How can a teacher simultaneously teach science concepts through inquiry while helping students learn about the nature of science? After pondering this question in their own teaching, the authors developed a 5E learning cycle lesson (Bybee et al. 2006) that concurrently embeds opportunities for fourth-grade students to (a) learn a science concept,…

This inquiry-based lesson was inspired by Denise Fleming's book entitled, "In the Tall, Tall Grass" (1991). The author used the book and a real study of prairie grasses to teach kindergartners how to make careful observations and record what they see. In addition, they learn how to "draw as scientists." Here the author describes her class's yearly…

By changing the venue from festival to a required academic exposition, the traditional science fair was transformed into a "Science Expo" wherein students were guided away from cookbook experiments toward developing a question about their environment into a testable and measurable experiment. The revamped "Science Expo" became a night for students…

Describes a collaborative teaching experience with K-12 students during four-week-long inquiry journeys into the five senses: sight, sound, smell, taste, touch, and reflection. (Author/KHR)

Outlines procedures for using silkworms in elementary science, mathematics, history, ecology, social studies, language arts, art, and physical education. Also focuses on the silkworm's use of the mulberry tree. (DDR)

Shares some strategies for encouraging students to notice their environment in the broadest sense through using the Socratic method. Focuses on specific examples with historical significance such as exploring the period of a pendulum. (DDR)

Focuses on hurricanes and tsunamis and uses these topics to address other parts of the science curriculum. In addition to a discussion on beach erosion, a poster is provided that depicts these natural hazards that threaten coastlines. (DDR)

Discusses various problems with Activitymania (prepackaged activities for science instruction) in the context of teaching scientific inquiry. Suggests that teachers clearly define conceptual goals and their relationships to students' lives and interests before selecting classroom activities. (PVD)

Discussed is the teaching method called the learning cycle and how it can be incorporated into science activities. Included are examples of how teachers and students can use the learning cycle to produce instructional materials. (KR)

Hands-on science activities and first-hand experiences of kindergartners studying trees demonstrate the true meaning of authentic assessment. The activities and teacher interactions had several things in common: (1) they asked students to perform or create something; (2) they invoked real-world applications; (3) they showed that there is more than…