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Discover and Explore During this inquiry component, students: Plan investigations Conduct investigations Have common experiences Collect evidence Participate in “hands -on, minds- on” investigations Students have many experiences related to the conceptual leaning goals that will help them answer inquiry questions. Often, teachers guide students through common experiences which allow them to compare their ideas with others. They actively examine and manipulate objects and phenomena through direct investigations or models, depending on oral communication skills, as they puzzle through problems with peers. Students identify and develop their current understanding of the concept while generating new ideas and questions. Managing the classroom: Prepare materials well before they are needed. Decide which supplies need to be purchased and which you will request students bring from home. Recruit helpers (current or older students, parent volunteers) to help prepare, inventory, and manage materials. Consider grouping students and assigning team jobs. Allow “ explore ” time for students to manipulate materials and equipment before beginning the actual activity. Explicitly state safety expectations, including how materials should be used. Clearly define your expectations on how materials should be cleaned up. Allow enough time for cleanup. Expect students to use skills they learned in previous units or grades. Structure and Strategy Hints: Be involved and engaged with students during this time. You do not need to tell them the “right” answers or solve their problems, but instead, participate as a learner and use questions thoughtfully to help students meet your learning goals and deepen their thinking. Allow students to make mistakes as they investigate (within reason and always with safety as a priority). These errors provide for rich learning experiences for students and opportunities for teachers to deepen understanding. Have a plan for what students should do If they finish early. Provide mini-lessons for students to develop specific skills (such as how to design fair tests, gather and clean up materials, collect data, or use a specific tool). Skills Students Develop: Many of the science process skills are used during this component, including: Predicting Observing Designing fair tests Conducting investigations Communicating Students also gain practice with more definite skills, such as: Creating technical drawings Creating data tables Recording and organizing thinking in writing Using scientific tools Using and evaluating models
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