Reflection: Rigor Mystery Powders (Part 1/2) - Section 2: Explore


Student-Centered Inquiry

Allow students to investigate, ask questions, and design an experiment to show you what they know....and they will!

I observed that a student-centered inquiry allows students to productively work with their peers, to collaborate, to have meaningful conversations, and to dig deeper. This multi-day inquiry was a fantastic experience for both my students and myself. I really saw student growth in their observational and investigative skills as evidenced in their Data Tables and written work. This approach to learning allows students the opportunity to ask questions, search for answers, and make discoveries that they would not be able to do in another class or even at home.

Finally, allow time for student to reflect on their learning. Go back to the essential question, give students time to process their thinking, and then write a conclusion with evidence. This is a rigorous process that will produce valid results.

  Student-Centered Inquiry
  Rigor: Student-Centered Inquiry
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Mystery Powders (Part 1/2)

Unit 8: Matter and Atoms
Lesson 3 of 12

Objective: SWBAT explore and identify unknown samples of matter by their physical and chemical properties.

Big Idea: What is an indicator? Drawing on their knowledge of physical and chemical properties, students investigate and use indicators to identify unknown mystery powders.

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2 teachers like this lesson
Science, chemical change (Chem), evidence, chemical reaction, physical property, chemical property, indicator
  40 minutes
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