In this article the authors describe a model that starts from the basics of the OWL (observe, wonder, learn) large-group discussion strategy then moves onto new experiences that serve as the jumping off point for student-generated questions and investigations. The OWL version of a KWL (Know-Want to Know-Learn) process becomes a path to language…

Scientific modeling, the practice of creating models such as "diagrams, analogies, and simulations" (NGSS Lead States 2013) allows students to develop and revise their own representations of the natural world and use them to generate predictions and explanations about scientific phenomenon. Research provides evidence for elementary…

From the earliest days of their lives, children are exposed to all kinds of sound, from soft, comforting voices to the frightening rumble of thunder. Consequently, children develop their own naïve explanations largely based upon their experiences with phenomena encountered every day. When new information does not support existing conceptions,…

The authors' rural community experienced an explosion of young learners moving into their schools who did not have English as their primary language. To help their teachers meet these challenges, they began to partner with a program that provides grant-funded support for migrant learners (see Internet Resources) to find ways to address these…

Many times students are given the task of keeping a science notebook, but do not fully understand the process or purpose of this endeavour. Science notebooks contain not only data but also questions, predictions, observations, and reflections from their experiences in science. To maximize the effectiveness of the science notebook, teachers must…

This inquiry-based investigation focused on shadow measurement and the apparent movement of the Sun throughout the school year. Students would collect data about their shadows weekly. Toward the end of the year, students would then organize and interpret their data. The authors hoped they would discover that the angle of the Sun changes throughout…

One author shares the unique opportunity to be immersed in the science of "sound at work" through participation in NOAA's (National Oceanic and Atmospheric Administration) Teacher at Sea Program. A third- through fifth-grade learning outcome within the Nature of Science section of the "Next Generation Science Standards"…

Where the author teaches is far from the ocean, bordered on one side by forests of ponderosa and by the High Desert on the other. So when his first graders walked into class on the Monday morning after the 2011 earthquake and subsequent tsunami along the coast of Japan--and their usual light conversations about the weekend included some sobering…

"Feeding up" establishes a substantive line of inquiry that compels learners to engage in investigation and inquire. It also forms the basis for the assessments that follow. Once students understand the purpose and begin to work, they receive "feedback" that is timely and scaffolds their understanding. Based on their responses, the teacher gains a…

Real science means wrangling with peers over real ideas. Wouldn't it be thrilling to emulate a real life model of science in action in classrooms? How? By starting with a great, hands-on activity modeling an object in space that introduces both key vocabulary and science concepts with visuals to support retention and learning; encouraging…

In school, the traditional format for the formal sharing of science experiences has been the science fair. Usually the science fair is conducted as a competitive event at which prizes are awarded for the "best" examples. Unfortunately, this type of science event has little connection to the real sharing that scientists do regularly. The National…

How can you connect, supplement, and extend students' firsthand investigations? Look toward your bookshelves for a clue. Books and other textual materials can serve the following roles in support of scientific inquiry: providing context, modeling, supporting firsthand inquiry, supporting secondhand inquiry, and delivering content. Each of these…

In this science investigation based on the 5E learning model, students moved through four different centers designed to focus their attention on the concepts of mass, volume, and density. At these stations, students encountered discrepant events that heightened their curiosity and encouraged discussion with peers about what they expected and…

Suggests techniques used to analyze models and describes preservice elementary teachers' experiences as they critically examined popular models used in many elementary classrooms. (KHR)

Most of teachers are familiar with the 5-E model of science instruction-engage, Explore, Explain, Expand, and Evaluate (Trowbridge and Bybee 1990). It is a valuable tool that allows teachers to structure science experiences so students use the processes of scientific inquiry to construct and connect ideas rather than simply memorize seemingly…