Encouraging Solution and Action
 
 
 

It is important to have the students communicate to others what they have found. Presentation of the solution helps the students take ownership in the scientific process that they have followed to reach their conclusion. The students’ ongoing documentation is an important part of preparing for this presentation.

Teachers will want to emphasize group and individual oral skills at this stage, including both speaking and listening skills.

Once the presentation is completed, it is essential to instill in the students the concept that their discoveries can be applied elsewhere. A concluding round of questions can stimulate students to act on what they have learned:

• Where could you get more information on this topic?
• How could what you learned here fit in other situations? At home? In community projects?

Teachers should have the students move beyond the classroom and school grounds and apply the knowledge they have learned to other situations. Now that they have determined a way to solve the problem, they are ready to address the problem situation on a larger scale.

One example may be to have the students explore home applications of the scientific inquiry process. Students could brainstorm potential organizing questions:

• What impact does my yard [or my neighborhood] have on the Chesapeake Bay?
• What improvements can I make to my yard so that it has a better impact on the Bay?
• What plants can be added to my yard to attract native animals?
• What are the pros and cons of attracting native animals to my yard?

Another approach would be to have students participate in a community restoration project or clean-up effort. A grade level may be interested in collecting data each year. If the school intends to repeat large efforts on an annual basis, it would be important to have the project inserted into the school/division curriculum.

Teacher Planning Activity

Facilitating Group Work:
You may wish to consult the Project Action Guide for resources on group work and presentations. See especially Part 1: To the Teacher.

Student Activity

Organizing the Presentation:
Student groups may profit from a presentation worksheet to organize their presentation. You may wish to provide each group with a folder where they can keep all their research, observation data, and other documentation in one central place. This information should form the basis for their presentation. See Planning Your Presentation handout (PDF; also available in a Word file).

Teacher Planning Activity

Broadening the Scope:
In the Project Action Guide you will find numerous ideas for applying the students’ newly acquired scientific inquiry skills to larger issues and new situations, such as school, community, or home projects.

Next: Using Authentic Assessment

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