Assignment:
Questions are an integral part of science and science education. Questioning in science classrooms should drive investigations, activate prior knowledge, encourage exploration, and promote problem-solving.
Both teacher questioning and student questioning are essential to learning. One way to help students generate questions is to complete an "I Notice... I Wonder..." activity. During this activity, the teacher shows a phenomenon or engineering problem through demonstration, displaying a picture, or showing a video with the purpose of students making observations and asking questions about what they see. Additionally, strategically planned teacher questions can help drive student inquiry.
As a lead teacher on your team, you have been asked to design and prepare for an "I Notice, I Wonder" activity that will introduce a new lesson.
Note: You may choose to use a standard and objective from your Topic 2 assignment or select a new standard to inform this assignment.
Choose one of the following deliverables to complete this assignment:
ELM-455 "I Notice, I Wonder" template
A digital resource using a free online platform such as Trello, Padlet, or Canva that can be shared with other teachers on your team
Part 1: "I Notice, I Wonder" Activity
Utilizing the deliverable of your choice, address the following:
A K-8 science standard. Note: If the selected science standard lends itself to cross-curricular alignment, also include a health standard.
The essential/driving questions for the lesson and a possible answer to the questions.
An aligned learning objective or learning target.
A description of the scientific phenomenon or engineering problem, a picture, or a link to the video.
Your brainstormed list of observations (I Notice) and questions (I Wonder) that students might generate. Include a minimum of five observations and five questions.
Five strategically planned teacher questions that would activate students' prior knowledge, drive student inquiry and learning, and encourage exploring and problem-solving during the investigation of the phenomena/problem. Use the Crosscutting Concepts and other resources to draft effective and meaningful questions that drive student inquiry. Label each question with a corresponding crosscutting concept, which represents the lens through which we think about and make sense of the phenomena or problem.
At least three possible investigations based on the questions generated that would help answer the essential/driving question. Label each investigation with at least one science and engineering practice that students would engage in during the investigation and describe how that might look. Need Assignment Help?
Part 2: Reflection
Write a 150-300 word reflection addressing the following:
Explain how student investigations, such as an "I Notice...I Wonder..." activity, support effective questioning, discovery, and inquiry skills in science and health.
Describe how you might adapt this instructional activity to meet the needs of diverse students and address the challenges they may face with the activity.
Discuss at least one example of how this inquiry-based activity can incorporate global learning.
Support your work with 2-3 scholarly resources.
Submit your template or a single document with a link to your online platform and resources.
Ensure the link can be viewed by others prior to submitting.
Note: The link or deliverable to this assignment may be added as an artifact to the teacher toolkit you created in ELM-211.
While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines.