1. 4:00 – 4:05pm Welcome and Introductions 4:05 – 4:20pm Ice Breaker 4:20-4:30 pm Norms 4:30 – 5:00pm Journaling 5:00 – 5:30 pm Enquiry activity stations 5:30 – 6:00 pm Dinner and prayer break 6:00 – 6:20 pm Debriefing of the station 6:20 – 6:45 pm Inquiry vs. Investigation 6:45 – 7:10 pm Science Curriculum standards treasure Hunt 7:10 – 7:30 pm Workshop requirements & Electronic folder 7:30 – 7:50 pm Closing activity 7:40 – 7:50 pm Summary & reflection 7:50 – 8:00 pm Survey AGENDA

2.  Explore 4 stations - rotate as a group.  Observe and interact with the materials or answer questions.  Think about what you would like to explore further (what you wonder) and write your questions on the index cards. Exploration

3.  What was your experience as a learner at each station? Did the sequence make a difference?  Which station represents the style in which you mostly teach?  Think about the array of students you have and how different students might respond to different approaches Debrief - Reflect and Write

4. Minds-on Hands-on

5.  Science inquiry is the active construction of ideas and the forming of connections.  Science inquiry engages students in the investigative nature of science.  Science inquiry involves activities and skills in an active search for understanding.  Science inquiry transforms learning from watching and listening to doing.  Science inquiry allows students to take an active role in understanding their science learning.

6. “Students combine processes and scientific knowledge as they use scientific reasoning and critical thinking to develop an understanding of science.” -National Science Education Standards Students construct their own understanding by taking an active role in learning.

7. What do you think? Why do you think that? How could you find out? Do you still think that now?

8. Differences  The major difference is inquiry can be just getting the answer to the question they do not know ( different methods can be applied to get the answer)  May not always involve experimentation  Inquiry goes beyond just the process of scientific method.  You can make an inquiry into an investigation.  All investigation begin with inquiry.

10. Science is the textbook, library reports, worksheets. Science is demonstration s done for the students. Science is students replicating experiments. Students do investigations which lead to student discoveries. Students conduct open-ended investigation s to answer teacher generated questions. Students conduct open-ended investigation s to answer their own questions.

11. Structured Guided Student Initiated Inquiry Inquiry Inquiry K-34-89-12 Read & Answer

12. The Inquiry Continuum - Douglas Llewellyn, Inquire Within Learner Teacher Learner Teacher Results Procedure Question Open Inquiry Guided Inquiry Structured Inquiry Demo

13. In a textbook lesson, a guided activity worksheet may be the only investigation. Nothing is under the student’s control except manipulating the materials according to the directions of the worksheet.

14. A question or challenge is presented wherein the students determine the path toward a solution. The teacher, however, provides a narrow focus to the path.

15. The students have control over a range of questions within an area defined by the teacher’s instructions. Subject to teacher facilitation, students have control over the means of the investigation.

16. Making observations Posing questions Examining books and other sources of information Planning investigations Reviewing what is already known in light of experimental evidence

17. Proposing answers, explanations, and predictions Communicating results Identifying assumptions Using critical and logical thinking From National Science Education Standards Using tools to gather, analyze, and interpret data

18. Connecting past knowledge and experiences with a problem Designing procedures to find an answer to a problem Investigating problems through data collection Constructing meaning through the use of logic and evidence

19.  Observing Carefully watching, taking notes, comparing and contrasting, classifying  Questions Asking questions about observations which can lead to investigations  Hypothesizing Providing explanations for any observations  Predicting Suggesting what might happen based on observations  Experimenting and/or Investigating Planning and conducting an experiment  Measuring  Gathering and Interpreting Data Analyzing and synthesizing  Communicating Justifying and defending data

20. Science inquiry is not an either/or approach to science. In other words, it is not all hands-on; nor, is it all books. Use hands-on activities and inquiry investigations, books, class discussion, teacher demonstrations, skill-building activities, videos, computers. Create a balance between teaching strategies, student-driven investigations, and teacher direction.

21. Understand science inquiry. Select a science topic from curriculum. Prepare materials and equipment. Locate resources and explore science content. Develop lesson objectives. Organize classroom. Establish ground rules. Apply the learning cycle or similar inquiry-based teaching strategy.

22.  Creating a rich learning environment by choosing activities that ensure active thinking  Guiding learning in order to ensure content  Planning and presenting the inquiry  Identifying concepts students will investigate  Facilitating investigation and discussion  Asking questions which probe and develop thinking skills  Controlling the class, but at a distance  Monitoring student behavior by moving around room and speaking individually to students