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Science literacy is one of the cornerstones of good citizenship in the modern world. A
basic understanding of scientific knowledge and a firm grasp on scientific methods and inquiry
help students enter the world as educated consumers of media. This independent science lab is
designed to give students a chance to explore life science on their own terms and through their
own personal methods. Using labs and activities in science curriculum has been shown to
increase scientific understanding and positive attitudes towards science (Townsend, 2012).
ask and seek to answer questions motivates and encourages students (Bass, Contant, & Carin,
2008). This science lab scaffolds an inquiry method by providing some information, including 21
animal cards with four identifying pieces of information on each, while requiring the student to
make deductions drawing from research and prior knowledge. Since the lab is fully independent,
students are free to work together which contributes to students’ abilities to work cohesively, an
element of laboratory environments that has been shown to improve student academic
This lab was also designed to be open-ended, another contributor to academic success in
science environments (Aladejana & Aderibigbe, 2007). Animal cards could be placed
individually or in concert with each other, students could fill out whole cards or simply one
category on a card to contribute, and students could also place cards that other participants had
completed.
The careful design and explicit instructions built into this lab are an example of high-
quality instruction, which encourages students to move from curiosity to interest to reasoning
(Moulding, Bybee, & Paulson, 2015). The lab is designed to activate prior knowledge and to
spur students into unfamiliar territory. The lab’s focus on local, familiar animals is an intentional
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effort to relate science to students’ everyday lives, which has been shown to increase student
When science curriculum can be delivered in a format that considers all aspects of space
from the physical, to the emotional, to the social, to the intellectual, room is created for students
to be creative (DeVries & Zan, 2012). This lab provides a private but potentially social
environment for students to engage with attractive and personal materials on their own terms. It
incorporates art and design with social, collaborative learning to increase students’ depth of
understanding.
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References
10.1007/s10956-007-9072-4
Bass, J. E., Contant, T. L., & Carin, A. A. (2008). Teaching science as inquiry (11th ed.). New
DeVries, R. & Zan, B. (2012). Moral classrooms, moral children: Creating a constructivist
Moulding, B., Bybee, R., & Paulson, N. (2015). A vision and plan for science teaching and
Retrieved from
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