Details
| Type of Product: |
Journal Article |
| Publication Title: |
Science Scope |
| Publication Date: |
1/1/2002 |
| Pages: |
6 |
| Grade Level: |
Middle School |
|
Description
To ensure that each student achieves success, teachers can tailor activities with students’ strengths and weaknesses in mind using the process of adaptive inquiry. Adaptive inquiry is the product of the synergistic relationship between what a student brings to the classroom and the teacher’s ability to shape a lesson in response to the needs of the student. The following is an example of an adaptive inquiry activity that uses Launch System Compressor (LCS) Rockets (paper tubes launched by squeezing a plastic bag filled with air). Many divergent outcomes are possible with this activity, but each one can be used to reach the ultimate objective of this lesson—teaching Newton’s third law of motion.
Ideas For Use
Facilitated discussions, a key element of adaptive inquiry, are used to help students define problems, identify variables, collect data, graph results, recognize cause and effect relationships, and build and modify models. Through discourse and supplemental activities, students begin to internalize the use of inquiry in problem solving.
Additional Info
|
Science Discipline:
(mouse over for full classification)
|
Momentum
Newton’s laws of motion
Speed
Velocity
Analyzing data
Collecting data
Interpreting data
Measuring
Modeling
Observing
Predicting
Scientific habits of mind
|
| Intended User Role: | Curriculum Supervisor, Middle-Level Educator, Teacher |
| Educational Issues: | Assessment of students, Classroom management, Curriculum, Inquiry learning, Instructional materials, Learning theory, Teacher preparation, Teaching strategies |
Technical
| Resource Format: | application/pdf |
| Size: | 184 KB |
| Requirements: | Requires Adobe Acrobat Reader |
National Standards Correlation
This resource has 15 correlations with the National Standards.
[HIDE CORRELATIONS]
- Physical Science
- Position and motion of objects
- An object's motion can be described by tracing and measuring its position over time. (velocity)
- Motion and Forces
- Whenever one object exerts force on another, a force equal in magnitude and opposite in direction is exerted on the first object. (9-12)
- The motion of an object can be described by its position, direction of motion, and speed.
- Motion can be measured and represented on a graph.
- Science as Inquiry
- Abilities necessary to do scientific inquiry
- Use data to construct a reasonable explanation.
- Design and conduct a scientific investigation.
- Use appropriate tools and techniques to gather, analyze, and interpret data.
- Develop descriptions, explanations, predictions, and models using evidence.
- Think critically and logically to make the relationships between evidence and explanations.
- Recognize and analyze alternative explanations and predictions.
- Understandings about scientific inquiry
- Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations.
- Teaching Standards
- Teachers of science plan an inquiry-based science program for their students.
- Select teaching and assessment strategies that support the development of student understanding and nurture a community of science learners.
- Teachers of science guide and facilitate learning. In doing this, teachers
- Focus and support inquiries while interacting with students.
- Orchestrate discourse among students about scientific ideas.
- Teachers provide students with the time, space, and resources needed to learn science.
- Create a setting for student work that is flexible and supportive of science inquiry.
State Standards Correlation
Use the form below to view which of your state standards this resource addresses.
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