Grade+02

Grade 2: Inquiring Minds Want to Know

__Inquiry Task #1__: For your grade / course, identify the "generic" inquiry-based skills you currently employ with your students.


 * Observing
 * Categorizing
 * Predicting
 * Collecting/Recording Data
 * Inferring
 * Performing Experiments
 * ====Design/Develop Experiment ====

__Inquiry Task #2__: List the units that currently are taught in which inquiry skills appear.


 * Marvelous Metamorphosis
 * observe plastic butterflies
 * collect monarch data and predicting
 * practice inferring through mystery sock which contains mystery objects
 * Quarterly Assessments: Mushroom Experiment, Salty Pennies, Strongest Magnets

>> Marbles and Ramps (Peter Woodbury...DIG replaces this if you'd like)
 * Animals in Winter
 * Observing gourds (Peter Woodbury...DIG replaces this if you'd like)
 * How do Animals Stay warm in winter?
 * Blubber Glove
 * Inferring with Animal Track rubbings (Peter Woodbury...DIG replaces this if you'd like)


 * BEST Visits
 * Mass
 * Temperature
 * Volume


 * Hurray for the USA
 * Sea shell observation ((Peter Woodbury...DIG replaces this if you'd like)
 * Penny flip predicting/Penny puddle/Penny grab: predicting, collecting and recording data
 * Penny spill (performing experiments)
 * Electricity: Designing and developing an experiment

>>> >>>
 * Natural Wonders
 * Rocks, Mineral and Fossils
 * Bar magnet observation
 * Marble predicting
 * Sorting gems to collect data
 * Rotten Rock (inference)
 * Rock Hound, Washing the Rock Away and Making Rocks (performing experiments)
 * White Powders
 * Seeds and Plants
 * Seed sort (categorizing)
 * Flower (dissection)
 * Germinating/Tomato-sphere (prediction)
 * PEA seeds/Bean (data collection)
 * Stem study
 * Growing seeds (growing seeds) (Peter Woodbury...DIG replaces this if you'd like)
 * Gel-bees (performing experiments)

__Inquiry Task #3__: Brain-storm ideas for how your current units or activities can be made more inquiry-based.
 * 1) Focus on questioning techniques and provide more questions for science exploration (see examples below or go to link Inquiry Questions):
 * 2) What does this make you think of?
 * 3) In what ways are these different?
 * 4) In what ways are these the same?
 * 5) Tell me what happened?
 * 6) Show me what you can do with it?
 * 7) Provide place-based, real world learning opportunities. For example doing the same lesson outside in the real world rather than a pencil paper lesson inside. Peter Woodbury, DIG will help with this.
 * 8) Holding tank for ideas and questions
 * 9) Provide students with science journals. Students can informal observations and drawings on one side of the journal and formal write-ups on the other.
 * 1) Provide students with science journals. Students can informal observations and drawings on one side of the journal and formal write-ups on the other.