# Model Scenarios

During recess on a sunny August afternoon, I noticed several of my students gathered together on the sidewalk. I walked over to see what the fascination was about, and found that one of the students had several types of magnets and other materials. The students appeared to be genuinely interested in discovering what would and would not attract to the different types of magnets. Once we returned to the classroom, several students made statements about characteristics and abilities of magnets that they believed true. As I stood back and listened, I realized that I needed to prepare a lesson on magnetism to clear up students’ misconceptions about the power of magnets.

One week later, I collected many items made from different

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The syntax of scientific inquiry consists of four phases. During phase one, the teacher presents an area of investigation to his students. The teacher also explains about the methodology of research which is suitable for conducting investigation. Throughout phase two, the students are encouraged to make the structure of the problem. The students try to find out the difficulties in the formation of the problem. The teacher tries to help the students and becomes supportive in this direction for the sake of constructing the problem in the right form. The teacher removes the difficulties faced by the students such as the difficulties of data interpretation data generation, the control of experiments, and making inferences etc. For the period of phase three, the students identify the problem in the investigation. The students are persuaded to speculate about the problem, so that they could be able to identify the difficulty involved in the inquiry. Finally, for the duration of phase four, the students are further motivated and asked to speculate on ways of clearing up the difficult; either by redesigning the experiment, organizing data in different ways generating data, developing constructs and so

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List each procedure according to the phases that make up the model.

Phase One (Day 1): Pose Area of Investigation to Students

Essential Question: “How does the size of a magnet affect its strength?”

1. Define “property” (a quality or characteristic of something). Explain what a property of something is by showing students various balls of different sizes, colors, and textures to compare. Use this segue to introduce properties of magnets.

2. Ask students what they think a property of magnets might be (i.e. things that are true for all magnets).

3. Discuss how magnets are used in everyday (credit cards, computers, speakers, compasses, microphones, etc.)

4. Ask students to get out their science notebooks.

5. Have students draw a KWL chart. Direct them to fill out the “K “part of the chart. Remind students that they should write what they know about magnets under the “K” section of the chart.

6. Circulate around the room giving support when needed.

7. Call on several students to share what they know about magnets

8. Next, have students complete the “W” section of their chart. Remind students to write what they want to know about magnets under this section of the