Engaging in Guided Inquiry
For this experience I was to engage in a guided inquiry experiment. I was presented with a question and from the their had to work to answer the question with the tools that I had. In this insistence I did have to find some additional tools to use as well. In this type of inquiry learning students, and myself, have to brain storm ways to solve and answer the question. (Banchi and Bell, 2008)
In this guide inquiry experience related to momentum, I focused on the question, “How does the steepness of a slope and mass affect a collision outcome?” From my science kit tool box I chose the two marbles, one small and one large. I decided to use these tools because the larger marble has more mass than the smaller. I was curious to see what would happen when they colluded in different position, one the at top of the slope and the other at the bottom and vice verses, at different slopes of steepness.
The Experience
I conducted this experience at home where we have mostly wood floors with the exception of the living room where we have carpet. Being that I did this at home, I did not have all the material I would have had if I had conducted it at school in my classroom. There I had a lot of tools to use to create different sized slopes. What I did have though my third grade daughter who worked right along side of me through it all. We found a rolled up yoga mat to use as a slope for the marbles to travel down.
Once we had a our material needed we began working on answering our question. We decided to first try the marbles on slope of zero degrees on the kitchen counter. I decided we would take turns releasing the marble so that the same energy and force was applied to the marble, no matter its mass. On the flat surface with little resistance, the large marble when it was already moving and made impact with the smaller marble which was at rest would send small marble rolling and the large marble tended to slow a little bit. When the opposite marble was set into motion first and colluded with the larger marble the large marble would move but at slower velocity than the smaller marble.
When we moved this experience to a slope we saw much of the same reactions but a much great increase to velocity and distance with larger marble when it was rolled down the slope. It seemed to have very little impact when it came into contact with the small marble at rest. Just for fun we did try the slope portion of the experience on the carpet in the living room to see what would happen, there was definitely a decrease in the distance and velocity of the marbles after impact.
It was a little challenging for us to find the right material to use to create the slope and still do not know if the yoga mat was the best option but it was what we had to work with. Doing this at home showed me that had I been conducting this activity in my classroom I would need material that students would be able to use for a slope better than. I wouldn’t have to give them the slope but could point them to a group resources they could use. I have found this in teaching to be something that has helped me in my classroom. As my daughters have been getting older I am able to practice more of my lessons with their help. I can get a students perspective, whether its my kindergarten or third grade daughter. Using this idea in lesson planning helps to find weakness in the activity and whether or not the students will actually enjoy it. (Woods, 2019)
Taking Guided Inquiry to the Classroom
When it comes to taking this type of inquiry to the classroom it could possibly look different depending on the grade level. I am just a few weeks into the new school year where for the first time I am teaching grade K-8 and this very much different than just teaching one or two grade at the most, at a time. This would be a possible challenge. But I think adapting it the guided inquiry lesson and questions to the different grade levels would not be difficult. It would be a matter of changing of the questions around slightly. An example with my own question I might have to add a little more understanding or guided instruction to the question.
However, I think this is a lot of great value in brining this type of teaching and inquiry learning to the classroom. Students learn through play. (Buxton and Provenzo, 2011). Having a hands on experience with the objects, students would be able to play and learn at the same time. While working this experience myself, my daughter and I had a lot of fun with it. We both learned from the experience. This type of experience would also benefit my kinesthetic learns. Those that are fidgety and need to do hands on experiences in their learning process would greatly benefit from this type of inquiry. (Buxton and Provenzo).
Conclusion
My classroom being a specials class for students is very hands on already and I am excited to take what I have learned in this experience with a better understanding of what my students would be doing. As a teacher, practicing something like this at home helps be to have my own understanding of the guided inquiry experience and know any obstacles my students may face and to better help guide them to success.
References:
Banchi, H., & Bell, R. (2008). The Many Levels of Inquiry. Science & Children, 46(2), 26–29. Retrieved from https://search-ebscohost com.ezp.waldenulibrary.org/login.aspx?direct=true&db=eue&AN=508002133&site=ehost-live&scope=site
Woods, Chris. (Producer) (2019, September 10) The STEM Everyday Podcast [Audio Podcast] Retrieved from https://itunes.apple.com/WebObjects/MZStore.woa/wa/viewPodcast?id=1111792057
Buxton, Cory A. & Provenzo Jr., Eugene F (2011) Teaching Science in Elementary and Middle School Thousand Oaks, CA: Sage Publications. Page 68.