Inquiry+Activity


 * 3. and 4.** [|EDU 7666 Inquiry def and rubric.docx]

Science was a subject in school that I found very unintersting. My boredem in the subject could have been a factor of many things. I can say with a lot of confidece, that one of the main factors in my lack of enjoyment in science was the lack of inquiry learning. My teachers during those years didn't arouse my curiosity in the subject. They taught me the material that I needed to master for exams, and nothing above that. Being a teacher, I know that some students minds may never be open to learning certain things. However, a teacher should attempt to include something into their lessons that will arouse a student's curiosity about some aspect in their subject. A good start to arouse a student's curiosity could be to include an interactive game into the body of a teacher's lesson.


 * 1. Sticking to the subject of science, I found an interactive game that arouse my curiosity in the subject of biology. The "assembling" or "dissection" of a virtual frog. Whether assembling or dissecting, these are the body parts that are invovled in this activity: skeleton, eyes, kidneys, heart, lungs, stomach, liver, s. intestine, l. intestine, the brain, and the nervous system. These body parts along with their name is listed at the bottom of the screen (students are able to see what the body part looks like as well) The object of this game is to pick one of the body parts and click on the part of the frogs body where that particular part belongs and either assemble the frog or take it apart. []**

I think that this activity would be a good one to use in an inquiry classroom because you are able to put together and take apart a virtual frog. Some students may find the idea of putting a frog together more interesting than taking one apart and vice versa. Working with a real life frog doesn't give the teacher the opportunity to give this choice to a student. Simply, I think this activity would arouse student curiousty because you can put together a frog instead of taking one apart. Also, I think this activity becomes even more inquiry based if it is incorpated with a smartboard. The smartboard would allow the students to move the body parts that they see in front of them with their fingers to the appropriate position on the frogs body.


 * 2. Under the "Mathematics, Science, and Technology Education" heading of the NYS Standards, these standards are addressed:**

Students will use mathematical analysis, scientific inquiry, and engineering design, as appropriate, to pose questions, seek answers, and develop solutions.
 * Standard 1**: Analysis, Inquiry, and Design

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
 * Standard 4**: Science

Students will apply technological knowledge and skills to design, construct, use, and evaluate products and systems to satisfy human and environmental needs.
 * Standard 5**: Technology

Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
 * Standard 6**: Interconnectedness: Common Themes

Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
 * Standard 7:** Interdisciplinary Problem Solving


 * These technology standards are also addressed in this activity:**


 * || **Creativity and Innovation** ||
 * || Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * ||  || a. || apply existing knowledge to generate new ideas, products, or processes. ||
 * b. || create original works as a means of personal or group expression. ||
 * c. || use models and simulations to explore complex systems and issues. ||
 * d. || identify trends and forecast possibilities. ||  ||


 * **Critical Thinking, Problem Solving, and Decision Making** ||
 * || Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * ||  || a. || identify and define authentic problems and significant questions for investigation. ||
 * b. || plan and manage activities to develop a solution or complete a project. ||
 * c. || collect and analyze data to identify solutions and/or make informed decisions. ||
 * d. || use multiple processes and diverse perspectives to explore alternative solutions. ||  ||