Reflection: Rigor Conductors and Insulators - Section 3: Active Engagement


It seems so simple, yet I think asking questions during a science investigation is often skipped by instructors. Many times, we are watching the clock, hoping the page gets filled in or the task is completed, so we run around keeping things in order. 

I have found that my favorite, as well as that of my student's, is when I sit with them and listen to their thinking. I usually only have to ask a "why" or "what makes you think" question and they empty their brains for me. 

Prompting them to give evidence, show outcomes, explain their agreements and disagreements, raises the rigor of every lesson and it takes the least amount of time. 

If you don't already, give yourself permission to simply circulate and listen to your students. Ask "why" and then stop talking-don't give the answer, even if they don't have it. Just challenge them with a bit more to try or think about. They will amaze you.

  Questions to Guide Claims and Evidence
  Rigor: Questions to Guide Claims and Evidence
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Conductors and Insulators

Unit 9: Electricity
Lesson 5 of 13

Objective: Students will be able to determine what materials are electrical conductors and which are insulators while independently thinking through problems and their solutions.

Big Idea: Going on a type of scavenger hunt can be intriguing for students. When that hunt causes them to gain knowledge of scientific concepts, the motivation is high. Students will use their independent thinking skills to make sense of the world around them.

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1 teacher likes this lesson
Science, Electricity, conductors, insulators, open and closed circuits, open investigations, Claims and Evidence, predictions
  40 minutes
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