INQUIRY and Design

[...]we work to combine inquiry and engineering when we can. Because we do not have a stove in our classroom, we bring out a hot plate to confirm that heating up the water is a possibility. Sometimes we use this as an opportunity to talk about NOS by asking, "Why do scientists make assumptions...

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Bibliographic Details
Published in:Science scope (Washington, D.C.) D.C.), 2020-02, Vol.43 (6), p.50-57
Main Authors: Holub, Jordan, Kruse, Jerrid
Format: Article
Language:English
Subjects:
Academic Ability
Climate
Coffee
Cognitive ability
Collaboration
Curricula
Engineering
Food
Group Discussion
Guidance
Heat
Individualized Instruction
Nature
Science Curriculum
Science education
Science Instruction
Scientific Literacy
Scientific Principles
Scientists
Students
Teachers
Temperature
Thinking Skills
Water
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Summary:[...]we work to combine inquiry and engineering when we can. Because we do not have a stove in our classroom, we bring out a hot plate to confirm that heating up the water is a possibility. Sometimes we use this as an opportunity to talk about NOS by asking, "Why do scientists make assumptions when doing their work?" Now that the class understands how we can collect data on temperature and color spread, we have small groups of students brainstorm how they could investigate how fast the food coloring will disperse using different temperatures. Alternative strategies for differentiation and cost * If your school does not have hot plates, consider using a percolator or coffee maker as a substitute. * If time or student ability is of concern, having the various temperatures of water set up in advance can lighten students' cognitive load. * Also, if time is a concern, the food coloring activity can be done as a demonstration.
ISSN:0887-2376
1943-4901