Labs:

Inquiry Strategies An Integral Part Of The Lesson

Labs, Labs, Labs  Labs are not separate from the lesson.

Inquiry Starters
 Incorporate labs at the point of

Quick Labs
learning.

Full Labs

Data Analysis  Use labs constantly.

Virtual Labs  Analyze the data.

Stations
 Incorporate the data and conclusions of

Lab Practicals
the labs into the subsequent learning
 Have students design their own
experiments

Active Reading / Note Taking

Follow-up on Labs Strategies
 Check for understanding on the lab.  KWL
 Give a lab quiz. Let students use their  Word Splash
lab papers.  Jigsaw Reading
 Ask top-down questions.  Combination Notes
 Cornell Notes
Active Reading Strategies create anticipation for
reading selections and reflection on what students
have read. All of these can be used with cooperative
learning exercises

KWL –Know –Want to Know-Learned KWL –Know –Want to Know-Learned

Have students read a section of the text KNOW WANT TO KNOW LEARNED
or a related article and have them
answer the following questions:

What is something I Already Knew?

What is something I Want to Know?

What is something I Learned?

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Word Splash
A word splash is a collection of key
words or concepts chosen from a
passage or chapter that students are
about to read. This strategy gives
students a chance to relate the new
words or concepts to the main topic of
the reading.
Jigsaw Reading
In a jigsaw activity, you learn something in
one group, and then bring your expert
knowledge to another group.
1. Become part of a group of experts
2. Share your expertise with your team.

Combination Notes Combination Notes

Combination notes are particularly useful for Additional Formats:
students who learn well through visuals. By adding a
sketch to an informal outline, students draw a picture Column One Column Two
to help them understand and recall information. Major Points Minor Points

Outline Examples

General Detail

Key Words: Outline:

Cornell Notes Conceptualization Strategies
 In the right hand  Main Idea Webs
column of the chart,
write an outline of the  Cluster Diagrams
section.
 After writing the  Y Diagrams
outline, list key words
from the section in the
 Sequence Diagrams
left hand column.  Concept Maps
 At the bottom of the
page, write a summary Summary:
of the outline.

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Main Idea Web Main Idea Web
A main idea web connects
Carbohydrates / Polysaccharides Proteins
important concepts and details.
Students can increase the
number of boxes to include Types of Organic Macromolecules

more information as needed.

Lipids Nucleic Acids

Cluster Diagrams Cluster Diagrams

A cluster diagram is a flexible method of picturing the relationships
among ideas. Cluster diagrams are also called word webs. They are
useful for generating ideas and brainstorming.

As students make clusters, words and ideas that they hadn’t thought
of being connected before suddenly appear as patterns. Cluster
diagrams can be a great way for students to acquire new vocabulary.
You can introduce the concept of cluster diagrams by reading the
following points aloud or writing them on the board:

1. Draw a large circle in the middle of the sheet of paper. Write

the main topic in the circle.

2. Draw one to four medium size circles connected to the large

circle by lines. Write a word related to the main idea inside the
circles. Point out that the number of circles can vary based on the
information.

Y Diagrams Sequence Diagrams

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Concept Maps Concept Maps
Concept mapping can be challenging for students, Four ways that information can clarify a concept
but it is an excellent skill for learning science
concepts. The process of figuring out how to map are by
out a concept can in itself help students learn the  • explaining a process
concept—and the map then becomes an excellent
study tool for later on. In the textbook, the main  • identifying effects
ideas or concepts can often be found in the blue
headings. A good strategy is to use nouns from these  • providing examples
concepts in the ovals, and use the verb or verbs on
the lines. Introduce the use of concept maps by  • dividing a concept into parts
reading or writing on the board the following
statement:

Writing Strategies Quick Write / Pair Share

 Quick Write / Pair Share  Think and write down what you know or have
learned about a particular topic.
 RAFT Summary  After you have written down your thoughts and the
 Content Frames facilitator have given the signal, “pair” with another
person with another person and share your thoughts
 Analogies on the topic.
 Position Papers  When the facilitator gives the signal, “pair” with
another “pair” and do the same.
 As a foursome, come up with a summary list of your
thoughts.

RAFT Summary Content Frames: Chemical Bonds

The goal of this Bond Type Nature of Bond Example Relative
strategy is to have strength
students think about compared to
their perspective on other types of
bonds
the topic and their
Ionic Bonds
audience. See the
following examples.
Covalent Bonds

Hydrogen Bonds

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Content Frames: Organic Molecules Analogies
Group Atomic Monomer/Base Sub Groups Description Functions Examples
Elements Unit
Carbohydrates Monosaccharide/
Simple Sugar
An analogy is an extended comparison between two
Disaccharide/ subjects. It is often used to help explain unfamiliar
Compound Sugar

Polysaccharide
concepts, theories, and words by comparing them to
more familiar ones.
Lipids Unsaturated Fats
For example, one can compare Earth’s layers to the
Saturated Fats
layers of a hard-boiled egg. After students gain
Steroids
experience in using analogies, ask them to list
Proteins No subgroup another process, concept, or theory and think of their
Nucleic Acids DNA
own analogies.
RNA

EXAMPLE Position Papers

Suppose that photosynthesis or cellular Position papers allow the students to do
respiration takes place in a factory. You are research on a controversial or debatable topic
a tour guide at the factory, explaining each and then write their position on the topic
step of the process to a group of visitors. based on their research and on their personal
Using analogies, describe what happens at
each step or “in each section of the factory.” opinions.
Be sure to include important details of the Guidelines should be given along with rubrics
process you select. so students have a clear idea of the teachers
expectations.

Connecting Science to the Real World News Links

 News Links There are a variety of sources for current
 Case Studies updates on science in the news. Many of
these feature short articles on the topics we
 Community and Education Projects are teaching on in our classrooms. These
 Issue Responses keep our teaching relevant and often engage
students. RSS feeds are available to update
you. Cooperative learning strategies and
active reading strategies should be used with
current news.

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Case Studies
These are problem based learning exercises. They
have been used for years in some disciplines like
medicine and law, but have been shown in
research to have a definite impact on learning
science. For further information go to The
National Center for Case Study Teaching in
Science
http://ublib.buffalo.edu/libraries/projects/cases/case.html
Issue Responses
These are similar to position papers, but relate
to a current issue in the community, state, or
nation where students get involved in an issue
of importance through letter writing or project
involvement. This includes research into the
area of interest.
Examples: Development of a Wetland
Community Environmental Decisions
Small Scale Modeling
Community and Education Projects
These are hands on projects that students
choose to get involved in or that you set up as
a full class activity. Contact your local
Department of Natural Resources,
Community Government Office, University
Science Department, and Local Corporations.
Modeling
 Small Scale
 Large Scale
Large Scale Modeling
Have students actually role play concepts.
Examples:
DNA Replication, RNA Transcription
Predator/Prey Relationships
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Active Assessment Quick Checks – Card Responses
Quick Check – Card Responses 1. Protein synthesis occurs at the Golgi Complex.
2. Mitosis is the cell division that produces two identical
Quick Check – Other Forms daughter cells.
3. Global Warming is a figment of the imagination and Al
Interactive Review and Assessment Gore.
4. Biology is the Science of the 21st Century.
5. Gymnosperms include evergreens and liverworts.
6. Competition in generally occurs within an individual
population.
7. McDougal Littell Science Rocks.
8. Enough Already.

Technology Strategies Classroom Blogs

 Creating Websites A Blog is a web log that allows topics to be
 Classroom Blogs posted and commented upon.
 Online Partnerships
 Interactive Websites A good site to try for your first classroom blog is
www.blogger.com

Online Partnerships Interactive Websites

 Garbage on the Grass Competition
This program enlists junior high and senior
high schools around the country to audit one
days worth of trash and develop plans to
reduce the waste stream at their school.
www.garbageweek.com
There are a multitude of websites from
publishers, educational institutions and
organizations, and businesses that include
very valuable interactive formats that support
a variety of learning styles and topics.
Students often find these engaging as well as
adding to their understanding through
visualization and interaction.

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 Summary of Active Learning
Other Interactive Websites Strategies
www.NSTA.org/ - National Science Teachers Assoc  Inquiry Activities
 www.NABT.org/ - National Association of Biology Teachers  Reading Strategies
 www.Chemistry.org/ - American Chemical Society  Conceptualization
 www.niehs.nih.gov/science-education/ National Institute for  Writing Strategies
Environment Health Science
 Connections to the Real
 www.pbs.org/teachers/sciencetech/ - PBS
World
 http://nssdc.gsfc.nasa.gov/
 www.nsdl.org – National Science Digital Library  Modeling
 www.nsf.gov – National Science Foundation  Active Assessment
 http://ublib.buffalo.edu/libraries/projects/cases/case.html -  Technology Connections
National Center for Case Study Teaching in Science