i notice, i wonder

 Questions are an integral part of science and science education. Questioning in science classrooms should drive investigations, activate prior knowledge, encourage exploration, and promote problem-solving.

Both teacher questioning and student questioning are essential to learning. One way to help students generate questions is to complete an “I Notice… I Wonder…” activity. During this activity, the teacher shows a phenomenon or engineering problem through demonstration, displaying a picture, or showing a video with the purpose of students making observations and asking questions about what they see. Additionally, strategically planned teacher questions can help drive student inquiry.

As a lead teacher on your team, you have been asked to design and prepare for an “I Notice, I Wonder” activity that will introduce a new lesson.

Note: You may choose to use a standard and objective from your Topic 2 assignment or select a new standard to inform this assignment.

Choose one of the following deliverables to complete this assignment:

• ELM-455 “I Notice, I Wonder” template
• A digital resource using a free online platform such as Trello, Padlet, or Canva that can be shared with other teachers on your team

Part 1: “I Notice, I Wonder” Activity

Utilizing the deliverable of your choice, address the following:

• A K-8 science standard. Note: If the selected science standard lends itself to cross-curricular alignment, also include a health standard.
• The essential/driving questions for the lesson and a possible answer to the questions.
• An aligned learning objective or learning target.
• A description of the scientific phenomenon or engineering problem, a picture, or a link to the video.
• Your brainstormed list of observations (I Notice) and questions (I Wonder) that students might generate. Include a minimum of five observations and five questions.
• Five strategically planned teacher questions that would activate students’ prior knowledge, drive student inquiry and learning, and encourage exploring and problem-solving during the investigation of the phenomena/problem. Use the Crosscutting Concepts and other resources to draft effective and meaningful questions that drive student inquiry. Label each question with a corresponding crosscutting concept, which represents the lens through which we think about and make sense of the phenomena or problem.
• At least three possible investigations based on the questions generated that would help answer the essential/driving question. Label each investigation with at least one science and engineering practice that students would engage in during the investigation and describe how that might look.

Part 2: Reflection

Write a 150-300 word reflection addressing the following:

• Explain how student investigations, such as an “I Notice…I Wonder…” activity, support effective questioning, discovery, and inquiry skills in science and health.
• Describe how you might adapt this instructional activity to meet the needs of diverse students and address the challenges they may face with the activity.
• Discuss at least one example of how this inquiry-based activity can incorporate global learning.

Support your work with 2-3 scholarly resources.

Submit your template or a single document with a link to your online platform and resources.

Ensure the link can be viewed by others prior to submitting.

Note: The link or deliverable to this assignment may be added as an artifact to the teacher toolkit you created in ELM-211.

While APA Style is not required for the body of this assignment, solid academic writing is expected, and documentation of sources should be presented using APA formatting guidelines