1. PATHWAY UK Teacher competition Information and entry template
The Pathway to Inquiry Based Science Teaching

2. Seven essential features of IBSE  (Levy et al, 2010 in preparation for the PATHWAY project, adapted from Asay and Orgill 2010)

3. Competition entry form:
Name: Mrs Judy Vatcher Inquiry activity/lesson title: Heart structure and function Year group: 10 (GCSE) Curriculum area/topic: Animal Transport Brief overview/description of your activity/lesson: Students pose questions, learn how to make careful observations and relate these to the function of the heart as an organ to transport blood. They use diagrams, models, animations and the dissection of a real animal heart to find answers to their questions. They present their findings to others in the class and end by suggesting further questions to which they would like to find the answers. They also come up with a list of advice to give to someone to help them make useful observations about the heart.
PATHWAY UK Teacher competition entry template

4. Competition entry form:
Please describe your activity/lesson using the template below and on the following page. Please feel free to expand the tables as much as you need to. Please also attach any additional lesson resources you would like to share to your entry .
Essential features of IBSE
Open , guided or structured activity?
Activity – what are students doing? What is the teacher’s role?
Resources needed (incl. any technologies & other people e.g. support staff/external experts)
Question:
Guided
Students: In pairs, observe photo of sheep’s heart and describe what they can see in as much detail as possible. Then state what the photo doesn’t tell them and decide what they would like to find out. (They formulate questions)
Teacher: encourages careful observation and helps students turn statements into questions.
e.g. “It doesn’t tell you what it’s made of / how heavy it is / what animal it came from / what it smells like / what it’s like inside / how blood goes through it”…. Can become questions to encourage further investigation
Photo of sheep’s heart (available on PPT slide 2)
PATHWAY UK Teacher competition entry template

5. Essential features of IBSE
Open , guided or structured activity?
Activity – what are students doing? What is the teacher’s role?
Resources needed (incl. any technologies & other people e.g. support staff/external experts)
Evidence:
Open
Teacher: give students real heart and dissection equipment. Give brief on safety. Can they find answers to their questions? Encourage careful cutting so they don’t miss / destroy important evidence and make an accurate recording of findings
Students: dissect heart
Technician help to provide:
Sheep’s hearts
Gloves
Dissection equipment (scalpels, scissors, dissection needle)
Tray and disinfectant
Disposable paper towels

6. Essential features of IBSE
Open , guided or structured activity?
Activity – what are students doing? What is the teacher’s role?
Resources needed (incl. any technologies & other people e.g. support staff/external experts)
Analyse:
Guided
Students: discuss their ideas in pairs and try to answer their original questions. Have their observations raised more questions? If so, what are they?
Teacher: prompt with additional questions. What clues do the students’ observations give about how the heart works?

7. Competition entry form:
Essential feature of IBSE continued
Open/guided or structured activity?
Activity – what are students doing at this stage? What is the teacher’s role?
Resources needed (incl. any technologies & other people e.g. Support staff/external experts)
Explain:
Guided
Students: Pairs into fours - explain their findings to each other
Teacher: encourage discussion about how the heart works to pump blood / which way does blood move?
PATHWAY UK Teacher competition entry template

8. Essential feature of IBSE continued
Open/guided or structured activity?
Activity – what are students doing at this stage? What is the teacher’s role?
Resources needed (incl. any technologies & other people e.g. Support staff/external experts)
Connect:
Structured
Teacher: Gives
Diagram of internal structure of the heart
3D model
Computer with internet access / downloaded animation showing heart action
What extra information do these resources give? Encourage students to connect their own observations and deductions with the diagram, model and animation.
Encourage discussion about the functions of each part
PPT slides 3-5
Printed diagrams of structure of heart
3D model (more than one of available)
Computer with internet access to find videos / animations of heart action

9. Essential feature of IBSE continued
Open/guided or structured activity?
Activity – what are students doing at this stage? What is the teacher’s role?
Resources needed (incl. any technologies & other people e.g. Support staff/external experts)
Communicate:
Open
Teacher: Direct students to record what they have found out about the structure and function of the heart
Students: In groups of 4, produce a record of their findings, given a choice of resources
Present their records to the rest of the class
Poster paper
Modelling clay
Unlabelled diagrams
Digital cameras
Felt pens / pencils
Glue

10. Essential feature of IBSE continued
Open/guided or structured activity?
Activity – what are students doing at this stage? What is the teacher’s role?
Resources needed (incl. any technologies & other people e.g. Support staff/external experts)
Reflect:
Structured
Teacher gives directions: Students: Make 4 recommendations to help someone learn about the heart from making observations: “When studying the structure and function of the heart, the points to note are:
1……………………….
2. ………………………
3. ………………………
4. ………………………”
What else do they still want to find out?
PPT slide 6