Reflection: Student Ownership Designing a Nuclear Waste Facility Part 2 - Section 3: Research Questions


Taking the time to conduct a whole group lesson analyzing the questions has been very important to me. Students are familiar with adults asking them to find information and I want to know from them what information THEY think needs to be researched. As we analyze questions I coach them through the wording. "This is a great question but can anyone think about how to make it more scientific?" I model and work though the process of finding the best way to complete the research. During the research I may have a student explain how it was impossible to find the answer. I stop class and ask, "Is anyone having a problem with this?" If so, I say, "We need to determine a better way to word the question. Any suggestions?" I also encourage them to add their own question if they find an important answer as they read. I allow the students to own the questions. After the research has been conducted, I ask the students to summarize what they think is the most important information from the research. In the movie below, a student explains what she thinks is most important for the design. 

  Analyzing Questions
  Student Ownership: Analyzing Questions
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Designing a Nuclear Waste Facility Part 2

Unit 8: Designing for the Future: Nuclear Waste Facility
Lesson 2 of 5

Objective: SWBAT conduct research in an effort to determine the best design for a nuclear waste facility.

Big Idea: Content is king! Armed with answers to their own questions about nuclear energy, students develop design ideas for solving the problem, "Why is it important to design a nuclear waste facility?"

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