Inspiring Young Minds

Introduction
Chapter 1: Inquiring Minds Want to Know
What are the main elements of inquiry-based instruction?
Chapter 2: Feed Me
How do we select appropriate materials for children in science?
Chapter 3: Eggs in the Roses
How do we give children opportunities to explore science for themselves?
Chapter 4: Physics in the Breezeway
How can we help children conduct a simple investigation?
Chapter 5: Now You See Me
How can we ask children effective questions in science?
Chapter 6: Timber!
How can we use visual representations and models to support student learning?
Chapter 7: Stayin’ Alive
How do we adjust science instruction based on student learning?
Chapter 8: Making a List, Checking it Twice
How can we support children in representing data in developmentally appropriate ways?
Chapter 9: Baby Bird Birthday
How can we encourage children to communicate their scientific ideas in multiple ways?
Chapter 10: Shake, Rattle, and Roll
How can we make science relevant to the lives of young children?
Chapter 11: Take Cover!
How can we accumulate meaningful resources for our science instruction?
Chapter 12: Playing with Fire
How can we ensure safety for all children during science instruction?
Chapter 13: Swimming in the Deep End
How can we meet the needs of all students in science instruction?
Chapter 14: When the Train Derails
How do we respond to unexpected challenges during science instruction?
Chapter 15: Creepy Crawlies
How can we model positive attitudes about science for children?
Chapter 16: On the Road Again…
How can we maximize the learning potential of field trips in science?
Chapter 17: Flying Monkeys
How do we capture teachable moments?
Appendix A 4Ex2 Instructional Model planning tools
Appendix B Formative Assessments for Science Instruction
Appendix C Sample Inquiry Lesson (Life Science)
Appendix D Sample Inquiry Lesson (Physical Science)
Appendix E Sample Inquiry Lesson (Earth Science)
Appendix F Inquiry-Based Instruction Self-Assessment
Appendix G Sample Science Contracts