As scientists, we first ask a question and make a prediction about the answer to the question. Then, we design investigations that allow us to observe, experiment, gather data, and analyze data to try to find the answer to our question. Sometimes, the investigation leads us directly to an answer,
and other times, we just have more questions. This process called scientific inquiry is the framework we use for our explorations in science.
This year, we spent the first couple of days discussing the process of scientific inquiry and watching video clips of scientists at work. Then, we decided to be scientists ourselves and jumped into our first science unit on exploring plants.
By the end of the unit, we will be able to answer our question, How do the different parts of a plant 
help it live and grow? On Wednesday, we began the unit with a pre-assessment by studying a plant, making a sketch, labeling the parts of the plant that we knew, and then writing about our observations. It'll be interesting at the end of the unit to review what we knew when we began. I'll bet there will be many details we can add as our understanding grows.
help it live and grow? On Wednesday, we began the unit with a pre-assessment by studying a plant, making a sketch, labeling the parts of the plant that we knew, and then writing about our observations. It'll be interesting at the end of the unit to review what we knew when we began. I'll bet there will be many details we can add as our understanding grows. To get the answer to the essential question of the unit answered, we have to explore other questions and design multiple investigations. So, we asked the testable question, How do bean seeds make a new bean plant? We used hand lenses to observe the similarities and differences of an unsoaked bean seed and a 
soaked bean seed. Students drew and wrote about their observations. Then, they peeled the seed coat, the outer, protective layer covering of the seed, off the bean seed and opened the seed to observe the inside. They made observations, drew what they saw, and then wrote about their observations. After the observation, they were ready to make a prediction. I predict that bean seeds make a new plant by_______ because _________.
soaked bean seed. Students drew and wrote about their observations. Then, they peeled the seed coat, the outer, protective layer covering of the seed, off the bean seed and opened the seed to observe the inside. They made observations, drew what they saw, and then wrote about their observations. After the observation, they were ready to make a prediction. I predict that bean seeds make a new plant by_______ because _________. This is just the start of our unit. Stay tuned to read more about our explorations over the next couple of weeks. We can't wait to share our learning with you.
No comments:
Post a Comment