Reflection: Complex Tasks Day 1 Physical Vs Chemical Changes - Section 4: Explore


Guided Inquiry

I used guided inquiry for this portion of lesson to enhance and reinforce students’ learning experience and outcomes. With guided inquiry, I provide the students with the investigation along with the necessary materials for it. I do this so they developing essential skills for successful learning: thinking analytically working collaboratively. This type of inquiry provides students with an integrated learning approach. Not only are they active participants with the content, acquiring new information, and thinking critically, but they are utilizing social skills with their group members where they learn to work together, engage in discussions, and be responsible for following through certain tasks. Collaborating with their peers during a guided inquiry gives them an active role, thus increasing their learning and understanding of the content before them.  With practice and repetitive use of guided inquiry, the idea is to get students to take ownership of their learning by asking questions, describing occurrences, communicating their ideas to others, applying critical and analytical thinking skills, and constructing explanations.

I found the guided inquiry approach worked well for my students. It gave them multiple opportunities to be hands an active participant as they investigated physical and chemical changes in different situations. There were many times I noticed students respectfully collaborating with one another for each task and offering suggestions or thoughts to outcomes.  It is an approach I use often because I want my students to develop their scientific knowledge, understand how to think like scientists, be able to apply and reflect on it. They need multiple meaningful experiences, like they did in this lesson, that they are a part of in order to achieve that.

  Guided Inquiry
  Complex Tasks: Guided Inquiry
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Day 1 Physical Vs Chemical Changes

Unit 2: Structure, Function, and Properties of Matter
Lesson 14 of 19

Objective: SWBAT to differentiate between a physical change and chemical change.

Big Idea: Students conduct six different investigations to distinguish physical and chemical changes in matter.

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