Context:

A partner and I have created an inquiry-based science lesson for a 5th grade classroom in order to teach the concept of black boxes to the students. The idea behind black boxes is that the students are unaware of the contents of their boxes and they must use what information they have to conclude the contents of their boxes. This is to illustrate the process of real scientists when they are trying to determine unknowns such as the center of the earth or regions of outer space. We have designed the lesson around the "Five E's": engagement, exploration, explanation, expansion, and evaluation.

Impact:

Students get a firsthand experience of the actual process scientists go through when trying to understand what cannot be directly tested or proven. When people wonder what the center of the earth is like, scientists must rely on the information they have because there is no way to personally visit the center of the earth. Likewise, students have no way of knowing exactly what is inside the box that they have been given. They are forced to make scientific assumptions and educated guesses as to the contents of the box. Students are able to learn these concepts through hands-on personal investigation of the boxes.

Alignment:

This lesson aligns to Standard 10 because it indicates my mastery of the inquiry model of learning that benefits students so greatly. The entire lesson hinges on the students' personal exploration of the box and actually forming their own opinions and assumptions. This lesson also aligns to Standard 3 Indicator 2 because students are using force and motion to determine the contents of the box. When I taught this lesson, I explained such force-related topics as the contents of the box rolling, bouncing, and sliding. Because groups had to find consensus in their decisions, a great deal of communication naturally arose. This aligns to Standard 11, Indicator 1.