What are some starter ideas for beginning to develop inquiry lessons?

 Hi.  I  teach Earth and life science in Livermore, California.  The 7th grade life science class is now three days into a classroom-based inquiry activity.  The purpose of the activity is for students to learn to develop a testable question, to practice making observations, to learn/practice how to craft a science project, and then practice technical writing skills.

Each student is asked to complete this statement: What is the affect of _________ on a seed or plant?

In class, students are given a snap pea seed to use to answer this question.  Most questions are pretty basic-

(what is the affect of food coloring; growing a seed in the dark;) but some questions are thoughtful and unique.

Students practice writing a hypothesis, materials list, procedures, in their notebook. I have them write rules for each section on the left side of their notebook (write the hypothesis as a statement, not a question.) and their work on the right side of their notebook. They plant the seed. Some seeds are simply put into a clear plastic bag with water and taped to the window. Observe daily, practicing making and recording observations. Measure the plant as it grows, create a data table then graph with the results. Revisit hypothesis, write a conclusion, discuss extension studies. Finally, put plant into outside garden/flower box, enjoy the peas!

Most students are eager to check on their seed as they enter the room. They enjoy watching their plant grow, while learning basics of scientific experimentation. While most students have done an independent science project in the past, working on a project in class and getting teacher feedback on their work guides their future investigations. Also, the research questions can be easily differentiated to challenge the lowest and highest students.

This seed experiment fits nicely into curriculum. We are currently studying cells and movement of materials through membranes. Students observe osmosis by watching the seeds change from wrinkled peas to smooth, round seeds. Students sketch the seed as they grow, learning the names of seedling parts.

Yes, this takes some time and the room is very busy and full of materials (I now have 90+ seedling growing) But the effort is worth it. Students take ownership of the project. They learn scientific writing. Their graph and data tables make sense, since they can be related to the plant they (hopefully) nurtured to growth. The project can be referred back to during lecture throughout the year, and students can refer to their notes as guidance for documenting future inquiry lessons.

 Good morning,

I am an 8th grade science teacher in Bridgeport, CT.  Every year, i start the year off with a review of the scientific method.  This year, instead of having the students take notes on it, and then read an experiment, I decided to give them a bag of M&Ms and tell me what they wanted to know about it.  They came up with all sorts of good projects.  Then I had them tell me how they were going to get the answer.  So they wrote their procedure, gathered their materials, identified variables and all that good stuff without me lecturing.  

Hi:

Great to join this group.  I'm a middle school science teacher in Manhattan, MT., and I always think of inquiry as having students "talk to the material world."  I like my students thinking about the equipment, research question and what type of data might come out of their experimental design.  With my guided inquiry approach, I typically give the students the research question (we are covering a set curriculum), and they design the experiment to answer this question.  Each student is at a different skill level in this process so I need to truly differentiate the instruction.

I have an elective science course I teach, and in this class I can use more an open inquiry approach.  Students first come up with a problem area they wish to address.  Many times we get out into the community and hear community people speak.  For example, the potato farmer that has four different fields with different yields of potatoes, and wonders why.  This might turn into a research question for a group of students to explore.  In this class, I try to allow students these kinds of choices to make.

What are some experiences of other folks?

Walt