An Adaptation Manual

AN ADAPTATION MANUAL
Project Management
Acknowledgement
Project Director: Professor Denis Goodrum, FACE (Australian Academy of Science)

Project Deputy Director: Amelia Druhan (Australian Academy of Science)
Science by Doing is supported by the Australian Government.
This resource was written by: Helen Trotter and Amelia Druhan.
Disclaimer
Science by Doing would like to thank Fuel Creative Pty Ltd for the design of this resource.
The views expressed herein do not necessarily represent the views of the Australian Government Department of
Education, Employment and Workplace Relations.
Steering Committee
These materials are intended for education and training only. Every effort is made to ensure the accuracy of the
information presented in these materials. We do not assume any liability for the accuracy or completeness of the
information contained within. The Australian Academy of Science accepts no responsibility for any loss or damage
whatsoever suffered as a result of direct or indirect use or application of any of these training materials.
Professor Jennifer A. Marshall Graves AO FAA (Australian Academy of Science) [Chair]

Professor Denis Goodrum (Australian Academy of Science)
Mr Scott Lambert (Department of Education, Employment and Workplace Relations)
Dr Sue Meek (Australian Academy of Science)
Reference Group
Professor Jennifer A. Marshall Graves AO FAA (Australian Academy of Science) [Chair]
Australian Council of Deans of Science
Australian Curriculum, Assessment and Reporting Authority
Australian Government Department of Education, Employment and Workplace Relations
Australian Science Teachers Association
Australian Secondary Principals Association
Catholic Education Office
CSIRO Education
Department of Education TAS
Department of Education and Childrens Services SA
Department of Education and Early Childhood Development VIC
Department of Education and Training ACT
Department of Education and Training NSW
Department of Education and Training WA
Department of Education and Training QLD
Department of Education and Training NT
Independent Schools Council of Australia
NSW Aboriginal Educational Consultative Group
Ms Shelley Peers (Project Director, Primary Connections)
Professor Russell Tytler (Deakin University)
Science by Doing would like to thank the following for their contribution to the development of this resource: Science
students and staff of Kingsford Smith School and St Francis Xavier College, Canberra.
Australian Academy of Science, 2011

Y
ou may use resources from this document for your own personal use but please quote the Australian Academy of
Science as the source.
Under no circumstances may copies be sold or redistributed in any form.
Y
ou may not modify the information found in Australian Academy of Science materials without the prior written
permission of the Academy.
ISBN 085847 284 8
Published by the Australian Academy of Science
GPO Box 783
Canberra ACT 2601
Telephone: 02 6201 9400
Fax: 02 6201 9494
www.science.org.au
Contents
Science by Doing and you
Part 1: Introduction
3-4
Part 2: Inquiry-based teaching
5-15
2.1
What is it?
2.2 Examples of pedagogical approaches used in the inquiry-based approach
2.3 Extent of inquiry
2.4 Types of inquiry
2.5 How ready are you and your students to adopt an inquiry-based approach?
2.6 The flexible 5Es model
2.7
Characteristics of teaching and learning using the inquiry-based model
Part 3: Ensuring materials are inquiry-based
6
7
8
9
10
12
14
16-27
3.1
Adaption principles
3.2
What do I need to look for when analysing materials?
3.3 How might I change activities and assessment to reflect an inquiry-based approach?
18
19
22
APPENDIX 28-64
Before and after adaptation
Table 6: Analysis and adaptation
Table 7: Where modification may be needed and suggested solutions
28
48
52
Science by Doing and you

As a teacher you are the most important resource in your classroom. You are responsible for creating a dynamic atmosphere in which your students can learn.
While much thought has been expended in developing this guide, you should consider this information as advice only. Ideally, you will use this guide to best
meet the learning needs of your students and the context in which they learn.
Science by Doing is built around a Professional Learning Approach (PLA) that acknowledges teachers as the key to improving student interest and learning.
The essence of the PLA encourages teachers to work as a team to develop an inquiry-based approach to teaching and learning that results in positive
student engagement. Our resources, including this adaptation manual, are designed to support the work of such a team.
Research suggests that collaborative teaching will enhance the learning of your students. Within a school the opportunity to share and compare strategies
and tasks with your fellow teachers will be of benefit. Initially, such collaboration may seem to add to the perennial time burden. But effective collaboration
leads to more efficient use of ones time through the sharing of tasks and the subsequent improvements in learning outcomes.
We wish you well as you adapt your existing resources to a more inquiry-based approach.
Denis Goodrum
Professor Emeritus
Project Director, Science by Doing
1
PART
INTRODUCTION
INQUIRY DIY GUIDE
PART 1
INTRODUCTION
Student Learning: A stimulus for
professional discussion
Science by Doing
The broad field of educational research supports inquiry-based teaching,

suggesting it results in greater learning engagement and critical thinking.
This guide will help you adapt favourite, familiar or well-resourced activities
and units to an inquiry-based approach. It is expected teachers will then use
familiar curriculum and planning documents and processes to fully plan the
learning sequence/unit of work.
Student Learning
Leading for Change.
Student
Learning
Professional Learning
and planning
stimulus for reflection
classroom.
This resource is a
in the inquiry-based
around student learning
learning and the
theory, cooperative
The 5E learning
are explored.
practice of notebooking
Inquiry-based
in this series include:
and
Some other titles
Questioning, Assessment
Teaching, Effective
nal discussion
Resource
/sciencebydoing
A stimulus for professio
www.science.org.au
This guide may be useful for those who:

believe their teaching could be more effective and students more
engaged in learning with an inquiry-based approach
The teacher
and student
curriculum
resources scaffold
the development
of science inquiry
skills to enable
students to
undertake open
investigations.
SBDPLR1-SL
Inquiry-based Teaching: A stimulus

for professional discussion
Science by
or
Doing
have had experience with inquiry-based processes and require

a refresher
Inquiry-based
What is
simple question
the
answers the
it explores
This resource
In doing so,
a variety of
ed teaching?
lesson and
inquiry-bas
this
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CD-ROM.
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further information
and examples of the
5E learning model
and cooperative
learning.
Doing Science Investigations

Teacher Guide and Student
Booklet
are supporting others who are new to inquiry-based processes.
See this resource for

information about
the basic features of
an inquiry lesson and
some useful teaching
strategies.
Science by Doing curriculum

units, e.g. Teacher Guides,
Student Guides and Student
Digital
SBDPLR1-IBT
Science by
Doing
The process of adaptation is likely to raise many questions for you. Other
Science by Doing resources are designed to complement this resource and
are a further source of useful information.
Assessment
ce
Learning Resour
Professional
to consolidate
role of
supports teachers
t practice. The
This resource
is
their assessmen
assessment
and extend
summative
t
formative and
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diagnostic,
with a variety
explored along
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titles in this
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Some other
Questionin
Teaching, Effective
Learning.
and Student
ing
/sciencebydo
.org.au
www.science
See these
resources
for an example
of inquiry-based
units which follow
the 5E learning
model.
Assessment: A stimulus for

professional discussion
Assessment
sion
A stimulus for
l discus
professiona
See this resource

for information
about assessment
in the inquiry-based
classroom.
SBDPLR1-A
INQUIRY DIY GUIDE
PART 1
INTRODUCTION
2
PART
INQUIRY-BASED TEACHING
INQUIRY DIY GUIDE
PART 2
2.1
WHAT IS IT?
Inquiry-based teaching is much more than giving

students opportunities to develop inquiry skills,
such as posing questions; planning, conducting and
critiquing investigations; collecting, analysing and
interpreting evidence; and communicating findings.
Inquiry-based teaching is a constructivist approach
to learning in which students learn not only inquiry
skills but actively construct an understanding of the
science phenomena they are exploring.
Students are involved in inquiry-based learning
when they develop understanding of a science
topic through seeking answers to questions,
developing explanations based on evidence they
collect, modifying explanations based on further
investigation or information, communicating and
justifying conclusions.
INQUIRY DIY GUIDE
PART 2
WHAT IS IT?
2.2
EXAMPLES OF PEDAGOGICAL APPROACHES

USED IN THE INQUIRY-BASED APPROACH
When students undertake an inquiry-based learning

unit the teacher will use a range of pedagogical
strategies to promote their active involvement.
Such strategies include Concept Mapping,
Brainstorming, Envoys, Gallery Walk, Jigsaw,
Predict-Observe-Explain (POE).
See the Inquiry-based Teaching Professional Learning
Resource for an explanation of these strategies and
to see them in action in the classroom. Also refer to
the section on cooperative learning strategies in the
Student Learning Professional Learning Resource.
INQUIRY DIY GUIDE
PART 2
EXAMPLES OF PEDAGOGICAL APPROACHES USED IN THE INQUIRY-BASED APPROACH
2.3 EXTENT OF INQUIRY

The label inquiry-based can be applied to a
single activity, a sequence within a unit or to a
whole curriculum unit. The label indicates students
are constructing their understanding through
participating in inquiry.
INQUIRY DIY GUIDE
PART 2
EXTENT OF INQUIRY
2.4 TYPES OF INQUIRY

There are several types of inquiry. Inquiry-based teaching may be referred to as open, closed
or guided. The distinction is not always clear. These differences result from placing responsibility
for developing different aspects of the inquiry posing the question, determining the method of
investigation, framing the answer or solution to varying extents on the teacher or the student
(see Table 1). There is a continuum from open to closed, with many variations in between.
See the Inquiry-Based Teaching Professional Learning Resource for an explanation of inquiry
approaches and their uses.
Table 1: Forms of inquiry and responsibilities of teacher and student

Question
teacher
teacher
teacher
student
Method
teacher
teacher
student
student
Conclusion
teacher
student
student
student
Type of inquiry
Closed/
guided inquiry
verification lesson
guided inquiry
open inquiry
Closed
Guided
Open
The type of inquiry you use depends on several things the nature of the topic or question being
investigated, the range of resources available to students, the time available, how well your
students work with minimal teacher direction, how confident you feel teaching in this way. Some
activities are more suited to open inquiry, some are too dangerous. On the continuum from open
to closed inquiry activities, you must decide for each what will achieve the best learning outcomes
for your students.
INQUIRY DIY GUIDE
PART 2
TYPES OF INQUIRY
2.5
HOW READY ARE YOU AND YOUR STUDENTS

TO ADOPT AN INQUIRY-BASED APPROACH?
You should consider your own experience and that of your students when
you begin to use an inquiry-based approach to teaching and learning.
Consider the skills you and your students have that equip you to benefit
from teaching and learning in this manner. Table 2 outlines the teaching
and learning skills required for each level of inquiry. Choose the type of
inquiry in which you, the teacher, are not completely removed from your
comfort zone. Also consider how likely students are to achieve real learning
and hone the necessary skills, before progressing along the continuum to
inquiry types of further complexity.
Remember, you dont have to know all about a topic to successfully teach
it using inquiry, but you must be honest and show the students how to
discover a valid answer if you dont know.
Table 2: Forms of inquiry and skills teachers and students need for effective participation
Type of
inquiry
Closed
Teacher skills
The teacher can:
gain student interest
outline the problem and its relationship to the activity
describe required equipment and materials
explain procedure
question students to ensure they understand the significance of the
data they will collect
encourage students to describe results
lead discussion of results to ensure students see the connection
between the problem, what they were instructed to do and the
results
Student skills
Students can:
understand and follow verbal and/or written instructions
recognise and use all required equipment and materials safely
make careful and accurate observations
record observations in the manner prescribed
describe findings using their own or, if required, appropriate scientific
words to explain the outcome of their inquiry in terms of the problem
being investigated
question anything they dont understand
Table continued on next page
INQUIRY DIY GUIDE
PART 2
HOW READY ARE YOU AND YOUR STUDENTS TO ADOPT AN INQUIRY-BASED APPROACH?
10
2.5 H
ow READY ARE YOU AND YOUR STUDENTS TO ADOPT
AN INQUIRY-BASED APPROACH? CONTINUED
Type of
inquiry
Guided
continued
Open
Teacher skills
The teacher can:
Student skills
Students can:
discuss procedure, equipment and materials, data to be collected, its
explain or use a structured discussion to ensure students understand presentation and analysis
the problem and its relationship to the activity
use all required equipment and materials safely
use appropriate scaffolding to enable students to devise a
make careful and accurate observations
procedure, determine required equipment and materials and decide record observations appropriately
on data to be collected and how it will be presented and analysed.
describe findings using their own or, if required, appropriate scientific
(Scaffolding will be determined by how much guidance students
words
require.)
data they are collecting
encourage students to describe results
lead discussion of results to ensure students can reach valid
conclusions about their findings and how they relate to the problem
being investigated
formulate questions to investigate
stimulate students to pose questions that may be answered by
design fair tests, identifying variables to be changed, measured and
investigation
controlled, and the need for repeat trials
guide students in discussion to devise a procedure, determine
use equipment safely
required equipment and materials and decide on data to be
construct and use tables, graphs or other appropriate ways to
collected and how it will be presented and analysed
present and analyse data
help students narrow the extent of the investigation to an
summarise and explain data using their own or appropriate scientific
achievable procedure
words
recognise different groups will need questioning on different aspects communicate conclusions
of their investigation design
question process and conclusions if unsure
challenge students to think critically
question anything they dont understand
reflect on process and conclusions, often improving the process
data they are collecting
before completing the task
encourage students to describe their results
undertake an ongoing reflection, evaluation and improvement cycle
support students to reflect, evaluate and improve
lead discussion of results to ensure students can reach valid
conclusions about their findings and how they relate to the problem
under investigation
INQUIRY DIY GUIDE
PART 2
HOW READY ARE YOU AND YOUR STUDENTS TO ADOPT AN INQUIRY-BASED APPROACH?
11
2.6 THE FLEXIBLE 5E MODEL

s
The teaching model adapted for Science by Doing is a flexible 5Es

approach. The 5E model refers to five phases in the inquiry process
(see Table 3):
Engage, Explore, Explain, Elaborate, Evaluate.

Table 3: A summary of features of each phase
Phase
Engage
Features
The teacher motivates student interest in the topic and elicits any prior knowledge.
in a context familiar to the student
Explore
the topic
Explanation
about phenomenon developed
Elaborate
through exploring the concept in a new

situation
Evaluation
of what the student knows and can do
The teacher presents or encourages students to devise an interesting question to answer.

The students investigate the question in some way, e.g.through manipulation of materials, experiences,
activities.
The students may use common language during their discussions.
Students are encouraged to ask further questions about the topic during their exploration.
Students develop an explanation of the phenomenon under investigation using multiple sources, such as
other students, the teacher and further reading.
Scientific language is introduced or refined by the teacher or discovered in other information sources.
Building on concepts and understanding developed, students attempt to resolve new or related problems
arising from teacher or student questions.
Students use previously introduced scientific language.
Students may develop links previously unnoticed between other concepts.
Teacher observes students applying new concepts or skills.
Students are given feedback on how much they have learnt. Feedback can come from teacher, peers or self.
Students reflect on their process and learning and the validity and limitations of the process/methodology.
INQUIRY DIY GUIDE
PART 2
THE FLEXIBLE 5ES MODEL
12
2.6 THE FLEXIBLE 5ES MODEL CONTINUED
The activities in a unit are arranged so students progress through the phases in a roughly linear way.
Flexibility arises when some phases are repeated and when students cycle through, say, the
Explore, Explain and Elaborate phases several times before beginning the Evaluate phase (see
Table 4). Individual activities within a unit do not need to follow the whole sequence of 5Es.
Sometimes an activity focuses on one phase, although commonly more will be involved.
Table 4: Flexibility in the 5E model

Linear
Cyclical
Engage
Engage
Explore
Explore
Explanation
Explanation
Elaborate
Elaborate
Evaluate
Evaluate
See the Student Learning Professional Learning Resource for a detailed explanation of the
5E model and its application.
INQUIRY DIY GUIDE
PART 2
THE FLEXIBLE 5ES MODEL
13
2.7
CHARACTERISTICS OF TEACHING AND LEARNING

USING THE INQUIRY-BASED MODEL
To implement an inquiry-based approach, you should consider Table 5 which describes typical
changes in emphasis compared to traditional science teaching. Changes are indicated in teacher
and student behaviour and attitudes,
as well as assessment.
Table 5: Changes in emphasis with the inquiry approach

An inquiry-based approach requires:
Less emphasis on
More emphasis on
activities in which the aim/hypothesis, method and data to be collected are

clearly prescribed
context meaningful to students experience and interest
activities that demonstrate and verify science content
activities in which students pose questions to be answered, design

investigative procedures and decide on data to be collected
guided interpretation of expected results
open-ended activities that investigate relevant questions
teachers presenting science by talk, text and demonstration
student-devised explanations based on evidence
students report investigations in a template
teachers motivating, guiding, advising and providing resources for students

actively involved in inquiry
assessment activities separated from the teaching and learning
students choosing how to represent data and communicate findings
assessment of recall of terms and facts
assessment based on elements of the inquiry-based activities
end-of-topic tests for grading and reporting
assessment of understanding and application of knowledge to new situations

ongoing assessment of student work for diagnostic, formative and
summative purposes
INQUIRY DIY GUIDE
PART 2
CHARACTERISTICS OF TEACHING AND LEARNING USING THE INQUIRY-BASED MODEL
14
2.7 CHARACTERISTICS OF TEACHING AND LEARNING

USING THE INQUIRY-BASED MODEL CONTINUED
Something to consider
Moving along the continuum towards inquiry-based teaching does not
happen in one giant step. Teachers should consider which aspects they
will first attempt in their classes and gradually change other aspects,
considering both their own and their students science classroom
experiences. Remember it is not practical in terms of time, resources, and
safety that all lessons be inquiry-based.
It takes practice for teachers and students to pursue an inquirybased investigation through which understanding of a specific topic is
constructed. It generally may take more class time to pursue an open or
guided inquiry than is traditionally allocated to a topic. However research
has shown learning is more effective when approached this way.
As a teacher new to the approach, you should not leap into a complete
inquiry-based unit or open investigation with your class. Dip your toe in the
water. You may make a conscious effort to put Explore before Explain or
you may try a curiosity-building exercise to create a need-to-know desire
before introducing a new topic.
Key points from Part 2

Inquiry is a constructivist approach to learning in which students learn
not only inquiry skills, but actively construct an understanding of the
science they are exploring.
Inquiry may be referred to as open, closed or guided. There is a
continuum from open to closed, with many variations in between.
Teachers and students require certain skills to enable effective
participation in the different forms of inquiry.
The 5E teaching and learning model refers to the five phases of the
inquiry process: Engage, Explore, Explain, Elaborate, Evaluate.
Many teachers are in their comfort zone teaching in a traditional way. This
booklet is intended to help teachers recognise the worth of their current
practice and help them change some aspects as necessary to move along
the continuum towards an inquiry-based approach.
INQUIRY DIY GUIDE
PART 2
CHARACTERISTICS OF TEACHING AND LEARNING USING THE INQUIRY-BASED MODEL
15
ENSURING MATERIALS ARE INQUIRY-BASED
PART
3
INQUIRY DIY GUIDE
PART 3
16
You do not need to start planning topics from scratch to begin an inquirybased approach in your classroom. Any of your favourite activities, topics or
resources should be considered as the basis for a unit of work, or as part of a
unit. Plans and resources can be adapted rather than disregarded if they are
not part of the Science by Doing suite of materials or written in this way.
Much material is available to teachers from publishers, special interest
groups, the science faculty filing cabinet and the repertoire of experienced,
practising teachers. Many will be classified as inquiry-based by their authors.
Some will be truly inquiry-based. Others may reflect only some aspects of
inquiry and need to be checked and perhaps modified by adding activities,
changing the focus or order of activities.
See the Appendix for examples of traditional resources that have been
adapted using this guide. Examples include a single activity, a sequence of
activities and an entire unit.
INQUIRY DIY GUIDE
PART 3
17
3.1
ADAPTATION PRINCIPLES
These principles should be considered when you adapt your favourite

learning materials to an inquiry-based approach (see Section 3.3):
1. Make the context relevant to students.
2. Change the purpose statement of the activity into a question and set as
a scenario, observation, problem to solve or involve students in activities
where they generate questions to investigate.
3. Consider the needs and past classroom experiences of both teacher
and students. This will determine if the class is ready to undertake open,
guided or closed inquiry activities (see Section 2.4).
10. Give opportunities to present explanations to other audiences through

discussion, writing, drawing and using Information and Communication
Technologies (ICT).
11. E
nsure the assessment tasks are embedded in the work and not a
diversion from inquiry learning. Ensure students receive rich feedback.
12. V
alue reflection on the process and learning by allocating class time to
this task.
4. Unless you want a closed inquiry, throw away all or part of the formal
written instructions for the activity (recipe-style practical experiment) and
give students, groups or the class opportunities to
define variables, develop procedures, set up data tables and make
predictions (see Section 2.5).
5. Ensure the teachers explanations and textbook reading come after the
student exploration, not before (Explore before Explain).
6. Ensure students can gather data to develop evidence-based
explanations.
7. Engage students in data analysis by looking for patterns, using evidence
and logic to support Explanations.
8. Ask students to evaluate the logic of their explanations in terms of
evidence.
9. Give students opportunities to work and talk together.
INQUIRY DIY GUIDE
PART 3
ADAPTATION PRINCIPLES
18
3.2
WHAT DO I NEED TO LOOK FOR

WHEN ANALYSING MATERIALS?
A complete teaching unit
This section explains how to identify inquiry-based elements in resources

you are considering using in your classroom. Table 6 provides a practical
tool for this purpose.
A single activity
If the resource you wish to adapt is a single activity, decide which of the
5E phases it fits into (see Table 6). Then decide if it has all the relevant
elements. Note that if you are using a single activity from an existing
resource, you must ensure the other phases of the 5E model are built
around it or it may become an isolated event, from which the students learn
little about the whole topic.
A sequence of activities that forms a part of your curriculum unit
Similar considerations apply when you use a series of activities from a
resource. You must consider where in the series of Es this chain fits, check it
has the relevant characteristics and ensure you build in the remaining phases
so the learning is complete.
A resource that is a complete teaching and learning sequence will include

all the 5Es. You should check they are represented in the activities described
and that opportunities are provided in each activity to include all the typical
elements of effective inquiry-based learning.
The following checklist will enable you to weigh up a complete learning unit
as an effective inquiry-based learning experience. If, instead of a whole unit
of work, you are looking at a series of activities (eg an experiment followed
by discussion of results and presentation) or a single activity (a role play)
that you wish to embed in a planned unit, decide which of the 5Es these
activities involve. Then use the checklist to find out what could be changed
to make these truly a part of a complete inquiry-based teaching unit.
This list describes elements of each of the 5Es and diagnostic, formative or
summative assessments, which should be present in an inquiry-based unit.
Use this checklist to identify features in the resource you are considering
or to identify aspects of effective inquiry-based learning you should add to
your teaching plan.
Remember that if you are analysing a complete unit in which 5E phases are
repeated, you must consider the characteristics of one or more phases in
relation to more than one part of
the unit.
This analysis will become easier as you become familiar with the 5Es and
more experienced in using an inquiry-based approach. Do not worry if the
analysis task is initially daunting.
See Section 3.3 to complete the final column.
INQUIRY DIY GUIDE
PART 3
WHAT DO I NEED TO LOOK FOR WHEN ANALYSING MATERIALS?
19
3.2 WHAT DO I NEED TO LOOK FOR WHEN ANALYSING MATERIALS? CONTINUED

You might like to use the (Word) or (PDF) version of this table.
Skip questions if they are not relevant to your task.
Phase
1. Engage
Characteristic
1.1 Is the context relevant to the students and likely to capture interest or curiosity?
1.2 Are students likely to become actively engaged in the investigation and/or ask questions to be
explored?
1.3 Can I gain information about the students present understanding on this topic to assess prior
knowledge/misconceptions?
1.4 Does the activity prompt students to ask questions for further investigation?
Yes
No
What I need to do
2.1 Does the activity/investigation focus on data collection?

2.2 Is there an opportunity for students to discuss/decide on what data to collect and how?
2.3 Are students given the opportunity to discuss findings and ideas?
2. Explore
3. Explain
2.4 Can students discuss ideas in their language?

2.5 Will the activity help students develop ideas about the topic, phenomenon or concept?
2.6 Is there an opportunity to assess idea development built into the basic activity?
2.7 Will students receive feedback to support development of ideas/skills as an outcome of
assessment?
3.1 Does the explanation process build on students experiences in their investigation/exploration/
activity?
3.2 Are there opportunities for students to compare explanations based on how well they account
for the evidence or to revise explanations in light of evidence?
3.3 Does the explanation help students develop an understanding of the outcomes of their
investigation and also provide the basis for an understanding that may be demonstrated in a new
situation?
INQUIRY DIY GUIDE
PART 3
20
3.2 WHAT DO I NEED TO LOOK FOR WHEN ANALYSING MATERIALS? CONTINUED
Phase
3. Explain
continued
Characteristic
3.4 Will the nature of the explanation enable students to see the connection between the science
language used and their previous common language during exploration?
3.5 Do students have opportunities to present their ideas in different formats or to different
audiences?
3.6 Are there opportunities to assess the degree of development of student understanding through
observations based on the students work during the Explain phase?
assessment?
3.8 Does the activity extend the students understanding?
Yes
No
What I need to do
3.9 Is the activity likely to stimulate students to ask new questions about the topic/concept?
4. Elaborate
4.1 D
oes the activity focus on data or information collection or investigation?
4.2 Is there an opportunity for students to decide on what data to collect and how to collect it?
4.3 W
ill the activity enable students to apply their understanding to a new situation?
4.4 A
re students given the opportunity to discuss their findings and ideas?
4.5 A
re students given the opportunity to use science language (verbally or in written form)?
4.6 D
o students have opportunities to communicate/present their ideas in different formats or to
different audiences?
4.7 Are you able to effectively assess understanding and/or skills based on student work during this
phase?
assessment?
5. Evaluate
5.1 Will the activity give students an opportunity to review and reflect on their learning?
5.2 Is your assessment procedure fair?
5.3 Will the tasks uncover misconceptions and/or current levels of understanding or skill?
5.4 Will the tasks enable you or peers or others to give students appropriate feedback?
INQUIRY DIY GUIDE
PART 3
21
3.3
HOW MIGHT I CHANGE ACTIVITIES AND ASSESSMENT

TO REFLECT AN INQUIRY-BASED APPROACH?
Having identified where aspects of an inquiry-based approach are missing, this section will help
you complete the final column of Table 6.
Table 7 provides a number of comments and suggestions related to problems you might have
identified in your materials. These ideas may inform your decisions about how to adapt your
chosen activity/activities/unit. These ideas illustrate the implementation of the adaptation
principles in Section 3.1.
You might like to use the (Word) or (PDF) version of this table.
Table 7: Where modification may be needed and suggested solutions

Phase
1. Engage
Modification may be needed when:

1.1 The context is unlikely to capture student
interest.
1.2 Students are unlikely to actively engage

in the investigation or ask questions to be
explored.
Solutions
Offer an image, video clip, newspaper report, sample of equipment, case study, object,
narrative, text, story etc. relevant to the students ages or backgrounds, or a current local
issue to stimulate interest.
You may need to change the context over time so the inquiry remains relevant and the
investigation authentic.
Do not simply give a purpose statement for an investigation. Make sure students have the
opportunity to determine the direction of the investigation if possible.
Devise questions that lead students to identify the major underlying idea or concept and
to frame questions that might be asked. Guide the choice of the question on the basis of
the initial exploration.
Remember that some of the questions students ask at this stage may form the basis of
future elaboration activities and should be recorded.
Explain the process to the students so they know questioning is encouraged and
expected.
INQUIRY DIY GUIDE
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HOW MIGHT I CHANGE ACTIVITIES AND ASSESSMENT TO REFLECT AN INQUIRY-BASED APPROACH?
22
3.3 H
OW MIGHT I CHANGE ACTIVITIES AND ASSESSMENT TO REFLECT
Phase
1. Engage
continued
2. Explore

1.3 T
here is no opportunity to gain information
about the present understanding of the
students.
Solutions
Design questions or use a cartoon or case study text to reveal prior knowledge.
You can use ad hoc/informal questioning while moving about during an activity to
discover students understanding.
Identify common misconceptions related to the topic and design questions to use in the
Engage phase that will reveal them.
Be ready to lead students to test these misconceptions in the Explore phase.
Activities such as a quiz where students indicate if they think a statement is true or false
by making some agreed sign, or indicate if they agree or disagree with a statement by
moving to different parts of the room, can give quick feedback on ideas to everyone.
Answers to teacher and activity questions will indicate how much detail is required in
each aspect of the planned unit.
1.4 Students may struggle to think of further
Students may need you to think out loud as you model the process of framing questions
questions.
for the first time.
Devise some scaffolding questions to guide and prompt students towards a context or
concept they will find easier to generate questions about.
Students will get better at thinking of questions with practice.
2.1 There is little emphasis on data collection.
You may need a simple hands-on activity in which students collect related data themselves
or you may need to find raw data suitable for student analysis and interpretation.
Occasionally there will be little data collection during the explore activity, but you should
stress the importance of data over opinion when reaching conclusions in science.
Use secondary data.
2.2 There is little opportunity for students to
discuss/decide which data to collect or how Rather than giving details of the procedure you expect students will adopt, discuss the
to collect it.
nature of the data they think will help answer the question and how it may be collected.
Discuss or demonstrate a technique similar to the one you expect to be adopted then,
after posing a question, lead a class discussion or pose questions for group consideration
about the data to be collected and how, for their specific inquiry.
Ensure you discuss safety considerations with students.
Encourage students to think about how data might be presented before suggesting a format.
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23
3.3 H
Phase
2. Explore
continued
3. Explain

2.3 T
here is little opportunity for students to
discuss their findings and ideas using their
own language.
Solutions
Be sure to allow time for students to compare results and discuss differences. Ensure
you model everyday language students might use to discuss the ideas being explored. If
necessary, allow students to discuss words and meanings.
Reassure students that variation is normal. This is a good time for discussion of random
and systematic errors and limitations to investigations.
2.4 The activity does not extend student ideas Devise some related high-order questions that extend thinking.
beyond those currently held.
Students are exploring a question where the answer is not necessarily part of their current
knowledge, although some may be convinced about the answer they expect to find.
Include opportunities to assess both understanding of concepts and of process skills. This is a
2.5 T
here is no obvious opportunity for
assessment of idea development built
good opportunity for peer or self-assessment.
into the activity that is the basis of the
Include several ways students may work within the task with multiple opportunities to
exploration.
demonstrate understanding/skill.
Not all students have the skills to manipulate or read equipment or the computer skills to
record data etc. Students should learn through observation of, or participation with, peers.
Assessing idea development might include monitoring comments during discussion or
written or verbal descriptions of what was discovered.
2.6 T
here is no indication students will receive
Incorporate opportunities for frequent feedback.
feedback to support development of ideas/ This might include comments from you to individuals or groups so they see how their
skills as an outcome of assessment.
ideas are similar to those of others/are likely to be correct/need clarification.
Consider opportunities for student self assessment and/or peer assessment.
Ensure evidence of learning is used as a guide for the next step.
Allow time for students to discuss differences between the explanations and evidence provided
3.1 S
tudents are not asked to compare
explanations based on how well they
and the students own explanations based on data and developed in the Explore phase.
account for the evidence or to revise their
Students explain their own findings then seek references as back-up to their findings.
explanations in light of evidence.
Encourage students to comment on anything new they discovered while reading the
information, or how the information showed suggestions they made in the Explore phase
should now be improved.
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24
3.3 H
Phase

3.2 The explanation provided in the reference
material is not related to the students
explorations.
3.3 The explanation does not provide the basis
for a good understanding.
3. Explain
continued
3.4 Students may not see the connection

between the science language and their
previous language.
3.5 There are no obvious opportunities for
students to present their ideas in different
formats or to different audiences.
3.6 There are insufficient opportunities to assess
development of student understanding
through observations based on work during
the Explain phase.
Solutions
The Explore phase must include data collection that the students see as relevant in the
Explain phase. If there is no match between the type of data the students collect and the
context of the explanation, either the exploration activity or the explanatory material should
be changed.
The explanation should address student misconceptions and build on prior understandings
revealed in the Engage and Explore phases. You may have to provide extra reference
material, give your explanation or do a demonstration.
You may need an activity directly relating the students common vocabulary to the science
vocabulary introduced in the Explain phase.
Formal reports of activities are only one format and students should be encouraged at
different stages to use others, such as flow charts, newspaper reports, posters etc. and to
communicate to different audiences (younger students, the public, local decision makers etc).
Include several ways students might work within the task so they have multiple opportunities
to demonstrate understanding/skill.
Include opportunities to assess understanding of concepts and of process skills.
Assessment may include monitoring comments of students during discussion of ideas.
Allow opportunities to demonstrate mastery of concepts and process skills in new
contexts (demonstrate transfer of learning). For example, ask students to reason the next
step or any follow-on activities/ideas which have been prompted by this investigation.
3.7 There is no indication students will receive Incorporate opportunities for frequent feedback, including comments to individuals or
feedback to support development of ideas/ groups so they become aware of how their ideas are similar to those of others/are likely
to be correct/need clarification.
Ensure evidence of student learning guides the next step.
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25
3.3 H
Phase
3.8 T
he explanation does not extend the
students understanding.
3. Explain
continued
3.9 The Explain phase is not likely to stimulate
students to ask new questions about the
topic/concept.
4.1 There is little emphasis on data collection
decide which data to collect or how to
collect it.
4.3 T
he materials do not provide an activity
that presents a new challenge or
problem to investigate to further develop
understanding.
4. Elaborate
discuss their findings and ideas.
4.5 The students are not given the opportunity
to use science language.
Solutions
If materials (text, illustrations, video clips etc) presented to explain ideas and concepts
merely reinforce ideas developed in the Explore phase, you should find materials
introducing new language and explanations or examples in new contexts.
Channel student curiosity, they are naturally interested to see what happens if I add
more, change this etc.
The explanation should challenge students to consider some new context or idea related
to their initial exploration, which can be explored in the next phase.
You will need a simple hands-on activity/investigation so students can collect related data
themselves or you may find a source of data suitable for student analysis and interpretation.
Rather than providing details of the procedure you expect they will adopt, discuss the
nature of the data they think will help answer the question and how it may be collected.
If the activity is too similar to the initial investigation, it should be changed to fit a new
context that introduces at least one new idea or a new aspect of the problem.
This phase may be absent in the materials you are planning to use and you should
consider how class discussion during the Explain phase could raise a new question.
Students may be able to suggest their own Elaboration, e.g.new context/problem/
challenge, make links to past experiences etc.).
Allow time for students to discuss findings and ideas.
Require the students to use science language in presenting their findings in whatever
format has been chosen.
Encourage students to use science language in their discussions, asking them to repeat
correct answers in science terms.
Encourage peers to support each other in the development of scientific language,
terminology and understanding.
4.6 T
here are no opportunities to communicate/ Formal reports are only one format and students should be encouraged at different
stages to use others, such as flow charts, newspaper reports, posters, acted scene etc
present ideas in different formats or to
and to communicate to different audiences (younger students, the public, local decision
different audiences.
makers etc). Authentic audiences improve the relevance of learning for students.
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26
3.3 H
Phase
Solutions
4.7 There is no opportunity for assessment of

development of ideas in the activity that is
the basis of the elaboration.
5. Evaluate
Include multiple opportunities to demonstrate understanding/skill.

Include opportunities to assess understanding of concepts and process skills.
Assessment may include monitoring comments and the development of argument or
reasoning during discussion.
Provide opportunities to demonstrate mastery of concepts and process skills in new
contexts (demonstrate transfer of learning).
4.8 There is no indication students will receive
Incorporate opportunities for frequent feedback, including comments to individuals or
feedback to support development of ideas/ groups so that they become aware of how their ideas are similar to those of others/are
likely to be correct/need clarification.
Ensure evidence of learning guides the next step.
5.1 T
here is no opportunity for students to
It is essential that students are asked to review and reflect on their learning through a
review and reflect on their learning.
formal self evaluation or by noting changes in their understanding etc.
5.2 T
he assessment process may not be fair it Incorporate a variety of tasks/questions that will allow students to demonstrate skill or
may not allow all students to demonstrate
understanding by producing pieces of work using their preferred learning style.
what they know and can do.
It is important that students present their ideas in a way which best allows them to show
you and their peers what they know and can do.
5.3 The tasks do not uncover misconceptions
Having identified the common misconceptions related to the topic in the Engage phase,
still held by students and/or the students
design questions to reveal if students still have these views.
current level of understanding or skill.
Consider demonstrating understanding or skills through various strategies such as
Concept Maps, Notebooking, Rubrics, Peer Review, self assessment, cartoon and
scenario interpretation etc.
Provide opportunities to demonstrate the mastery of concepts and process skills in new
contexts (demonstrate transfer of learning).
5.4 There is no indication students will receive
Incorporate opportunities for frequent feedback, including comments to individuals or groups
feedback to support development of ideas/ so they become aware of how their ideas are similar to those of others/likely to be correct/
need clarification.
Ensure evidence of learning guides the next step.
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PART 3
27
APPENDIX: Before and After Adaptation
Some teachers find it useful to view traditional science resources alongside

examples of how they could be adapted to a more inquiry-based approach.
Click on each resource to view.
The table below contains resources both pre- and post-adaptation, i.e.
before and after application of the Inquiry DIY Guide.
When you look at the original resources you might like to think about how
you would adapt them to a more inquiry-based approach. Then look at the
second example and see how your ideas are similar. The examples given
are just one way the resources could be adapted. As a teacher, you need to
consider the context and needs of your students when modifying resources.
Before adaptation
Single activity
Investigating Pond Life:

Living Things - freshwater Does anything live in the
school pond?
Short sequence
Introduction to Energy
of lessons
Unit of work
After adaptation with

Inquiry DIY Guide
Body Systems and

Homeostasis
Acting Responsibly:
what do we know about
energy?
Moving together!
INQUIRY DIY GUIDE
APPENDIX
28
BEFORE ADAPTATION EXAMPLE. Living Things - freshwater
Investigating Pond Life

In this activity students will:
use microscopes to investigate living things found in pond water
observe and draw a variety of organisms that live in pond water.
Materials
Pre-prepared, labelled slides of pond dwelling organisms
Microscopes
Science workbooks
Pencils and erasers
Method
1. Ask students to work in pairs.
2. Each pair collects and sets up a microscope.
3. Distribute slides among pairs and allow students time to investigate
them using the microscopes.
4. Ask students to make a labelled drawing in their workbooks of each
of the slides they investigate.
5. To conclude the activity, ask students to predict how each
organism would move. Remind students that movement is a key
feature of living organisms.
NOTES
This lesson is hands-on but is not inquiry-based. Students have very
little opportunity to direct the inquiry. Similarly, students are not able to
discuss their findings and develop their understanding of what they
learned.
INQUIRY DIY GUIDE

APPENDIX
Inquiry DIY Guide
Single activity EXAMPLE
29
AFTER ADAPTATION EXAMPLE. Investigating Pond Life: Does

anything live in the school pond? 1 of 2 PAGES
Investigating Pond
Life
Does anything live in the school pond?
use light and compound microscopes to investigate living things
identify organisms that live in pond water
observe and draw a variety of organisms that live in pond water.
Materials
Pond water sample
Blank slides
Petrie dishes
Pipettes
Microscopes light and compound
Resources which identify and label fresh water organisms, eg. posters, books,
websites
Science workbooks
Pencils and erasers
What to do:
1. Sort students into groups of three.
2. Ask students to brainstorm what sort of organisms they would expect to find
in their local pond. What would be the features of those organisms that would
enable them to live in that environment? Students record their thinking.
3. Each trio collects and sets up a compound and a light microscope.
4. Students use the microscopes to investigate samples of pond water and
identify living things.
5. Students record their observations of each organism and make labelled
drawings. Encourage them to pay particular attention to the key features of living
things, eg. movement.
6. Students use the resources to identify and name each organism they see in
the water.
Inquiry DIY Guide
Example 1: Post-adaptation
INQUIRY DIY GUIDE
APPENDIX
30
AFTER ADAPTATION EXAMPLE. Investigating Pond Life: Does

anything live in the school pond? 2 of 2 PAGES
7. Conclude the activity with a class discussion. Prompt questions may include:
How did you identify that an object in the water was a living organism?
How many features of living things (eg. movement, use energy, respond to
changes in environment etc.) did you observe in the pond water organisms?
Notes
This lesson is more inquiry-based because it is placed in a local context,
making it more relevant to students. The focus for the activity is a question
for students to investigate. Allowing students to prepare their own slides
gives them some ownership over the data collection. Concluding with a
discussion helps students develop their ideas related to the initial question
and is an opportunity for students to practise their communication skills.
Inquiry DIY Guide

INQUIRY DIY GUIDE
APPENDIX
31
BEFORE ADAPTATION EXAMPLE. Introduction to Energy

1 of 5 PAGES
Introduction to energy
develop an understanding of energy
read about and record definitions for solar energy, wind energy,
electrical energy, mechanical energy, ultraviolet energy, chemical
energy.
Materials
Student textbook
Student notebooks
What to do:
1. Provide students with a definition of energy to record in their notebooks. Ask
them to read the relevant section of the textbook to find and record definitions
for the following forms of energy:
Solar energy
Wind energy
Electrical energy
Mechanical energy
Ultraviolet energy
Chemical energy
2. Ask students to draw a picture that somehow depicts each form of energy.
Inquiry DIY Guide
Example 2: Pre-adaptation
INQUIRY DIY GUIDE
APPENDIX
Short sequence of lessons
32

2 of 5 PAGES
Solar energy
watch a DVD that shows how solar energy comes from the sun and
arrives to Earth as visible light, infrared light and some ultraviolet (all
forms of electromagnetic wave energy)
answer questions based on information from the DVD.
Materials
Solar Energy DVD
DVD worksheet
What to do:
1. Watch the DVD on solar energy.
2. Issue the DVD worksheet and ask students to work individually to complete all
ten questions.
3. To conclude, provide the correct answers for the worksheet questions.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
33

3 of 5 PAGES
Solar energy investigation

conduct an experiment that demonstrates how dark colours absorb more
solar energy than light colours.
Materials
12 tin cans - six painted black, six painted white
12 thermometers
6 stopwatches
Experiment instruction worksheet
Student notebooks
What to do:
1. Ask students to form groups and issue the experiment worksheet.
2. Students conduct the experiment and record their results in their notebooks.
3. Students write a conclusion for the experiment.
Inquiry DIY Guide
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APPENDIX
34

4 of 5 PAGES
Solar energy investigation

Materials
white tin can
black tin can
2 x thermometers
stopwatch
Method
1. Insert the thermometers into the hole in each can.

2. Note the temperature of each can and record in the table below:
Time
(minutes)
0
2
4
6
8
10
White can temperature

(C)
Black can temperature

(C)
3. Place the cans in a sunny position. Check the temperature in each can at two minute
intervals. Record your observations in the table above. Draw a labelled diagram of
the experimental set up in your workbook.
4. Write a conclusion to the experiment. Dont forget to answer which can had the
highest temperature after 10 minutes and why you think this is the case.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
35

5 of 5 PAGES
NOTES
This sequence of lessons allows little or no time for students to discuss their
ideas and develop explanations. In Lesson 1, there are no opportunities to
discover students prior knowledge. Students are expected to use entirely
scientific language rather than starting with everyday language. While it is
unclear as to the quality of the questions about the DVD in Lesson 2, the fact
that students are not able to discuss their answers means that this is not a
useful exercise. The activity in Lesson 3, while hands-on, is entirely closed. It is
not based on a question for inquiry, has no student input into its design and has
a clear outcome.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
36
AFTER ADAPTATION EXAMPLE. Acting Responsibly: what do

we know about energy? 1 of 8 PAGES
Acting responsibly - What do we know

about energy?
respond to six stimuli cards designed to elicit thinking on a range of
energy concepts.
Materials
6 stimulus cards (see page 2)
Student notebooks
What to do:
1. Place the energy stimulus cards at six stations around the room.
2. Sort students into groups at each of the six stations.
3. Using a stopwatch, give students a set time to discuss their responses to the
stimulus cards.
4. Follow with another set time for students to record their own response in their
books.
5. Rotate students through so that all students visit each of the six stations.
6. Conclude the activity with a classroom discussion. Encourage students to share
their thinking so that you may identify common ideas, prior learning and
misconceptions.
7. Consider repeating this exercise at the end of the learning sequence to
identify shifts in thinking.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
37

Erica said that if she could buy an

electric car this would help to reduce the
use of fossil fuels. But Peter said it
would not reduce the use of fossil fuels.
Who is right?
Susan said that the Earth appeared to be

heating up due to the greenhouse effect.
Mary said that there was a hole in the
ozone layer and this was causing the
earth to heat up. What do you think?
Lee said he got his energy from sleeping.

Barry said he got his energy from the
food he ate. Who is right?
Alice uses reverse cycle air conditioning

in winter to warm her house because it is
cheaper. Stephen said he used an oil
heater. Who is doing their best for the
environment?
John said that if he has white-coloured

roof tiles on his house, it would help to
keep it cool. Barry said he preferred
brown tiles because this colour stopped
the heat passing through the tiles.
When Faisal went skiing near Mt

Kosciusko, he still put on sunscreen. Jack
did not use a sunscreen. He said it was
too cold to get sunburnt. Who is right?
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
38

Can Hot Cars Be Dangerous?

reflect on what they already know about solar energy and its uses
consider dangers associated with solar energy
ask questions and plan investigations on solar energy.
Materials
Newspaper article Child Dies in Car
Student notebooks
What to do:
1. Issue students with the newspaper article Child Dies in Car: 2 year old left for
thirty minutes. The article tells of a young child who had been left in a black car
with the windows down about 4cm. While the outside temperature was 28C, the
temperature inside the car reached as high as 50C.
2. Choose an appropriate way to read the article, eg. as a class, in pairs,
individually.
3. Explain to students that the people who are going to plan legislation to help
prevent incidents like this one need to better understand what is happening. They
need to understand answers to questions such as:
Why did the car get so hot on such a mild day?
Would the colour of the car have had an effect on the
temperature inside?
What effect did the partly closed windows have?
How quickly did the temperature of the car change?
Would tinted windows have helped?
Would the car have got hot if it was in the shade?
Students could provide legislators with this understanding by carrying out
relevant investigations.
4. Sort students into groups for the investigation. Explain that there are several
aspects of the hot cars problem that you could investigate scientifically. Each
group chooses one of the following variables to investigate.
The effect of colour of the car.
The effect of having the windows open or closed.
The effect of tinting on the windows.
The effect of being in the shade or in the Sun.
Inquiry DIY Guide
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APPENDIX
39

5. Use an Investigation Planner to guide students in their thinking and preparation

for the experiment. Have some investigation technique suggestions on hand for
groups that are struggling with this step.
6. Students carry out investigations. They describe their observations and
record their results in the Investigation Planner. Students write a conclusion
based on the evidence obtained by the investigation.
7. The final task is for students to write a letter to the Minister for the Police
detailing the outcomes of the investigation. The letter should describe:
the evidence used to reach the conclusion
recommendations to the minister about any laws that should be
drawn up based on the results of the investigation
any other research that should be undertaken.
Variations
Write the letter as a class so that the results from each of the four
investigations can be included. Each group could present a short presentation
on how they conducted their investigation and what they found out.
Set the activity up as a Jigsaw. Start with home groups of four students.
Each student joins another expert team to investigate one of the four
variables. After the investigations, have home teams come back together to
share their observations, results and conclusions. Home teams work together
to write the letter to the Minister for the Police.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
40

Hot Cars: whats happening here?

understand scientific concepts and terminology related to solar energy.
Materials
Hot Cars - Whats happening here? handout
Science textbooks
Student notebooks
What to do:
1. Explain to students that solar energy comes from the Sun. It travels to the
Earths surface mainly as visible light, infrared light and some ultraviolet light.
These are all forms of electromagnetic wave energy.
2. Ask students to use their science textbooks to find definitions for visible
light, infrared light and ultraviolet light. Alternatively, provide them with the Hot
Cars whats happening here? handout.
3. Use the diagram on the handout to explain that when an electromagnetic wave
reaches the car, three things can happen. It can be reflected, transmitted or
absorbed. Emphasise the fact that it is only the electromagnetic wave energy
which gets into the car (transmitted) and is absorbed that produces heat energy.
The reflected energy does not increase the temperature of the car.
4. Ask students to complete the three questions at the end of the worksheet.
5. To conclude this sequence of lessons, ask students to revisit their responses to
the question cards from the Acting Responsibly lesson. Encourage them to change
their original answers to include any new thinking or ideas that they have
developed from the Hot Cars investigation.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
41

Taken from: CASSP (2002) Energy and Change Student Book. Trial Materials
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
42

Taken from: CASSP (2002) Energy and Change Student Book. Trial Materials
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
43

NOTES
Lesson 1 gives the teacher the opportunity to find out what students
already think about energy. Students are allowed to discuss their ideas
with their peers and questions are posed to pique student interest. In
Lesson 2, students are able to choose what they would like to investigate
and design the investigation with the support of an investigation planner.
This involves discussions around and decisions about data collection. The
information gained from this investigation is presented as a letter rather
than a formal scientific report. Lesson 3 is an opportunity for students to
self-assess, as they revisit their ideas from Lesson 1.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
44
BEFORE ADAPTATION EXAMPLE. Body Systems and

Homeostasis
Body Systems and Homeostasis

Part 1: Introduction to Homeostasis
Activity #
1.1
Activity name
Homeostasis Teacher
explanation and video
Activity type
Classroom
activity
1.2
Homeostasis - Textbook
1.3
1.4
Circulatory system Worksheet

Measuring heart rate
1.5
Heart dissection
Classroom
activity
Classroom
activity
Hands-on
investigation
Hands-on
investigation
Activity description
Teacher describes the nature of homeostasis and why it is
important. Students then watch a video which introduces the
concepts of homeostasis. They record 10 points of interest
while watching the video.
Students read the Body Balance section of the text book,
p68-71, and answer the questions on page 72.
Students read the information on the worksheet and answer
the questions about the effect of exercise on heart rate.
Students follow a detailed method to demonstrate that
exercise affects heart rate.
Students dissect a heart and draw a diagram to label the
parts.
Part 2: Muscles
Activity #
2.1
Activity name
Muscles - Textbook
2.2
Muscles - Teacher
demonstration
2.3
Muscles - Learning object
2.4
Muscles - Teacher
Explanation
Activity type
Hands-on inquiry
Students read the Muscles in Action section of the text book,
p78-81, and answer the questions on page 82.
Classroom
Teacher uses a model of the human arm to demonstrate the
activity
coordination of muscles involved in movement. Students
identify and record the names of the muscles involved in the
movement.
Digital interactive Students watch an animation and complete a worksheet on
shoulder, arm and hand muscles in action, which introduces
the role of nervous messages.
Inquiry DIY Guide
Classroom
Teacher explanation about muscle movement and the role of
activity
the nervous system in coordinating a sequence of
movements. Students copy notes from OHP.
Part 3: Exercise and Homeostasis

Activity #
3.1
Activity name
Exercise investigation
Activity type
Hands-on inquiry
3.2
Report writing teacher

explanation
Final Report Writing and
Submission
Classroom
activity
Classroom
activity
3.5
Part 4: Test
Activity #
4.1
Activity name
Exam
Activity type
Classroom
activity
Students are given the choice of two different investigations
into the effect of exercise on body systems. Students are
provided with an equipment list and method. Students self
sort into groups of three for this task.
Teacher explains and provides definitions for the various
sections of a scientific report.
Students write up their investigation and submit it for grading.
Students complete a pen and paper exam on homeostasis
and body systems.
NOTES
This unit begins with the teacher providing explanations to students rather than allowing them to explore the
ideas first. There is no real context for students to relate to. Students are not able to develop their
understanding through discussionmuch of the information is presented either from textbooks or via teacher
explanation. Activities 1.4 and 3.1 are completely planned, meaning students do not get practice designing
investigations and developing science inquiry skills.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
Unit of work
45
AFTER ADAPTATION EXAMPLE. Moving together!

1 of 2 PAGES
Moving Together!
Part 1: Inquiries into Hot Bodies
Activity #
1.1
Activity name
What do You Know About
Your Body?
Phase
Engage
Activity type
Classroom
activity
1.2
Hot Bodies! (Qualitative)

How does your body
respond to exercise?
Engage
and
Explore
Hands-on inquiry
1.3
Hot Bodies! (Quantitative)

How can we measure your
bodys response to
exercise?
What is Homeostasis?
Engage
and
Explore
Hands-on inquiry
Explain
Digital interactive
and Classroom
activity
1.4
Students watch an AFL exercise recovery video
and answer a series of questions which
interrogate what they know about body systems
and homeostasis. A diagnostic assessment to
identify prior knowledge and/or misconceptions.
A guided-inquiry where students make
qualitative observations (eg. what they hear,
see, feel) of how the body responds during
exercise.
Repeat the guided inquiry above but this time
making quantitative observations (eg. pulse rate,
breathing rate). Students discuss the difference
between qualitative and quantitative data.
A teacher explanation, aided by an online
animation, of homeostasis and how body
systems work together to maintain a steady
state. Students construct a flow chart or mind
map to represent what is happening inside the
body during exercise.
Part 2: How do Organisms Move?
Activity #
2.1
Activity name
Move That Arm!
How many different ways
can you move your arm?
Phase
Explore
2.2
Bend That Elbow!

Can a model help us
understand arm
movement?
Investigating Chicken
Wings
How similar are chicken
wings and human arms?
Engage
and
Explore
Explore &
Explain
Hands-on inquiry
and Digital
interactive
2.4
Anatomy of a Soccer Kick

What needs to happen for
us to kick a ball?
Elaborate
Digital interactive
2.5
Muscle Contraction
Can we role play muscle
contraction?
Explain
and
Elaborate
Classroom
activity
2.3
Activity type
Hands-on inquiry
Students explore the many different types of
motion that they can make with their lower arm.
Inquiry DIY Guide They choose one motion and sketch a series of
annotated diagrams to explain the movement.
Hands-on inquiry Students make a model of the elbow to explore
what is happening to the bones and muscles
when the elbow is straight and bent.
Students conduct a chicken wing dissection and
identify the similarities between chicken wings
and human arms. Students watch an animation
and complete a worksheet on shoulder, arm and
hand muscles in action, which introduces the
role of nervous messages.
Students watch an animation of what happens
to the muscles and bones of the leg and foot
when kicking a soccer ball. Students reflect on
the sequence of nervous messages and
movement of bones and muscles required to
kick a ball.
Teacher explanation about muscle movement
and the role of the nervous system in
coordinating a sequence of movements.
Students create a dramatisation of muscle
contraction and a role play demonstrating the
speed of nervous messages.
Inquiry DIY Guide
INQUIRY DIY GUIDE
APPENDIX
Unit of work
46
AFTER ADAPTATION EXAMPLE. Moving together!

2 of 2 PAGES
Part 3: How Does Exercise Affect Body Systems?

Activity #
3.1
Activity name
Body Tricks
Can we trick our body
systems?
Phase
Explore
Activity type
Hands-on inquiry
3.2
How Does Movement in

Explore
the Form of Exercise
Affect Our Body Systems?
Hands-on inquiry
3.3
How Can We Find Out

More?
Explain
Classroom
activity
3.4
Peer Reviewing
How can my peers help
me to write a better
investigation report?
Evaluate
Classroom
activity
3.5
Final Report Writing and

Submission
Evaluate
Classroom
activity
Phase
Activity type
Students conduct a series of activities that are
designed to trick the senses and body systems.
The activities serve to start conversations about
how body systems work together to keep us
functioning well.
Students work in small collaborative groups to
design and carry out a fair investigation into the
effect of exercise on a system in their body (eg.
skin temperature, body temperature, heart rate,
muscle fatigue, breathing rate).
Students do a scaffolded literature search in
order to properly understand and explain the
science behind the results they obtained in their
inquiry. A Think-Pair-Share strategy is used.
Fact sheets on the circulatory, respiratory and
nervous systems are provided.
Students review each others investigations and
explanations (Activities 3.3 and 3.4). Peer
feedback is guided by a checklist, which mirrors
the criteria on the assessment rubric for this
investigation.
Students write a final copy of their investigation
report and submit it for assessment. The work
is evaluated using a rubric.
Part 4: What If?
Part 4: What If?

Activity #
Activity #
4.1
4.1
Activity name
Activity name
What If?
What If?
Phase
Activity type
Inquiry DIY
Guide Students demonstrate their understanding of the
Elaborate
Hands-on
inquiry
Elaborate
Hands-on
inquiry
Students demonstrate their understanding of the
Example
3:
Post-adaptation
and/or
Classroom
concepts
covered
thebyunit
by investigating
a
andand
and/or
Classroom
concepts
covered
in the in
unit
investigating
a
Evaluate activity
activity
situation
is novel
their experience.
Evaluate
situation
whichwhich
is novel
to theirtoexperience.
answer
the question
your body
TheyThey
answer
the question
What What
if your ifbody
functioning
in a situation
of stress
was was
functioning
in a situation
of stress
(eg. (eg.
altitude
climbing,
stroke,
multiple
altitude
climbing,
stroke,
shock,shock,
multiple
sclerosis
sclerosis
etc.)?etc.)?
NOTES
NOTES
This
anan
inquiry
theme
throughout.
It begins
withwith
students
responding
to a question.
This This
This unit
unitof
ofwork
workmaintains
maintains
inquiry
theme
throughout.
It begins
students
responding
to a question.
diagnostic
to to
uncover
anyany
prior
knowledge
students
havehave
aboutabout
how the
WithinWithin
diagnosticassessment
assessmenttask
taskhelps
helps
uncover
prior
knowledge
students
howbody
the works.
body works.
each part, students have opportunities to explore concepts before they are explained through discussion. The context is
each part, students have opportunities to explore concepts before they are explained through discussion. The context is
meaningful to studentsthey move their bodies everyday and many are involved in sport. Throughout the unit there are
meaningful to studentsthey move their bodies everyday and many are involved in sport. Throughout the unit there are
opportunities for assessment by the teacher as well as feedback from peers in Activity 3.4.
opportunities for assessment by the teacher as well as feedback from peers in Activity 3.4.
Inquiry DIY Guide
Example Inquiry
3: Post-adaptation
DIY Guide
INQUIRY DIY GUIDE
APPENDIX
Unit of work
47
TABLE 6: ANALYSIS AND ADAPTATION 1 of 4 PAGES

Skip questions if they are not relevant to your task.

Characteristic
Yes
No
What I need to do
Phase: Engage
1.1 Is the context relevant to the
students and likely to capture interest
or curiosity?
1.2 Are students likely to become
actively engaged in the investigation
and/or ask questions to be explored?
1.3 Can I gain information about the
students present understanding on this
topic to assess prior
knowledge/misconceptions?
1.4 Does the activity prompt students
to ask questions for further
investigation?
Phase: Explore
2.1 Does the activity/investigation
focus on data collection?
2.2 Is there an opportunity for students
to discuss/decide on what data to
collect and how?
2.3 Are students given the opportunity
to discuss findings and ideas?
2.4 Can students discuss ideas in their
language?
2.5 Will the activity help students
develop ideas about the topic,
phenomenon or concept?
INQUIRY DIY GUIDE
APPENDIX
TABLE 6
48
Characteristic
Yes
No
What I need to do
2.6 Is there an opportunity to assess

idea development built into the basic
activity?
2.7 Will students receive feedback to
support development of ideas/skills as
an outcome of assessment?
Phase: Explain
3.1 Does the explanation process build
on students experiences in their
investigation/exploration/activity?
3.2 Are there opportunities for students
to compare explanations based on how
well they account for the evidence or to
revise explanations in light of
evidence?
3.3 Does the explanation help students
develop an understanding of the
outcomes of their investigation and
also provide the basis for an
understanding that may be
demonstrated in a new situation?
3.4 Will the nature of the explanation
enable students to see the connection
between the science language used
and their previous common language
during exploration?
3.5 Do students have opportunities to
present their ideas in different formats
or to different audiences?
3.6 Are there opportunities to assess
the degree of development of student
understanding through observations
based on the students work during the
Explain phase?
INQUIRY DIY GUIDE
APPENDIX
TABLE 6
49
Characteristic
Yes
No
What I need to do

3.8 Does the activity extend the
students understanding?
3.9 Is the activity likely to stimulate
students to ask new questions about
the topic/concept?
Phase: Elaborate
4.1 Does the activity focus on data or
information collection or investigation?
4.2 Is there an opportunity for students
to decide on what data to collect and
how to collect it?
4.3 Will the activity enable students to
apply their understanding to a new
situation?
to discuss their findings and ideas?
to use science language (verbally or in
written form)?
4.6 Do students have opportunities to
communicate/present their ideas in
different formats or to different
audiences?
4.7 Are you able to effectively assess
understanding and/or skills based on
student work during this phase?
INQUIRY DIY GUIDE
APPENDIX
TABLE 6
50
Characteristic
Yes
No
What I need to do
Phase: Evaluate
5.1 Will the activity give students an
opportunity to review and reflect on
their learning?
5.2 Is your assessment procedure fair?
5.3 Will the tasks uncover
misconceptions and/or current levels of
understanding or skill?
5.4 Will the tasks enable you or peers
or others to give students appropriate
feedback?
INQUIRY DIY GUIDE
APPENDIX
TABLE 6
51
TABLE 7: Where modification may be needed

and suggested solutions 1 of 13 PAGES
Table 7: Where modification may be needed and
suggested solutions
Modification may
be needed when:
Solutions
My Solution
Phase: Engage
1.1 The context is
unlikely to capture
student interest.
Offer an image, video clip,

newspaper report, sample of
equipment, case study, object,
narrative, text, story etc
relevant to the students ages
or backgrounds, or a current
local issue to stimulate interest.
You may need to change the
context over time so the inquiry
remains relevant and the
investigation authentic.
1.2 Students are

unlikely to actively
engage in the
investigation or ask
questions to be
explored.
Do not simply give a purpose

statement for an investigation.
Make sure students have the
opportunity to determine the
direction of the investigation if
possible.
Devise questions that lead
students to identify the major
underlying idea or concept and
to frame questions that might
be asked. Guide the choice of
the question to the basis of the
initial exploration.
Remember that some of the
questions students ask at this
stage may form the basis of
future elaboration activities and
should be recorded.
Explain the process to the
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
52

Modification may
be needed when:
Solutions
My Solution
students so they know

questioning is encouraged and
expected.
1.3 There is no
opportunity to gain
information about
the present
understanding of the
students.
Design questions or use a

cartoon or case study text to
reveal prior knowledge.
You can use ad hoc/informal
questioning while moving about
during an activity to discover
students understanding.
Identify common
misconceptions related to the
topic and design questions to
use in the Engage phase that
will reveal them.
Be ready to lead students to
test these misconceptions in
the Explore phase.
Activities such as a quiz where
students indicate if they think a
statement is true or false by
making some agreed sign, or
indicate if they agree or
disagree with a statement by
moving to different parts of the
room can give quick feedback
on ideas to everyone.
Answers to teacher and activity
questions will indicate how
much detail is required in each
aspect of the planned unit.
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
53

Modification may
be needed when:
1.4 Students may
struggle to think of
further questions.
Solutions
My Solution
Students may need you to

think out loud as you model
the process of framing
questions for the first time.
Devise some scaffolding
questions to guide and prompt
students towards a context or
concept they will find easier to
generate questions about.
Students will get better at
thinking of questions with
practice.
Phase: Explore
2.1 There is little
emphasis on data
collection.
You may need a simple handson activity in which students

collect related data themselves
or you may need to find raw
data suitable for student
analysis and interpretation.
Occasionally there will be little
data collection during the
explore activity, but you should
stress the importance of data
over opinion when reaching
conclusions in science.
2.2 There is little

opportunity for
students to
discuss/decide
which data to collect
or how to collect it.
Use secondary data.

Rather than giving details of the
procedure you expect students
will adopt, discuss the nature of
the data they think will help
answer the question and how it
may be collected.
Discuss or demonstrate a
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
54

Modification may
be needed when:
Solutions
My Solution
technique similar to the one

you expect to be adopted then,
after posing a question, lead a
class discussion or pose
questions for group
consideration about the data to
be collected and how, for their
specific inquiry.
Ensure you discuss safety
considerations with students.
Encourage students to think
about how data might be
presented before suggesting a
format.
2.3 There is little
opportunity for
students to discuss
their findings and
ideas using their
own language.
Be sure to allow time for

students to compare results
and discuss differences.
Ensure you model everyday
language students might use to
discuss the ideas being
explored. If necessary, allow
students to discuss words and
meanings.
Reassure students that
variation is normal. This is a
good time for discussion of
random and systematic errors
and limitations to
investigations.
2.4 The activity does

not extend student
ideas beyond those
currently held.
Devise some related high-order

questions that extend thinking.
Students are exploring a
question where the answer is
not necessarily part of their
current knowledge, although
some may be convinced about
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
55

Modification may
be needed when:
Solutions
My Solution
the answer they expect to find.

2.5 There is no
obvious opportunity
for assessment of
idea development
built into the activity
that is the basis of
the exploration.
Include opportunities to assess

both understanding of concepts
and of process skills. This is a
good opportunity for peer or
self assessment.
Include several ways students
may work within the task with
multiple opportunities to
demonstrate
understanding/skill.
Not all students have the skills
to manipulate or read
equipment or the computer
skills to record data etc.
Students should learn through
observation of, or participation
with, peers.
Assessing idea development
might include monitoring
comments during discussion or
written or verbal descriptions of
what was discovered.
2.6 There is no
indication students
will receive feedback
to support
development of
ideas/skills as an
outcome of
assessment.
Incorporate opportunities for

frequent feedback.
This might include comments
from you to individuals or
groups so they see how their
ideas are similar to those of
others/are likely to be
correct/need clarification.
Consider opportunities for
student self assessment and/or
peer assessment.
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
56

Modification may
be needed when:
Solutions
My Solution
Ensure evidence of learning is

used as a guide for the next
step.
Phase: Explain
3.1 Students are not
asked to compare
explanations based
on how well they
account for the
evidence or to revise
their explanations in
light of evidence.
Allow time for students to

discuss differences between
the explanations and evidence
provided and the students own
explanations based on data
and developed in the Explore
phase.
Students explain their own
findings then seek references
as back-up to their findings.
Encourage students to
comment on anything new they
discovered while reading the
information, or how the
information showed some
suggestions they made in the
Explore phase should now be
improved.
3.2 The explanation

provided in the
reference material is
not related to the
students
explorations.
The Explore phase must

include data collection that the
students see as relevant in the
Explain phase. If there is no
match between the type of data
the students collect and the
context of the explanation,
either the exploration activity or
the explanatory material should
be changed.
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
57

Modification may
be needed when:
Solutions
My Solution
3.3 The explanation

does not provide the
basis for a good
understanding.
The explanation should

address student
misconceptions and build on
prior understandings revealed
in the Engage and Explore
phases. You may have to
provide extra reference
material, give your explanation
or do a demonstration.
3.4 Students may

not see the
connection between
the science
language and their
previous language.
You may need an activity

directly relating the students
common vocabulary to the
science vocabulary introduced
in the Explain phase.
3.5 There are no

obvious
opportunities for
students to present
their ideas in
different formats or
to different
audiences.
Formal reports of activities are

only one format and students
should be encouraged at
different stages to use others,
such as flow charts, newspaper
reports, posters etc and to
communicate to different
audiences (younger students,
the public, local decision
makers etc).
3.6 There are

insufficient
opportunities to
assess development
of student
understanding
through
observations based
on work during the
Explain phase.
Include several ways students

might work within the task so
they have multiple opportunities
to demonstrate
understanding of concepts and
of process skills.
Assessment may include
monitoring comments of
students during discussion of
ideas.
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
58

Modification may
be needed when:
Solutions
My Solution
Allow opportunities to
demonstrate mastery of
concepts and process skills in
new contexts (demonstrate
transfer of learning). For
example, ask students to
reason the next step or any
follow-on activities/ideas which
have been prompted by this
investigation.
3.7 There is no
indication students
to support
development of
ideas/skills as an
outcome of
assessment.

frequent feedback, including
comments to individuals or
groups so they become aware
of how their ideas are similar to
those of others/are likely to be
peer assessment.
Ensure evidence of student
learning guides the next step.
3.8 The explanation

does not extend the
students
understanding.
If materials (text, illustrations,

video clips etc) presented to
explain ideas and concepts
merely reinforce ideas
developed in the Explore
phase, you should find
materials introducing new
language and explanations or
examples in new contexts.
Channel student curiosity, they
are naturally interested to see
what happens if I add more,
change this etc.
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
59

Modification may
be needed when:
3.9 The Explain
phase is not likely to
stimulate students to
ask new questions
about the
topic/concept.
Solutions
My Solution
The explanation should

challenge students to consider
some new context or idea
related to their initial
exploration, which can be
further explored in the next
phase.
Phase: Elaborate
4.1 There is little
emphasis on data
collection.
You will need a simple handson activity/investigation so

students can collect related
data themselves or you may
find a source of data suitable
for student analysis and
interpretation.
4.2 There is little

opportunity for
students to decide
which data to collect
or how to collect it.
Rather than providing details of

the procedure you expect they
will adopt, discuss the nature of
the data they think will help
answer the question and how it
may be collected.
4.3 The materials do

not provide an
activity that presents
a new challenge or
problem to
investigate to further
develop
understanding.
If the activity is too similar to

the initial investigation, it should
be changed to fit a new context
that introduces at least one
new idea or a new aspect of
the problem.
This phase may be absent in
the materials you are planning
to use and you should consider
how class discussion during the
Explain phase could raise a
new question.
Students may be able to
suggest their own Elaboration,
eg. new
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
60

Modification may
be needed when:
Solutions
My Solution
context/problem/challenge,
make links to past experiences
etc).
4.4 There is little
opportunity for
students to discuss
their findings and
ideas.
Allow time for students to

discuss findings and ideas.
4.5 The students are

not given the
opportunity to use
science language.
Require the students to use

science language in presenting
their findings in whatever
format has been chosen.
Encourage students to use
science language in their
discussions, asking them to
repeat correct answers in
science terms.
Encourage peers to support
each other in the development
of scientific language,
terminology and understanding.
4.6 There are no

opportunities to
communicate/
present ideas in
different formats or
to different
audiences.
Formal reports are only one

format and students should be
encouraged at different stages
to use others, such as flow
charts, newspaper reports,
posters, acted scene etc and to
communicate to different
audiences (younger students,
the public, local decision
makers etc). Authentic
audiences improve the
relevance of learning for
students.
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
61

Modification may
be needed when:
4.7 There is no
opportunity for
assessment of
development of
ideas in the activity
that is the basis of
the elaboration.
Solutions
My Solution
Include multiple opportunities to

demonstrate
understanding of concepts and
process skills.
Assessment may include
monitoring comments and the
development of argument or
reasoning during discussion.
Provide opportunities to
demonstrate mastery of
transfer of learning).
4.8 There is no
indication students
to support
development of
ideas/skills as an
outcome of
assessment.

groups so that they become
aware of how their ideas are
similar to those of others/are
likely to be correct/need
clarification.
peer assessment.
Ensure evidence of learning
guides the next step.
Phase: Evaluate
5.1 There is no
opportunity for
students to review
and reflect on their
It is essential for effective

learning that students are
asked to review and reflect on
their learning through a formal
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
62

Modification may
be needed when:
Solutions
My Solution
learning.
self evaluation of learning or

notes of ongoing changes in
their understanding etc.
5.2 The assessment

process may not be
fairit may not allow
all students to
demonstrate what
they know and can
do.
Incorporate a variety of
tasks/questions that will allow
students to demonstrate skill or
understanding by producing
pieces of work using their
preferred learning style.
5.3 The tasks do not

uncover
misconceptions still
held by students
and/or the students
current level of
understanding or
skill.
Having identified the common

misconceptions related to the
topic in the Engage phase,
design questions to reveal if
students still have these views.
It is important that students

present their ideas in a way
which best allows them to show
you and their peers what they
know and can do.
Consider demonstrating
understanding or skills through
various strategies such as
Concept Maps, Notebooking,
Rubrics, Peer Review, self
assessment, cartoon and
scenario interpretation etc.
Provide opportunities to
demonstrate the mastery of
transfer of learning).
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
63

Modification may
be needed when:
5.4 There is no
indication students
to support
development of
ideas/skills as an
outcome of
assessment.
Solutions
My Solution

groups so they become aware
of how their ideas are similar to
those of others/likely to be
peer assessment.
Ensure evidence of learning
guides the next step.
INQUIRY DIY GUIDE
APPENDIX
TABLE 7
64
Notes
Notes
Notes
Notes
Acknowledgements
Content advisers/reviewers:
Louise Fogg, Peta Jackson, Lyn Jefferies and Dominica Thompson
Robin Zipf, Queensland Academy of Health Sciences
Peter Turnbull, Curriculum Services, SA Department of Education & Childrens Services
Science by Doing Reference Group members
References
ACARA. (2010) Australian Curriculum: Science. Viewed March 2011, http://www.australiancurriculum.edu.au/Science/
Curriculum/F-10
BSCS. (2006) Why Does Inquiry Matter? Because Thats What Science is all About! Iowa, US: Kendall/Hunt Publishing
Company.
CSIRO. CREST Awards program. Viewed March 2010, www.csiro.au/crest
Curriculum Corporation (2004) Energy and Change. Viewed July 2013 http://www1.curriculum.edu.au/sciencepd/index.htm
DeBono, E. (1985) Six Thinking Hats. NY, USA : MICA Management Resources, Inc.
Goldsworthy, A., Watson, J. R. & Wood-Robinson, V. (2000) Developing Understanding in Scientific Enquiry. The Association
for Science Education: UK.
Hackling, M., & Prain, V. (2008) Impact of Primary Connections on students science processes, literacies of science and
attitudes towards science. A research report for the Australian Academy of Science. Canberra, ACT.
Keogh, B. & Naylor S. (1999) Concept Cartoons in Science Education. Viewed March 2010, www.conceptcartoons.com
Science by Doing (2008) Moving Together Pilot Resource. Australian Academy of Science: Canberra, ACT.
Victoria Department of Education. Science Continuum P-10: Science Investigations. Viewed March 2010, www.eduweb.vic.
gov.au/edulibrary/public/teachlearn/student/mapsciinvestigate.pdf
Oakland Unified School District. Science in Oakland. Viewed March 2010, http://science.ousd.k12.ca.us
AN ADAPTATION MANUAL
The Inquiry DIY Guide will help you adapt
favourite, familiar or well-resourced activities
and units to an inquiry-based approach.
www.sciencebydoing.edu.au
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AN ADAPTATION MANUAL

Project Director: Professor Denis Goodrum, FACE (Australian Academy of Science)

Science by Doing is supported by the Australian Government.

Professor Jennifer A. Marshall Graves AO FAA (Australian Academy of Science) [Chair]

Australian Academy of Science, 2011

Part 2: Inquiry-based teaching

Part 3: Ensuring materials are inquiry-based

Science by Doing and you

INQUIRY DIY GUIDE

The broad field of educational research supports inquiry-based teaching,

Leading for Change.

A stimulus for professio

This guide may be useful for those who:

Inquiry-based Teaching: A stimulus

have had experience with inquiry-based processes and require

See this resource for

Doing Science Investigations

are supporting others who are new to inquiry-based processes.

See this resource for

Science by Doing curriculum

Assessment: A stimulus for

See this resource

INQUIRY DIY GUIDE

INQUIRY DIY GUIDE

Inquiry-based teaching is much more than giving

INQUIRY DIY GUIDE

EXAMPLES OF PEDAGOGICAL APPROACHES

When students undertake an inquiry-based learning

INQUIRY DIY GUIDE

EXAMPLES OF PEDAGOGICAL APPROACHES USED IN THE INQUIRY-BASED APPROACH

2.3 EXTENT OF INQUIRY

INQUIRY DIY GUIDE

2.4 TYPES OF INQUIRY

Table 1: Forms of inquiry and responsibilities of teacher and student

INQUIRY DIY GUIDE

HOW READY ARE YOU AND YOUR STUDENTS

Table continued on next page

INQUIRY DIY GUIDE

2.6 THE FLEXIBLE 5E MODEL

The teaching model adapted for Science by Doing is a flexible 5Es

Engage, Explore, Explain, Elaborate, Evaluate.

in a context familiar to the student

about phenomenon developed

through exploring the concept in a new

of what the student knows and can do

The teacher presents or encourages students to devise an interesting question to answer.

INQUIRY DIY GUIDE

THE FLEXIBLE 5ES MODEL

2.6 THE FLEXIBLE 5ES MODEL CONTINUED

Table 4: Flexibility in the 5E model

INQUIRY DIY GUIDE

THE FLEXIBLE 5ES MODEL

CHARACTERISTICS OF TEACHING AND LEARNING

Table 5: Changes in emphasis with the inquiry approach

activities in which the aim/hypothesis, method and data to be collected are

context meaningful to students experience and interest

activities that demonstrate and verify science content

activities in which students pose questions to be answered, design

guided interpretation of expected results

open-ended activities that investigate relevant questions

teachers presenting science by talk, text and demonstration

student-devised explanations based on evidence

students report investigations in a template

have had experience with inquiry-based processes and require

are supporting others who are new to inquiry-based processes.

2.6 THE FLEXIBLE 5ES MODEL CONTINUED

2.7 CHARACTERISTICS OF TEACHING AND LEARNING

10. Give opportunities to present explanations to other audiences through

3.2 WHAT DO I NEED TO LOOK FOR WHEN ANALYSING MATERIALS? CONTINUED

2.1 Does the activity/investigation focus on data collection?

2.4 Can students discuss ideas in their language?

3.2 WHAT DO I NEED TO LOOK FOR WHEN ANALYSING MATERIALS? CONTINUED

1.2 Students are unlikely to actively engage

3.4 Students may not see the connection

4.7 There is no opportunity for assessment of