While ice is usually referred to as ice cubes, indeed, most are not really cubes at all. In this 5E learning-cycle lesson, students will investigate different shapes of ice and how shape affects the speed of melting and the rate of cooling a glass of water. Students will compare three different shapes of ice with the same volume but different…

Having students design their own methods regarding data collection during a lab may help them formulate appropriate investigative procedures. The authors use a modified gallery walk to develop science skills. (Contains 3 figures.)

A well-known lesson taught by many upper-elementary and early-middle-school teachers at the beginning of the school year asks students to compare how arm span relates to height. Students measure their height and arm span and compare their measurements to those of their classmates. This lesson gets students measuring, graphing, and practicing…

Elementary and middle school teachers often provide students with hands-on activities or even inquiry-based investigations that emphasize science process skills such as observing, classifying, identifying and controlling variables, hypothesizing, experimenting, and collecting and analyzing data. These activities and investigations are frequently…

Middle school students often struggle when writing testable problems, planning valid and reliable procedures, and drawing meaningful evidence-based conclusions. To address this issue, the author created a student-centered lab handout to facilitate the inquiry process for students. This handout has reduced students' frustration and helped them…

The "What's the "matter" With XOD" activity addresses students' misconceptions and refines their ideas about phases of matter. This activity introduces the characteristics for solids, liquids, and gases, and begins a discussion about physical and chemical changes and how matter can cycle through different phases. Depending on class size and…

Connecting science with different cultures is one way to interest students in science, to relate science to their lives, and at the same time to broaden their horizons in a variety of ways. In the lesson described here, students make kimchi, a delicious and popular Korean dish that can be used to explore many important chemistry concepts,…

While the scientific method is a logical, orderly way to solve a problem or answer a question, it is not a magical formula that is too complicated for nonscientists to comprehend (Keeton and Gould 1986). The scientific method may include a variety of steps, processes, and definitions. It should not be seen as a single series of steps, with no…

In the last After the Bell column, the importance of algebraic thinking was discussed, with respect to a common practice used in scientific inquiry-the importance of rates. This column discusses the importance of functions in preparing students for empirical and experimental inquiry. Functions are not only a necessary mathematical tool for…

As every parent knows, children are no slouches at generating questions. But the scientific potential in a child's spontaneous question can easily be lost; children often fail to take the step beyond casual curiosity into systematic inquiry. Questioning is indeed robustly rooted in children's everyday ways of thinking about the world, but serious…

To prepare teachers for implementing an integrated curriculum, the University of Louisiana at Monroe conducted a program of professional development for teachers called Integrating Instruction through Inquiry, or I[3] for short. The program provided teacher teams with insight into what scientific inquiry is really all about, while helping them…

Presents a fun-filled activity in which students create the perfect Kool-Aid recipe. Incorporates chemistry, cooperative group skills, experimentation, and recording of results. (JRH)

Describes a fifth-grade science classroom where students were asked to invent an operational definition of matter and validate that definition by designing and implementing a variety of tests. Challenges students to confront their misunderstandings about matter and move beyond merely reciting a definition. (JRH)

Presents a science laboratory using different brands of potato chips in which students test their oiliness, size, thickness, saltiness, quality, and cost, then analyze the results to determine the best chip. Gives a brief history of potato chips. (YDS)

Discusses the importance of observation in science education, how to foster students' observation skills in the classroom, and how to facilitate what they observe when learning. Includes a list of components of good scientific observing. (KHR)