Using Exploration Reports at the secondary level is a great way to get your kids talking to each other about content. For multilingual learners, this is an opportunity to share prior knowledge in a setting that is low-risk.
The research surrounding this strategy comes from Macro Press (Science Curriculum), Marcia Brechtel, and Linnea Haley. This strategy can be used for any content area, even though it reflects the scientific inquiry process. The key is to provide students with photos, realia, or an experience that relates to the content area.
Materials
Chart Paper
Mr. Sketch Markers (unique color for each group)
Picture File Cards related to the topic of study
11x17 Paper (for extension activities)
Purpose
This strategy serves as a springboard into the method we use in science, inquiry. This strategy also helps students develop skills specific to scientific inquiry, promotes higher-order thinking skills in student conversation, and informally assesses students while simultaneously increasing academic discourse.
Process
Setting up the Exploration Reports isn't too challenging or time-consuming.
1. Gather photos and/or realia related to the unit, or set up for science investigations/experiments.
2. Create a black line outline of the Exploration Report Chart, like the one to the right.
3. The teacher will distribute materials from the first step to groups of students. The teacher will explain and model the expectation that students will put their heads together and have a scientific discussion about the materials they are viewing.
4. In student discussions, students will first talk about what they see (observation), then what they wonder about what they see (question), and finally they will form predictions or hypotheses to try and answer the question they have posed.
5. Once teams have finished their discussions, the teacher will use a strategy called Numbered Heads to call on students from each group to share their observations, question, and prediction. For the first group, the teacher will record on the Exploration Report Chart. As students become more comfortable with this strategy, there will be a Gradual Release of Responsibility back to students and students will record their observations, question, and prediction. Teams should be assigned a unique color so that students can see how their peers thought about the same inquiry process and enable students to use this process across content areas.
6. This is a great strategy for students to practice and demonstrate classroom expectations from the T-Graph for Social Skills.
Extensions
Setting up a research center in your classroom is a great way to extend the learning from this activity. In your research center, there should be additional photos, realia, or other items for students to interact with (including books, magazines, or even videos). This will encourage students to apply the inquiry method to other materials related to your course of study.
From there, students can work in teams or individually to make observations, write questions, and create predictions about the materials. Students can record their thoughts on 11x17 paper that is set up just like the Exploration Report Chart.
Comments