and how can we prove it?)

-Investigation/Experiment
(Experimental planning)

- Conclusion
(What are the things that influence the cicle?)

- Discussion

TAXONOMY → BUILD YOUR OWN CLASSIFICATION

elisalocatelliscuola — 2016-09-13 16:27:35 UTC

Orientation— students see different pictures of animals or objects

Conceptualization—how can you arrange them in groups?

Investigation—think about different ways to classify the objects and choose a dichotomic key

Conclusion- produce a diagram

Discussion - compare different diagrams of different groups

Monica Boccoli, Italy

mobocco — 2016-09-13 16:29:10 UTC

Orientation: The lights http://lucecolore.altervista.org/flash/luce.html
Conceptualization: Why can't we see in the dark?
Investigation: experiments with the spetrum in our classroom http://lucecolore.altervista.org/flash/spettro.html
Conlusion: the class writes a blog about the experiments done
Discussion

Zita, Romania

b_zita — 2016-09-13 17:47:13 UTC

How much would a given spring stretch when you hang your phone on it and if you are on Jupiter?
Orientation: Elastic deformation, elasticity
Conceptualization: what should we know to answer the question and how should we work
Investigation: measurements, calculations, documentation
Conclusions: communicating the results and the conclusions
Reflections: discussions, what facts and factors were omitted when simplifying the subject

Classifying organisms

marziaboccone — 2016-09-13 18:05:26 UTC

Orientation: give students different dead samples of insects or little animals (scorpions) in a plastic bottle, they will work in groups to find the taxonomy of the chosen animal.
Conceptualisation: what should we know to fill the Domain, Kingdom, Phylum, Class, Order, Family, Genus, and Species ? We should observe and make some hypothesis and find some help on the web with a tablet.
Investigation: searching the internet.
Conclusion: communicating the results to the class
Discussion time

Claudia Valentini, L'Aquila, Italy

2016-09-13 18:18:23 UTC

Well, I see Orientation, Conceptualization, Investigation and Conclusion in this TED Ed unit, do you, too?

Nikos, Thessaloniki

manik1 — 2016-09-13 18:52:24 UTC

Traditional Learning : Statistics
Inquiry Activities: Research teenagers eating habits outside school

Orientation :Introduce the topic with videos, photos that the students can use in order to familiarize themselves with the problem at hand.
Start a conversation on the topic by asking questions so that your students get engaged. Provide ample time for your student to respond and discussion among themselves.
Conceptualization: Sub-phase - Question: Students generate research questions based on the stated problem.
Sub-phase – Hypothesis: Students generate hypotheses on the stated problem based on theoretical justification. Students identify all the related concepts and make specific hypotheses which they will later set out to investigate.
Investigation: Students design plans for experiments, investigate by changing variable values, explore (observe), make predictions, and interpret outcomes.
Conlusion: Students draw their conclusions and compare them to their original hypothesis, and compare their findings with the respective bibliography.
Discussion: students present and communicate their inquiry findings and conclusions.

Hélia Salvado - Portugal

helisalvado — 2016-09-13 18:59:32 UTC

Strength of acids
Orientation: Does sthrength of acids influence the pH of the solution?
Conceptualization: What is pH; what depends; what's the difference between a strong acid and a weak acid...
Investigation: mesure the pH of different solutions of different acids with the same (or not) concentration
Conclusion - answer the question: Does sthrength of acids influence the pH of the solution?
Reflection - padlet with all conclusions

Athina Ginoudi

aginoudi — 2016-09-13 20:35:34 UTC

Elastic collision

Orientation :Introduce the topic with videos with billiard game in order to familiarize themselves with the problem of elastic collision. Start a conversation on the topic by asking questions so that your students get engaged.

Conceptualization: Start discussion and make hypotheses on the problem of a small ball falling on the floor. Students are asked to predict the high that the small ball reaches after the elastic collision with the floor.. What will happen if the small ball falls down together with a large ball? Students recall their knowledge about energy conservation.
Investigation: Students are asked to work in a virtual experiment using the tool “interactive physics”. The change parameters like the mass of the ball and the numbers of balls. They have also a worksheet to fill.

Conlusion: They come to conclusions, how to use the energy conservation low in order to calculate the velocities after elastic collisions.

Discussion: Students present their results and conclusions and discuss about applications of the elastic collisions in everyday life.

Anamaria Golumbeanu, Romania

anamaria_go — 2016-09-14 06:54:04 UTC

Comparing integers - comparing the diameters of the planets of the solar system

Marina Molla, Greece

mollamarina — 2016-09-14 07:18:01 UTC

Orientation: Discussion about Perseides Meteor Shower
Conseptualiztion: linking to past knowledge, ask questions, construct knowledge, how to watch the meteor shower
investigation: work in groups and collect data
conclusion: critical thinking, evaluating
discussion: communicating & reflecting on their results

Sara Golan

saragolan81 — 2016-09-14 08:41:33 UTC

Present a problem: What material should we use to cover our spacehome to reduce radiation?
Students need to suggest methods to check what materials block radiation. this is after giving them base knowledge about radiation and apllying it to huosehold applances which they can afterwards use in their inquiry

Tim Gayton - Sweden

timgayton — 2016-09-14 10:25:26 UTC

Inquiry into the equinox. Does the phenomenon really correspond to the name?

Orientation:
What and when is an equinox?
Do this preferably around the time of an equinox.

Conceptualization:
Discussion on how and why it occurs.

Investigation:
Discussion and research on sunrise/sunset times locally and in other parts of the world.
Use Starry Night simulation software to "look" at this day at extreme places - equator, north and south poles.
Do we see what was expected? Why?

Conlusion:
Theory that covers the observations.

Discussion:
How did our ideas develop during the process?
Can our theory predict anything else?

Gamze Siper/ Turkey

gamzesiper — 2016-09-14 12:00:39 UTC

Our Resource is Sun

Orientation:

Talking and discussion about “Mars Mission” and supporting it videos or pictures

What will they need there?

What we need for living?

Conceptualization,

Canalizing students to “life source is Sun” then make them imagine their selves in that Mars Mission and think about making food or hot water.

Investigation:

Giving them time for think about and show them materials. (tape, glue, cardboard, plastic lids, toothpicks, thermometers, hot dogs or cheese, foil, craft sticks, string…)

And support them to build a solar cooking system.

Conclusion:

Make them present their product

Discussion:

Discussing all groups works together and let them innovate their products.

Evangelia Chasapi- Friction in our life

Evangelia_Chasapi — 2016-09-14 13:21:29 UTC

Orientation

What is friction; The theme is introduced to the students. We stimulate students’ interest and curiosity towards friction with a video about friction in our life.

Conceptualization

We start making questions and developing hypothesis about the factors that affect friction such as the mass, the type of the surface, the velocity etc.

Investigation

We experiment about the factors that affect friction and we investigate about how our life would be without friction.

Conclusion

We draw conclusions and we accept or decline our initial hypothesis about how some factors affect the friction.

Discussion

We communicate with each other, we discuss our results, we can even draw a comic about how our life would be without friction!

Maria Afonso-Portugal

2016-09-14 13:33:09 UTC

BlacK hole
Orientation:
The teacher introduce a topic, with a new of paper and ask questions about tis for stimulate curiosity of students.
Conceptualization
Small group of students start conversation about a formation and constitution of black hole.
Investigation
The teacher give us simulation of black hole removed an physic´s site and they analysed and discussed all the information in the simulation . They made their hypothesis about the phenomena.
Conclusion
Critical thinking and evaluating
Discussion
Discussion between all groups about how and why occurs the black hole

Fernando Batista - Portugal

2016-09-14 14:57:19 UTC

How humans can survive in Mars (ten/eleven years old students)

Orientation: introduction of the theme with a short movie.

Conceptualization: Discussion of the conceptual model.

Investigation: What food we can eat on Mars?

Conclusion: Communication of the results and conclusion.

Discussion: Students discuss and reflect on what they thought about the food we can eat on Mars.

Nikos, Greece

ntsepelis — 2016-09-14 15:19:16 UTC

(Not so) Free Fall

Orientation

Introduce the subject to the students.

Three pieces of the same paper.

One is about to be let free with its plane vertical.
The second is about to be let free with its plane horizontal.
The third is about to be let free but is formed as a small ball.

Which one is going to reach the ground first, which second and which third?

Conceptualization

Form small groups and discuss about who is going to be first, second and third. Most importantly discuss about the factors that affect the result.

Investigation

Make the experiment.

Conclusion

Draw conclusions about the initial hypothesis and the factors that affect the results.

Discussion

If there was no air, what would happen?

After discussing, watch this video

http://www.videoman.gr/68395

and discuss again!

Daiana

dayla81 — 2016-09-14 15:56:41 UTC

Search carbohydrate in foods

Orientation: introduction of the theme with a short movie.
Conceptualization: understanding the concepts connected to the problem. Formulating questions and hypothesis
Investigation: Experiments with potatoes, bread and eggs
Conclusion:drawing conclusions , compering to original hypothesis
Discussion: communicating and discussion findings. Reflecting on inquiry

Antonino

pulnino — 2016-09-14 15:56:52 UTC

Vasiliki, Greece

64cosmvan — 2016-09-14 16:33:45 UTC

Physical education Topic:basic eating disorders, body image, self –esteem, bulimia, anorexia, obesity.

Orientation: “When looking in a mirror, do you think most people are happy with what they see?”

In the white board students watch the video: « The perfect body »https://youtu.be/PsL7W-GHhJA

Conceptualization: The class students are divided into groups . Using brainstorming they divited into 4 groups of different topics

Investigation: Students use methodological tools and sources to gather data from archives, statistical databases, articles in print and electronic media.

Discussion: Students discuss about their findings. They pay attention on social's media role on how see themselves.

Reflections in their attitude towards young people with some kind of “non social acceptable ” body image.

Lorena, Romania

leoatomix — 2016-09-14 16:58:00 UTC

"A Day in the Life Aboard the ISS"

Reneta, Bulgaria

2016-09-14 21:22:02 UTC

Many thx for the great ideas! It will be nice for me to apply them in the classroom! How to learn using IBSE method? Here's another job of our team which presents how traditional activities turn into inquiry ones...enjoy it! :)

Anicet, Spain

2016-09-14 22:11:42 UTC

Experimental determination of the Moon' s, density
http://www.eaae-astronomy.org/catchastar/images/2015/21_Experimental_determination_of_the_Moons_density.pdf

Ema Salero, Portugal

emasalero — 2016-09-14 23:13:47 UTC

Good and bad conductors of electric current

Orientation - show students two electrical circuits : one with a bad conductor installed and another with a good conductor. Ask students what is the difference in both circuits.

Conceptualization - each group will try to explain the differences in both circuits

Investigation - give different materials to each group of students and ask them about their electrical conductivity, then tell students to experiment them
Conclusion - students discuss the forecasts and research results
Discussion - students must identify the good and bad drivers and explain the characteristics of each group and communicate them to the class. Finally they can record the findings on the padlet. ��郟�&�9�&(

Friction force

dellanno_fabio — 2016-09-15 08:36:25 UTC

I would like to propose the study of the friction force.
First of all one should introduce the basic aspects related to the phenomenon through examples, experiments (orientation).
The second step should be the engineering of model, i.e. a conjecture about the physical law (conceptualization). Next one should experimentally check the validity of the law by means of a suitable experiment, data collecting, and analysis (investigation).
Concusions and discussion follow.

Ohms Law

sotai2000 — 2016-09-15 10:15:16 UTC

Orientation - Introduction to electric circuits. Basic instruction on how to build one

Conceptualization - Try to make an electric circuit that works.

Investigation -Each group will have to design and build their own electric circuit and measure how intensity changes in relation to differnt voltages
Conclusion - students discuss the relation between voltage and Intensity with a given resistance and finally will find Ohms Law
Discussion - students will discuss their findings and any difficulties they had

Art Activity, Rodney from Finland

2016-09-15 11:54:11 UTC

To Learn about Cubism: Take a photograph, say, of an astronaut, cut it up and reassemble or draw. Orientation: show a picture of a Picasso or Braque cubistic painting.
Conceptualization: Ask why they painted like that. Make suggestions (hypothesis)
Investigation: Test it by trying a drawing from that point of view. Students all try their own approach.
Conclusion: View together their results and discuss.

Refractor Telescope

gfmarranghello — 2016-09-15 12:40:22 UTC

Orientation - How can we observe distant objects?
Conceptualization - Present lenses (convex and concave);
Investigation - What kind of arrangement of the lenses can be used?

angela

luriboni — 2016-09-15 13:10:08 UTC

Chemistry reaction
Orientation: observing a chemical reaction for example mix baking soda and vinegr

Conceptualization What does it happen?How do we know if a chemical reaction has happened?

Investigation: Pupil work in groups. Each group investigates a different reaction,observing changes in temperature, colour, gas orprecipitate production. Thet can look to video or animation

Conlusion: characteristic of a chemical reaction are….

Discussion: Each gruop presents his conclusion to the all class.

Carlos Pedro Santos, Portugal

cpscsantos — 2016-09-15 13:46:48 UTC

Circular motion
Orientation: Why satellites or the Moon don't fall to the Earth
Conceptualization: Use an old vinil record player to make an analogy to the movement of satellites.
Investigation: Using the record player and some sensors make some measurements to understand the forces involved.
Investigation: Change some characteristics of the movement and explore how the force change.
Conclusion: Present the results and discuss them.

Gianni Stival, Italy

gianni_stival — 2016-09-15 13:55:20 UTC

Study data on sunspots.
1. Orientation: a video on sunspots and the background informations

2. Conceptualization: a reflection on the patterns and the meaning of the data on sunspots

3. Investigation. A study on the data on sunspots

4. Conclusion: some generalizations about actual trends on patterns

5. Discussion: a reflections about the results and a metacognitive reflection.

Carla, Italy

2016-09-15 13:57:11 UTC

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

Andrea

andrea_citta — 2016-09-15 14:56:02 UTC

I'd like to apply this method to math.
For example the problem could be about 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 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, in an empyrical way.
Conclusion: present the results and discuss them.
Introduce pi using regular polygons, showing from experience and history, that it cannot be easily found

Rosa Gaspar/Portugal

luisasgaspar67 — 2016-09-15 18:25:15 UTC

INQUIRY ACTIVITIES
Students are engaged in the learning process thus gaining not just content knowledge but also very significant life skills.

Nuria Muñoz, Spain

algenuria — 2016-09-15 19:23:39 UTC

Orientation: Why new detergents are called enzymatic detergents?
Conceptualization: students wonder is enzymes are present in a detergent.
Investigation: They design experiments to check what enzyme is in a detegent.
Conclusion: students present their results to the rest of the class.
Discussion: a reflection about their results and they wonder about the advantages of this component for enviromental

Pilar, Spain

mgonz442 — 2016-09-15 21:04:18 UTC

I've used an Inquiry Based today with my students, maybe it has been partially guided, but now I think I could reorganise the activity and improve it.
Chemical reactions

Orientation: Watch a video about diffent chemical reactions.
Conceptualization: Recall what are chemical changes and physical changes. Observing these reactions, they should make some hypothesis about which properties (volum, mass, temperature) they think that keep constant during a chemical reaction.
Investigation. Design some experiments or make a research to find some example of chemical reactions when they can test their hypothesis.
Conclusion. Compare the results of their experiments or their research with their previous hypothesis.
Discussion. Share their results, maybe recording a video if they have design an experiment, showing their results and conclusions, or projecting a presentations with the results of their research and conclusion.

I think they would be able to find out the Conservation of Mass Law, and find out about exothermic reactions.

Patrizia - Italy

2016-09-16 15:08:24 UTC

I have done this activity in a primary school during the period when there was a visible solar eclipse in Italy. The phases could be:

Orientation: what is the solar eclipse, analysis of previous knowledge.

Conceptualization: how a solar eclipse happens and how it can be observed indirectly.

Investigation: research of materials (paper and cardboard) and construction of objects for indirect observation.
Discussion on the possibilities of success and experimentation.

Conclusion and discussion about results and about the used method and its functionality than others.

Enrica Maragliano - Italy

EMGe — 2016-09-16 15:20:38 UTC

Last Spring I attended a course named "Using Online Labs in the Classroom" that showed teachers how they can use the resources at the http://www.golabz.eu/ web site. This is a virtual lab, where you can organize activities for your students structured exactly in the same way than what is suggested in this MOOC, following the same steps, with the same names. I proposed to my 11th grade students to practice about Archimedes' principle, following these steps:
Orientation: I showed them some videos where some bodies floats, while some other sink
Conceptualization: they had to discuss why this happened and made hypothesis
Investigation: using the virtual lab, they, working in groups, had to come out with a table containing data with the results of the experiments
Discussion: the groups discussed if the hypothesis were true or not. If not, what was wrong? They had to make new hypothesis and try again.
Conclusion: the groups wrote a scientific paper with their results.

Alessandra, Ita

bazzarello_ale — 2016-09-16 15:22:26 UTC

Alessandra, Italy

bazzarello_ale — 2016-09-16 15:22:26 UTC

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.

Emanuela, Italy

manu090762 — 2016-09-16 16:06:40 UTC

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

Francesca

francescagiala8 — 2016-09-16 16:14:56 UTC

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

Raquel Forca, Portugal

cvivaalmodovar — 2016-09-16 17:32:05 UTC

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.

Massimo, Ita

massimo_pescato — 2016-09-16 18:18:03 UTC

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.

steps of scientific

maria_kalam — 2016-09-16 18:44:06 UTC

introduction in physics- steps of scientific method

maria_kalam — 2016-09-16 18:44:06 UTC

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

Maria Mantzila, Greece

mantzilamaria — 2016-09-16 20:10:43 UTC

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.

Manuel Augusto, Portugal

magusto — 2016-09-17 00:23:48 UTC

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.

Ana Martinčević

novoselic_ana — 2016-09-17 07:40:42 UTC

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

argiry — 2016-09-17 07:54:17 UTC

Panagiota

argiry — 2016-09-17 11:00:32 UTC

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.

Aspasia, Greece

aspasia — 2016-09-17 15:13:04 UTC

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!

Olympic Games

mervekizanlik — 2016-09-17 15:30:18 UTC

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.

Claudia Gualandi

gualandi_c — 2016-09-17 16:23:03 UTC

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.

Christos Ntavas, Greece

2016-09-17 17:23:53 UTC

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.

Yıldız/Turkey

ykanlioz — 2016-09-17 19:13:36 UTC

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.

José Gonçalves, Portugal

eufisica — 2016-09-17 20:22:17 UTC

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.

Cecilia Cantizano

maricecicanti — 2016-09-17 20:34:03 UTC

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.

Swaroop Suresh, India

swaroop_the_hope — 2016-09-17 21:32:37 UTC

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.

viki doga, greece

2016-09-17 21:57:05 UTC

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

Cira Serio - Italy

2016-09-18 02:29:11 UTC

Discussion, Conceptualization, Investigation and Conclusion

Anghelina Ciotlos ,Romania

angelinaciotlo1 — 2016-09-18 06:05:20 UTC

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

Inquiry activities about space and astronomy by Daniela Leone

2016-09-18 07:52:16 UTC

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.

George Greece

2016-09-18 08:29:54 UTC

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

Dina Cintra, Portugal

dinacintra — 2016-09-18 08:53:42 UTC

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.

Stavroula Lada, Greece

pde4424 — 2016-09-18 09:45:26 UTC

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

Annalisa De Ruvo

prof_deruvo — 2016-09-18 13:16:31 UTC

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.

Maria A., Serres GR

2016-09-18 13:53:48 UTC

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)

Fanny

2016-09-18 16:08:54 UTC

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.

Iwona Kowalik, Poland

iwona_inka — 2016-09-18 16:44:02 UTC

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

Michaël, France

2016-09-18 17:02:53 UTC

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 !

Cristina Anghel, Romania

cristinaiulia_a — 2016-09-18 17:05:51 UTC

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.

Eunice Godinho - Lisbon, Portugal

eunicegodinho — 2016-09-18 17:14:32 UTC

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

Tânia Coelho, Portuga

tcoelho76 — 2016-09-18 18:25:48 UTC

"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 .

mramonperez1 — 2016-09-18 18:32:51 UTC

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?

Factors that affect the power of magnet

panikkx — 2016-09-18 19:03:25 UTC

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.

Bridge Building

j_hahn — 2016-09-18 19:20:32 UTC

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.

The needs of a Plant

despkaps — 2016-09-18 19:22:55 UTC

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.

Reaction times after spinning

yvenolan75 — 2016-09-18 19:33:01 UTC

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

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

onur_oge — 2016-09-18 20:30:45 UTC

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

gulcinsavasal — 2016-09-18 20:45:48 UTC

Annamaria, Italy

2016-09-18 21:07:50 UTC

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

Maria Panou/Kalymnos

maria_themelis — 2016-09-18 22:45:57 UTC

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

Teaching geometry

mariekant17 — 2016-09-18 23:15:21 UTC

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.

Will it float?

nunolanca — 2016-09-19 01:03:38 UTC

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?

Chemical reactions that produce gases

gennaro_elisa — 2016-09-19 12:14:04 UTC

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.

Georgia Voudouri

georgiavou46 — 2016-09-19 14:22:11 UTC

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 .

Coulomb's law

georgiatsirigot — 2016-09-19 17:43:28 UTC

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.

CRISTIANA,ITALY

anina4_1975 — 2016-09-19 20:28:38 UTC

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

AnnaG - Italy

annag — 2016-09-20 12:39:20 UTC

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

Diana Stegaru, Romania

dya_constantin — 2016-09-20 14:11:16 UTC

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).

Elisa-studying the rectilinear uniform motion

elisa_appiani — 2016-09-20 15:35:29 UTC

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"...

Cristina G ?/ italy

cristinagaiotto — 2016-09-20 19:37:31 UTC

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.

Ellen, Netherlands

2016-09-21 13:46:38 UTC

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?

Angela Metallinou/Greece

gelametal — 2016-09-21 20:38:36 UTC

D Kreculj

2016-09-22 08:36:25 UTC

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...

Paola

pbosetti67 — 2016-09-22 20:50:41 UTC

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.

m. antonietta rescigno, italia

AntonellaRescigno — 2016-09-23 12:30:52 UTC

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.

Catarina Rodrigues, Portugal

canrodrigues — 2016-09-24 06:19:04 UTC

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?

Ida, Italy

DT22 — 2016-09-24 10:07:59 UTC

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

Tina_ Will it go or blow (up)?

tinamellos — 2016-09-24 13:43:19 UTC

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!

Andy_gr

andy_miyiaki — 2016-09-24 16:24:21 UTC

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!!

Thea_gr

theano_zempani — 2016-09-24 17:03:23 UTC

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

Maddalena Autiero, Italy

2016-09-24 17:33:30 UTC

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

Manuela Ortigão

mortigao — 2016-09-24 17:40:57 UTC

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.

Are all cells the same?

roisinuichuinn — 2016-09-24 19:45:31 UTC

(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.

Michele - Italy

michele_rapuano — 2016-09-24 19:56:32 UTC

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?

Rosaria Marino

2016-09-25 17:42:36 UTC

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.

2016-09-26 13:48:02 UTC

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

Manuela Mendes, Portugal

manuelamendes — 2016-09-26 15:10:02 UTC

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.

manuelamendes — 2016-09-26 15:15:33 UTC

Joy Ireland

joy_callanan — 2016-09-27 18:42:36 UTC

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

Joy Ireland contd

joy_callanan — 2016-09-27 18:56:58 UTC

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

The rain phenomenon

evantheod9 — 2016-09-28 17:12:30 UTC

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 .

lili_ana_9 — 2016-09-29 16:33:43 UTC

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

Mitanka, Bg

mimetomt1 — 2016-09-30 06:11:13 UTC

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

Luminita Moise

2016-10-01 06:35:37 UTC

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

amandarduggan — 2016-10-02 12:26:11 UTC

Vasilis Boskos, Gree

2016-10-03 06:29:20 UTC

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..

mbacita — 2016-10-03 11:07:17 UTC

Shapes and colors

Katerina Atmatzidou, Greece

user_1412487490 — 2016-10-04 03:27:48 UTC

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.

Rui Vieira

miguelvieira_com — 2016-10-04 12:11:58 UTC

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.

Mimma Marino, Italy

2016-10-05 21:38:26 UTC

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.

2016-10-05 21:41:11 UTC

Maria Concetta Catalano, Italy

cettinacatalano644 — 2016-10-05 21:53:23 UTC

I think it sums up well the steps that serve

Mimma Marino, Italy

2016-10-06 07:28:09 UTC

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

Alan Kennedy

akennedy15 — 2016-10-07 11:15:38 UTC

"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?

2016-10-09 09:39:27 UTC

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:.

António Faria, Portugal

a_nunofaria — 2016-10-09 17:56:00 UTC

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.

Kristijan Cincar,Serbia

2016-10-12 13:55:23 UTC

Kristijan Cincar,Serbia

2016-10-12 13:55:25 UTC

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...

Chem 4 fun

martaronca — 2016-10-14 02:07:29 UTC

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.

Hafez Murtza

82hafezmurtza — 2016-10-14 23:10:51 UTC

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

Marianthi Arvanitidou- Greece

1canislupus22 — 2016-11-10 14:03:43 UTC

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.

Jeane de Fatima, Rio de Janeiro - Brazil

jeanedefatima — 2017-01-30 18:44:49 UTC

Carmela, PAdova

2017-05-07 15:47:07 UTC

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.

2017-09-18 04:50:34 UTC

2019-07-03 22:20:52 UTC