WK1Assignment Grossman Dr. (Observing and Analyzing an Inquiry)
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Walden University *
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4020
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Mathematics
Date
Jan 9, 2024
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docx
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Observing and Analyzing an Inquiry-Based Lesson
B.S. Elementary Education Walden University
EDUC 4020/6020 Science K-6 Instruct/Assessment
Dr. Virginia Wilcox
October 20, 2023
Observing and Analyzing an Inquiry-Based Lesson
Inquiry-based learning is a process that involves students in real-world connections through exploration and questioning. This approach to learning encourages problem-solving experiential learning and prompts students to ask questions, share their perspectives, and dig deeper into the topic. In my 5th-grade class, we are studying net forces and applying them to show the work done by simple machines. This lesson builds upon what they learned in third grade. We have begun our study of Force this week. Students could observe the Force by doing "The Marble Challenge," in which students are assigned to work in groups of five and shoot marbles. Students, will I investigate what happens when objects collide.
Before implementing this lesson, my host teacher had to handle the logistics of including state standards, goals, engagements, and assessments. Under state guidelines, she was compelled to design and conduct experiments to learn how the amount of Force affected the speed of a marble.
This activity will help students understand moving objects have kinetic energy, which is the energy of motion. Also, the motion of an object is described by its direction and speed. The class objective was for students to define force and understand how the amount of force affects the speed of marbles, whether it makes them go faster or slower. The directions for the activity were posted on the board for all students to see. Ms. Souder knew how important it was to keep her young audience engaged, so she designed an activity to capture their attention. The students worked in small groups to experiment and observe what would happen when the marbles were in motion. The activity was similar to a shooting marble game, where students flicked the marble and observed where it hit the other marbles and in which direction they moved. Then, they recorded their observations on the Launch image on the piece of paper they
were given at the beginning of the lesson. The students used a measuring tape to measure the distance each marble moved, and then recorded the measurements in centimeters of the five marbles, alphabetized as a, b, c, d, and e. These marbles were placed in the center of the launch pad.
During the lecture, no technology was used. Ms. Souders sang a song called "Down by the Bay" while all the students sat in a circle and sang. She was demonstrating a lesson about force. However, there was an essential missing element in the lecture, which was more definitions of vocabulary words such as force, motion, direction, speed, and kinetic energy. At the end of the lecture, I would have suggested that students come back and define each term. Applying a song could have made it easier for students to remember and review the definitions one more time.
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References
Standards of Learning for Mathematics | Virginia Department of Education. (n.d.). https://www.doe.virginia.gov/teaching-learning-assessment/instruction/mathematics/
standards-of-learning-for-mathematics
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