TDSB Inquiry-Based Activity Development: Planning Resource

I N Q U I R Y - B A S E D A C T I V I T Y D E V E L O P M E N T

TEACHER PREPARATION RESOURCE

INTRODUCTION

This is a design process for teachers. It will produce a plan for inquiry-based classroom activities for high school curriculum. The

implementation of this process is outlined in the provided In-class implementation Resource. The process assures that the activity plan,

when implemented, will lead students through the four critical stages of inquiry, as addressed in the Ontario Science Curriculum:

This document will aid you in developing an inquiry-based classroom activity plan. In the following pages, a guide to preparation tasks

is provided. On the right-hand side, prototyped preparation tasks are provided for a grade 11 physics activity example. On the left-

hand side of the document, you can document your preparation tasks and decisions, generating a unique inquiry-based classroom

activity plan. The document first addresses general decisions to be made (in the first two pages) and then outlines preparation tasks

specific to each step of the inquiry process.

1.

Awareness

2.

Emergence

3.

Refinement

4.

Extension

PLAN OVERVIEW

COU R S E: SP H3 U (P HY S IC S, GR AD E 1 1 – U NIV ER S I TY P R EP AR A T I ON) ,

STU D EN T E NR OL L MEN T: 2 8

TIMING

Activity Start Date:

Activity End Date:

# Class Periods:

Total teaching time:

Allocate approximate times to each stage:

o Awareness:

o Emergence:

o Refinement:

o Extension:

PLAN OVERVIEW

COU R S E: SP H3 U (P HY S IC S, GR AD E 1 1 – U NIV ER S I TY P R EP AR A T I ON) ,

STU D EN T E NR OL L MEN T: 2 8

TIMING

Activity Start Date: Monday, February 18th, 2014

Activity End Date: Wednesday, February 20th, 2014

# Class Periods: 3

Total teaching time: 3.5 hours

Allocate approximate times to each stage:

o Awareness: 30 minutes

o Emergence: 60 minutes

o Refinement: 60 minutes

o Extension: 60 minutes

EVALUATION

Evaluation objective: formative, summative, demonstrate

understanding of concept, apply understanding of concept

Evaluation format: individually, in groups, or a combination of

both and written, spoken, or presented in alternate medium

Choose stages to evaluate & allocate evaluation methods:

o Awareness: submission of individual notes in

reflection or index card formats, use of chart paper

and colored markers representing each student,

presentations to class and other teams

o Emergence: submission of developed plan, results

produced and supporting reasoning, worksheet

responses presentation to class and other teams

o Refinement: worksheet responses, submitted

assignment of any medium

o Extension: submitted reflections, class contribution,

argument of individual position through any medium,

examination, worksheet responses

EVALUATION

Evaluation objective: formative, summative, demonstrate

understanding of concept, apply understanding of concept

Evaluation format: individually, in groups, or a combination of

both and written, spoken, or presented in alternate medium

Choose stages to evaluate & allocate evaluation methods:

o Awareness: submission of individual notes in

reflection or index card formats, use of chart paper

and colored markers representing each student,

presentations to class and other teams

o Emergence: submission of developed plan, results

produced and supporting reasoning, worksheet

responses presentation to class and other teams

o Refinement: worksheet responses, submitted

assignment of any medium

o Extension: submitted reflections, class contribution,

argument of individual position through any medium,

examination, worksheet responses

1. AWARENESS (UNDERSTANDING)

PURPOSE OF AWARENESS STAGE

Identification of curriculum learning objectives and topics to be addressed

o students develop common and acceptable understanding of concepts to be addressed

Engage intuitive and sensory learning styles

TEACHER PREPARATION TASKS

1. Determine areas of curriculum to be addressed

a. Content strand:

b. Overall expectation(s):

c. Specific expectation(s):


1. Determine areas of curriculum to be addressed

a. Content strand: C (Forces)

b. Overall expectation(s): C2 (net force, acceleration,

mass)

c. Specific expectation(s): C2.3 conduct an inquiry into

the relationship between the acceleration of an object

and its net force and mass (e.g., […] observe the

motion of an object subject to friction […]), and

analyze the resulting data

2. Choose topics and concepts related to curriculum

expectations

a. Key terms/concepts:

3. Identify method to divide students into groups

a. Group size: 3-4

b. Number of groups: 7

c. Grouping method: pre-existing groups, random,

student selected, topic interest, other

4. Identify method to provide student groups with relationship

to investigate

a. Students:

5. Create prompts or activity worksheet for students to achieve

awareness

a. Format:

b. Choose prompts to use from those provided

2. Choose topics and concepts related to curriculum

expectations

a. Key terms/concepts: acceleration, body, density,

friction, mass, motion, net force, terminal velocity

3. Identify method to divide students into groups

a. Group size: 3-4

b. Number of groups: 7

c. Grouping method: pre-existing groups, random,

student selected, topic interest, other

4. Identify method to provide student groups with relationship

to investigate

a. Students: assigned concepts , pick 2 of three concept

cards given, choose any two from master list, generate

concepts as groups, other


awareness

a. Format: verbal prompts, worksheet, guiding

questions, other


2. EMERGENCE (ENGAGEMENT)

PURPOSE OF EMERGENCE STAGE

Students investigate a relationship between two concepts by

o designing methods to investigate a hypothesis

o implementing methods in an active learning environment

Students document process and results of investigation, noting decisions and thought process

Engage sequential and sensory learning


1. Prepare materials (with quantities) and investigation tools to

be provided to student groups


1. Prepare materials (with quantities) and investigation tools to

be provided to student groups

a. construction paper (1)

b. marbles (5, different sizes )

c. balls (2)

d. play-dough (1 container)

e. feathers (2)

f. stopwatch (1)

g. weights (.3, .5, 1, 2, and 5 kg)

2. Prepare generic investigation to guide students if needed


emergence

a. Format:


h. scissors (1 pair)

i. tape (1 roll)

j. string (1 meter long)

k. meter stick (1)

l. carts (2)

m. volumetric flask (1)

n. other:

2. Prepare generic investigation to guide students if needed


emergence


questions, other


3. REFINEMENT

PURPOSE OF REFINEMENT STAGE

Students re-evaluate understanding of determined relationship by considering:

o ways to disprove or prove the opposite

o any assumptions made while determining the relationship

o its limitations and the conditions required to maintain or challenge the determined relationship

Students practice inquiry as:

o inductive learning

o questioning of approaches and findings

o challenging verification

o driving scientific progress



emergence

a. Format:


2. Prepare materials and investigation tools in addition to those

used in the emergence stage



emergence

a. Format: verbal prompts, group discussions


2. Prepare materials and investigation tools in addition to those

used in the emergence stage

4. EXTENSION

PURPOSE OF EXTENSION PHASE

Students reflect on emergence and refinement steps practiced by

o considering impact of developed relationship

o considering applications in other contexts

Provides global learning opportunities

o transferring learning from:

single investigation to

overall science course (Ontario curriculum) to

beyond science


1. Determine context of extension discussions: group

discussions, class discussions, individual reflections


extension


questions, other


3. Prepare to facilitate class discussions


1. Determine context of extension discussions: group

discussions, class discussions, individual reflections


extension


questions, other


3. Prepare to facilitate class discussions

OUTLINE

Stage Timing Evaluation

component

Stage Complete

Checkpoint

1. Awareness

2. Emergence

3. Refinement

4. Extension

CHECKLIST

grouping method determined

curriculum concept cards/list/other printed

hands-on activity materials collected

worksheets printed

evaluation components identified and prepared

activity timeline defined

OUTLINE

Stage Timing Evaluation

component

Stage Complete

Checkpoint

1. Awareness Day 1, 30

mins

Group

brainstorming on

chart paper

Group awareness

consensus

2. Emergence Days 1 &2,

60 mins

Investigation

documentation &

worksheet

Conclusion

emerged from

investigation

3. Refinement Days 2&3,

60 mins

None Refined

understanding

4. Extension Day 3, 60

mins

Worksheet &

discussion

participation

Discussion and

evaluations

complete

CHECKLIST

groups named or grouping method determined

curriculum concept cards/list/other printed

hands-on activity materials collected

worksheets printed

evaluation components prepared or identified

activity timeline defined

1. AWARENESS ACTIVITY SHEET

Questions to think about. Record your thoughts/answers in the space below each question!

1. You selected two concepts to investigate. Describe the meaning of each.

2. How can the effect of these concepts be measured, felt, or observed?

3. Which concepts will you investigate?

2. EMERGENCE ACTIVITY SHEET


1. How will you investigate the relationship between your selected concepts?

2. Why did you decide on this approach?

3. How will this approach lead you to determining the relationship?

4. What previous knowledge informed these choices?

During the investigation, record all steps, decisions, and observations made, no matter how small.

5. How does your choice of investigation method impact the results you are measuring?

3. REFINEMENT ACTIVITY SHEET


BEFORE THE ACTIVITY

1. Read through your record of steps, decisions, and observations, and:

a) Identify any assumptions made

b) Identify any patterns noted and any not noted

c) Think of why you chose to note what you did, in the way you did.

2. Consider the limitations of your investigation and conclusion:

a) What choices did you make that may have unintentionally impacted your results?

b) Is there a material or condition that if introduced to your system will change your results

c) Think of a situation where you could reach an alternative result.

DURING THE ACTIVITY

3. Based on your responses, design a method to disprove the conclusions you previous determined.

Implement this method following the same prompts as you did in the emergence stage.

4. EXTENSION ACTIVITY SHEET:


1. How did the refinement process affect your original hypothesis?

2. What are the benefits or drawbacks of questioning a scientific process? Have you done this before?

3. Can you think of any instances in history when this questioning has been done?

4. How can scientific discovery and progress benefit from the questioning of methods and results?

a) Is this practiced enough in science today?

5. What did you take away from this activity personally?

6. How can you implement what you have learned and the practice of inquiry more regularly?

Documents

TDSB Inquiry-Based Activity Development: Planning Resource