These are the Discussion Questions for Technology in the Inquiry-Based Science Classroom, Spring '99. Please feel free to browse... And remember, Peer Review and Input are fundamental component of inquiry. You are being called upon to provide feedback to your peers.

The Curriculum Assignment:

WEEK TEN (Apr 19-23)

Assignment: Write draft of Written Assignment. Email it to the instructor by Monday, 8 am. Read two other participants’ drafts. Complete feedback form on them by Friday, 8 am.

THE WRITTEN ASSIGNMENT
Using the information gathered in this workshop course as well as in your own research and experience, create an inquiry for your students that explores one of the following themes:

You are also invited to submit your inquiry to Dragonfly magazine for possible publication in a future issue of the Dragonfly Teacher’s Companion. Or better yet, have your students try out your inquiry. Then they can write about their inquiry process and their findings and submit their article for possible publication in Dragonfly. So, be thoughtful, creative and innovative! Your ideas may positively impact children’s learning not only in your classroom but also across the country.

GENERAL BACKGROUND INFORMATION
What is Inquiry-Based Learning? Rather than have a textbook or a teacher determine what should be learned, inquiry invites children to be at the center of learning and involves an open-ended and exciting process. First, children formulate a question or problem to be solved within a given theme. Because they are the ones asking the questions, the questions will be naturally interesting and relevant to them. Then, with the teacher’s help and guidance, they make predictions on their questions, find ways to search for and collect information to address the question, and make sense of the information found. Finally, they develop a response to or point of view on the question. Many times this process leads to new, more exciting questions. Most importantly, it teaches children that they can think and solve real-world problems and that they don’t necessarily need to be in a classroom to learn. Inquiry does not require the teacher to be the expert. Avoid activities with known outcomes. There is no one right answer or way to do investigations. Great minds do not stay only on well-tread roads!

WHAT TO INCLUDE IN YOUR CURRICULUM
Follow the format used for inquiry lesson plans in the Field Guide and the Dragonfly Teacher’s Curriculum. You should include the following components:

Brief summary statement of the inquiry. In one or two sentences, tell your reader the main highlights of the lesson.
o State the season(s) in which the inquiry can be done.
o Give the amount of time needed (number of class periods or days).
o Background information about the theme (for the teacher and perhaps for the students). This section should cover major background information necessary to know in order to teach the lesson.
o Provide the concepts and skills that will be covered in the inquiry lesson.
o List of materials and supplies needed for the lesson
o Make it Happen--A direct, clear and easy-to-read description of the steps to be taken in the inquiry. All of the steps should lead to answering the main inquiry question(s) asked.
o Applying and Reflecting – Usually this is some activity that allows students to apply the knowledge gained in the inquiry or to reflect on their learning. Often it is a fun performance-type event.
o Extension ideas—Short ideas for furthering students’ exploration of the theme. Often these incorporate non-science disciplines.
o Adaptation ideas--some brief ideas on how the inquiries and activities could be adjusted for students with special needs (e.g., learning disabled, handicapped, gifted and talented). This one is optional.
o Assessment and Teacher Reflections—Often this is a statement of how student work should be evaluated or assessed. It can also include a thoughtful question related to the lesson for the teacher to ponder.
o Additional sources the teacher and students can use for further study (e.g., web sites, books, films, videos)

EVALUATION CRITERIA
Here’s what we will look for when we are evaluating the curriculum:

o Does the lesson address one of the assigned themes?
o Is the lesson inquiry-based?
o Is the lesson innovative, educational and fun? Does it go beyond the typical class experience? Does it involve hands-on learning?
o Is it educationally sound and challenging?
o Did you include all of the components listed above?
o Is there adequate information and explanation provided? Is the information thorough and clear?
o Is the curriculum organized logically and clearly?
o Is the curriculum well-edited and proofread?

The input for assignments will be on three different pages. You can Input Your Technology Challenge Responses & Feedback, your Discussion Questions, and your Written Assignments and Feedback by clicking on the Links and following instructions.

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Technology in the Inquiry-Based Science Classroom: Post your Draft and Feedback to your peers Here

• Melissa Kidwell (2/19/99 )
• A TEST of the Draft Curriculum Postings (2/15/99 )
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