How to Implement Scientific Inquiry in an Online Learning Environment
Unit Overview:
Topic(s) Covered:
- What does an "online learning environment"?
- How can a standard science lesson become inquiry-based within an online learning environment?
Learning Outcomes:
- You will be able to discuss ways to implement scientific inquiry into a K-5 online learning environment.
- You will be able to design a science standard into a scientific inquiry lesson for a K-5 online learning environment.
- You will be able to show your understanding through a discussion about ways to change and incorporate scientific inquiry into a K-5 online learning environment.
- You will be able to discuss how your learning can apply to your current/future career.
What You Need to Succeed:
- A willingness to engage with content and expand your understanding.
- Familiarity with technology such as Google Jamboard (reflective discussion) and Google Docs (edited lesson plan)
What is an Online Learning Environment?
This form of scientific inquiry would be conducted in a virtual environment. While there would still be class period times, likely between 30-60 minutes, there is more opportunity for students to engage in their learning after class has concluded. Additionally, technology access would be a given which opens up more opportunity for students to conduct research to support their theories and allow them to practice the work of real scientists.
How Can I Adapt a Science Standard?
The first step in creating a science lesson is working to understand what knowledge it is you're looking for your students to walk away with. Additionally, you want to ensure that the language of the standard, in the form of an "I can" statement, is appropriate for the students that you are working with. In an online learning environment, you have the benefit of giving students an opportunity to have more freedom in their learning. They have better access to technology. However, a drawback is focus during the lesson itself. So, it may be even more crucial to be engaging or to be able to condense the information presented to students so as to not lose the engagement of your students. Additionally, if students are to conduct experiments, they need to have the supplies to complete them in their house.
Let's start with an example and work with this standard: 5-ESS3-1 Earth and Human Activity
Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
In this example, the class period would be once per week. The language of this standard would be pretty close to language used in the "I can" standard. One suggestion is: "I can research about ways that communities have used science ideas to protect the Earth's resources and environment." Next, you have to think about the type of inquiry you want to have in your lesson, in this example, it would be best to do guided inquiry. Students should be given the driving question and work to conduct their own activity.
Then you need to work to decide how students will have control of their learning, how the teacher can become the facilitator, how students will be able to collaborate, and how to incorporate a hands-on element. Due to the learning environment being online, students can be given many opportunities at control of their own learning and the teacher can easily work to facilitate that learning. Collaboration and hands-on aspects can be a bit more difficult to incorporate. For this particular example, students can collaborate with community members through interviews and they can work on shared documents with their peers in their class. In regards to hands-on, this can be a bit limited as students need to have the supplies to complete experiments at their home or find a way to access them.
Lesson Plan Example:
Lesson Duration: 30 minutes
Driving Question: How has science helped to protect the Earth's resources?
Next Generation Science Standard: 5-ESS3-1: Obtain and combine information about ways individual communities use science ideas to protect the Earth’s resources and environment.
5 minutes: The teacher should open the lesson with a discussion about Earth's resources. Have students share out what they believe Earth's resources are.
15 minutes: Students should then be told that they are going to be brainstorming about ways that science has helped to protect the Earth's resources. The teacher can use resources such as the Idea Thread Mapper or a Google Jamboard in order for students to be able to collaborate as a class. Students should be encouraged to use their peers ideas as a stepping stone to their own ideas.
10 minutes: The teacher should tell students that they are going to conduct a research project, as real scientists do. They are going to work to understand and report at least one way that science has helped to protect Earth's resources. Students should use any ideas in their shared document(s) that peaked their interest. Students can also be given the option to collaborate with a classmate or two and they can work on a shared document such as Google Docs. Students should spend the time between this class period and the next to conduct research, interview any community or family members, and report on that research so that it can be discussed/presented in the next class period. The only qualification for their projects is that students should work to do their research on a local resource that science has protected. Additionally, offer the option, as an extension, for students to be able to create a model or a small experiment that demonstrates the science used in their research and record a video/picture.
*This lesson plan is based on the assumption that students will have a week in between each lesson session. Additionally, students would have access to research resources such as a computer, local library, news articles, and/or news channel.*
Let's Practice!
Now, it's your turn! You will have two choices in how you want to progress through this activity: choosing your own standard and adapting it or you can utilize the standard that I am providing for you. Some helpful reminders:
- Decide early on the level of inquiry you want to rewrite the lesson to have.
- Utilize the inquiry checklist.
- Remember that you are not going to be perfect at creating an inquiry-based lesson, but any steps in that direction are improvements.
Next Generation Science Standard (NGSS): 5-PS1-4 Matter and Its Interactions
Conduct an investigation to determine whether the mixing of two or more substances results in new substances.
If you would like, you can use the lesson plan template in order to write out your lesson plan. Otherwise, I recommend using a Google Doc in order to write out your lesson plan. Make sure to hit each part of the checklist and ensure that the lesson and language are age/grade appropriate. Do not expect perfection on your first attempt, try your best and use all your resources.
Extra! Extra! Read All About It!
If you want to learn more about the Idea Thread Mapper (ITM) resource, feel free to read about through the link below.
Show Me What You Know:
Reflect on your learning over this unit through a reflective Jamboard. On this Jamboard discuss:
- How you feel your lesson design went
- How your confidence surrounding scientific inquiry is
- Any other questions or comments.
*If you want feedback on your lesson plan, you can share it with me: nabradley000@gmail.com. This is not required, only if you would like to discuss it with me. You can also discuss any concerns or feedback desires in the Jamboard and connect with other learners.*
References:
NGSS Lead States. 2013. Next Generation Science Standards: For States, By States. Washington, DC: The National Academies Press.
Zhang , J., & Chen, M.-H. (n.d.). Idea thread mapper. Idea Thread Mapper. https://idea-thread.net/