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inquiry Based Lesson Plans | Posted in New Teachers

Hi Stephanie, 

There are a lot of ways to incorporate inquiry into a second grade classroom.  If you aren't very familar with inquiry, a good place to start is with this article from Science and Children (The Many Levels of Inquiry) that discusses the four types of inquiry. It gives some sample suggestions of how to use the four types of inquiry in your classroom.  

From there, I would look my curriculum and decide what types of inquiry I would want to use as I am teaching. What types of topics are you going to be covering in second grade?  What information do students need to know in third grade?  Knowing that information better helps in planning.  If you your state has adopted NGSS and you are unsure, you can always start by looking at the NGSS standards that can be found here. 

Another resource you might look at is an ebook, A Year of Inquiry, that the Learning Center has at a nominal fee.  

Respond back and we can brainstorm together.

 

 

 


Ruth Hutson

Implementing STEM in my classroom | Posted in STEM

Hello Leslie! I'm also currently working with kindergarteners for my student teaching. I think that one easy way to implement STEM in a classroom would be to start off small by using the kind of language you would hear in a science classroom. Using vocabulary such as "experiment, predict, and observation" are just small ways you could implement STEM. Additionally, you could think about the kinds of lessons that you are presenting to your students. You could think about which of your lessons could be presented as a problem or a question that students can explore. By doing this, your curious, little learners can think about problem solving and research.


Krystal Kennedy

Chem for those who do not like it | Posted in Chemistry

Hi! I think you have hit the reason for NGSS right on the head! The phenomenon approach to learning is what drives those students in the classroom. When teachers engage their students with phenomena they have a true curiosity or interest in the interest levels in the classroom drive up. Students are shifting from this rote memorization or even just learning content in isolation; to having a role and a mission of trying to figure something out. Chemistry is especially daunting in isolation. When you give students a task, then build a story around that task where now they need to know this information to complete the task. They will be more engaged. The hardest part is choosing a phenomenon that fits your students. You should figure out what are they interested in. What are things that would hook them? Once you get to know your students more you will know the types of phenomenon’s that will drive them.


Jessica Holman

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Jennifer Cuenca

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