Home Lesson Plans Activities Field Trips Standards 01 How Humans Think While Understanding the Natural World - Science as Inquiry02 What we Know Today About the World Around Us - Historical Perspectives01 Doing Scientific Inquiry02 Living the Values of Inquiry03 Using Unifying Concepts and Themes04 Doing Safety05 Relating the Nature of Technology to Science01 Understanding Inquiry & Character of Knowledge02 Interdependence of Science Technology & Society03 MALAMA I KA AINA: Sustainability04 Unity & Diversity05 Interdependence of Organisms06 Cycle of Matter and Energy Flow07 Biological Evolution08 Heredity09 Cells, Tissues, and Organs10 Human Development11 Wellness12 Learning and Human Behavior13 Nature of Matter14 Energy, Its Transformation and Matter15 Forces, Motion, Sound and Light16 Universe17 Forces of the universe18 Earth in the Solar System19 Forces that Shape the Earth
Standard Number:0
Hawaii State Standards Toolkit
National Standards: Science as Inquiry K-4
National Standards: Science as Inquiry 5-8

Field Trips
Goodnight Moon Example

Organisims Two by Two K
Balls and Ramps 1
Liquids 2
Sound Investigation 3
Ecosystems 4
Microworlds 5

Goodnight Moon has remained a favorite in part because portrays a rich environment.

Balloons, Full of Holes!

Goodnight Moon Example

Teaching science Inquiry can seem daunting at first, but parents and teachers have been using the methods to engage children for generations. Goodnight Moon is a classic book in part because Margarite Wise Brown and Clement Hurd created a rich visual environment. It is rich enough to remind us that we already know how to teach Inquiry. Let's look at a science lesson based on Goodnight Moon both with and without encouraging Inquiry:

Classic Science Teaching (tell the children all they need to know)

Class, we will use the book Goodnight Moon to teach lunar position, animal habits, health, heat transfer, and color theory. First, lunar position. Starting at eight o'clock and proceeding in ten minute increments there is a corresponding change in the angular position of the moon of precisely ten degrees. This can be shown by plotting the centers of each circular moon relative to the windows South East corner and finding the perpendicular bisector of each successive pair. Upon completing this exercise, we find that the center of rotation of the moon which must correspond to Earth's center, is incorrectly drawn...

The class is asleep by now. Let's move on the the next example.

Teaching Inquiry (Guiding the students to make observations, express wonderings, test their ideas and communicate their results)

Class, did you notice the red balloon on the pages of Goodnight Moon? If we blow up some red balloons can we get them to float? (some student is bound to mention that the balloon in the book must be filled with helium). Helium? What is that? Why does a balloon filled with helium float. How long will it float? (Some balloons are now filled up with Helium and let loose in the room for observation) Based on the classes observations and interest, the class may proceed to complete the activity Balloon Membranes the next day.

While it may be streaching the point some, but other teachers could use the "bowl full of mush" as a jumping off point to the Mystery Mush activity. Other's might use the mouse to kick off an animal mapping activity, the moon to inspire a moon phase chart, the fire to lead into heat transfer, bedtime to lead into health topics, or mush to lead into nutrition studies. Teaching Inquiry only takes a rich environment, good listening skills, flexibility and time. It's the same as when we encouraged these same children to point a pudgy little finger at the moon and make the connection to the round glowing orb in the night sky, we are just asking a little more.