So the lesson began after lunch, and the students were all hyped up because of the quick intro before lunch. Now they were ready to go, we went through every object. Then I split the students into groups. I gave the students 30 seconds to choose their jobs. This was a task because I had a group fight over who would be what. I explained to that group that no matter the job everyone will be able to participate in the activity. They calmed down and chose jobs.
They getters got the materials, and the groups were off. Before the students were able to retrieve a magnet from me they had to write their hypothesis on the side the papers. Once I saw it, they were able to get to work.
The students were all into the experimentation. I had only 1 group who was off task, and I asked them some questions to get them back on task.
The information I gained in this lesson will be used to help see where my students are at in their science inquiry. I have some students who were able to probe their group and have in depth conversations, but I had other groups who were just filling in their sheet unable to ask each other why.
At the end of the 30 minute lesson, I tried to close the lesson. In the experiment there was a pie pan instead of a pop can. The students were unable to identify what the pie pan was made out of. When I told them that it was the same material as a pop can they still were clueless. I informed them that it was made out of aluminum. Then told them it was a metal. We had a 5 minute conversation as to why they thought that this metal would not stick to a magnet.
Overall I was pleased with this lesson. My students, even Rick, asked if we could continue on with this lesson the next day. Unfortunately, I was not able to continue this lesson. I am trying to think of ways that I can do this lesson in centers, and have the students still be able to learn and be engaged.
Heather Banchi and Randy Bell, my lesson would be considered a confirmation inquiry. There is a set problem, procedure and solution (2008). I am fine with this because this was the first time my students were really able to get this involved in a science lesson. I am going to try to do more lessons as the school year goes on, but I think having my students do a confirmation or structured inquiry is what is best for them. This way they are eased into the science field.
The following images are: The sheet that the students used, the objects used and more action pictures.
Resources:
Banchi, H., & Bell, R. (2008). The many levels or inquiry. Science and Children, 46(2), 26-29.
Hammerman, E.L. (2006). Becoming a better science teacher: 8 steps to high quality instruction and student achievement. Thousand Oaks, CA: Stage Publications.
Walker, Ashely. (January 148, 2010). SIOP lesson plan for second grade science. Retrieved April 4 from: http://www.associatedcontent.com/article/2589057/lesson_plan_second_grade_scientific.html
