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Teaching Inquiry with Insects and Animals Tiffany Heng-Moss Department of Entomology University of Nebraska
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Insects in the Classroom Great model organism for teaching life science concepts and science process skills
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Insects in the Classroom Relatively inexpensive to rear Easy to maintain Short life cycles Young learns are fascinated with insects
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Insects in the Classroom Huge impact on human society - damage crops and urban structures - transmit diseases - recycle organic matter - pollinate crops - influence art, music, and literature
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Insects in the Classroom Practical reasons Practical reasons - few people object to dissecting insects - increase in animal welfare concerns - few restrictions on insects - studied both indoors and outdoors
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Scientific Method Observation: opportunity for students to make their own observations Observation: opportunity for students to make their own observations Question: ask questions Question: ask questions Hypothesis: predict what the answer to a Hypothesis: predict what the answer to a question might be (make sure testable) Methods: carry out the experiment & gather data Methods: carry out the experiment & gather data Results: state what happened Results: state what happened Conclusion: was your hypothesis confirmed or not, propose explanations Conclusion: was your hypothesis confirmed or not, propose explanations
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Important Things to Remember when Conducting an Inquiry Replicate Replicate Variability in results Variability in results – small changes in environmental conditions can make a difference - behaviors can vary among individual animals Test only one variable Test only one variable
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Ways to do Scientific Inquiries Structured Inquiry Structured Inquiry -Students engaged in hands-on activity -Follow precise instructions from teacher Guided Inquiry Guided Inquiry -Teacher chooses question to investigate -Students develop procedures for investigation Student-Initiated Inquiry Student-Initiated Inquiry -Students generate questions -Design their own investigation
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