1. Teacher - Learner Continuum Teacher-DirectedGuided InquiryLearner-Directed Less MoreSelf- Direction

2. Teacher - Learner Continuum Teacher-Directed (Expository Method) Whole class Teacher dominated Lecture, etc. Passive learners

3. Teacher - Learner Continuum Learner Directed (Free Discovery) Child centered Teacher is a facilitator Constructivist Little structure

4. Teacher - Learner Continuum A mixture of methodologies Open ended questions Child discovers Learning by doing Some structure Constructivist approach

5. Teacher - Learner Continuum Guided-Inquiry A mixture of methodologies Open ended questions Child discovers Learning by doing Some structure Constructivist approach

6. Inquiry Lesson Plan Concept Map Lesson Introduction Lesson Objective Standard Alignment Strand Big Idea Concept 5 E’s Engage Explore Explain Elaborate Evaluate

7. Abilities of Scientific Inquiry All students by the end of fourth grade, should have developed the following abilities of scientific inquiry...

8. Abilities of Scientific Inquiry By the end of 4 th Grade: Ask a question about objects, organisms, and events in the environment. Plan and conduct a simple investigation. Employ simple equipment and tools to gather data and extend the senses. Use data to construct a reasonable explanation. Communicate investigations and explanations.

9. Understandings of Scientific Inquiry By the end of fourth grade, all students should understand that the work of scientists do includes the following...

10. Understandings of Scientific Inquiry Scientific investigations involved asking and answering a question and comparing the answer with what scientists already know about the world. Scientists use different kinds of investigations depending on the questions they are trying to answer.

11. Understandings of Scientific Inquiry Simple instruments, such as magnifiers, thermometers, and rulers, provide more information than scientists obtain using only their senses. Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge).

12. Understandings of Scientific Inquiry Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations. Scientists review and ask questions about the results of other scientists work.

13. Moving Toward Inquiry: What Will It Take? What would need to change so that all students could think and do science at this level? What would be the positive and long-lasting consequences of an elementary science education that ensures that students understand and could conduct scientific inquiry?

14. Essentials of Inquiry 1.Learner engages in scientifically oriented questions. 2.Learner gives priority to evidence in responding to questions. 3.Learner formulates explanations from evidence. 4.Learner connects explanations to scientific knowledge. 5.Learner communicates and justifies explanations.

15. Essentials of Inquiry 1.Learner engages in scientifically oriented questions. Center on objects, organisms, and events in the natural world. Lead to gathering and using data to develop explanations for scientific phenomena. Why and How questions.

16. Essentials of Inquiry 2. Learner gives priority to evidence in responding to questions. Empirical evidence. Accurate data from observation of phenomena. Evidence from observation and measurements.

17. Essentials of Inquiry 3.Learner connects explanations to scientific knowledge. Scientific explanations are based on reason. Cognitive processes. Classification Analysis Inference Prediction Critical reasoning Logic Building new knowledge from previous knowledge.

18. Essentials of Inquiry 4. Learner connects explanations to scientific knowledge. Does, Are, & Can questions. Social learning.

19. Essentials of Inquiry 5.Learner communicates and justifies explanations. Results can be reproduced. Clear articulation.