Name MonicaCamacho

Submitted on 10/4/2005 7:10:04 PM

Topic: Bio

 Cox-Petersen, A. M., & Olson, J. K. (2001). Promoting Puzzlement and Inquiry with Pillbugs. Science Activities, 37, 20-23.

Summary

Back in the olden days, Teachers taught biology concepts by throwing out vocabulary terms and facts from text books. I remember looking at diagrams of insects and wanting to get my hands on one, and investigate the characteristics of an insect, and learning about its' habitat. Well, using activities to teach biology has changed for the better over the years. This article is about a Pillbug inquiry activity using a group investigation model of instruction. The biology activity meets the standards of grades3-4 by understanding living organisms' characteristics, life cycles, and environments. Although, it can be modified for grades K-8. This article shows phases of instruction and investigation. In phase I: Students are introduced a puzzling situation. The students were to observe pillbugs in a glass container. The pillbugs were in their natural habitat with twigs, leaves and soil. The students were shown a picture of different organisms from the arthropod group. After they looked at the pictures they were to figure out which arthropod group they think the pillbugs belong to. Next, they were to write their ideas in a journal. In phase II-VI: Students explore reactions and ask questions. This phase was designed for students to be in groups and observe and ask questions of what they want to know about pillbugs through 6 day plan. Through those questions, students were to devise a plan to investigate the questions. Then, students needed to observe, measure, classify, and collect data. After collecting their data, students were to analyze their findings and talk with other groups about their findings to discover differences. Pillbugs are found to be in crustacean group. The authors went further and made this biology activity be used as a thematic activity as well. Students could read books about pillbugs and write a journal about the books. Also, they could calculate how fast a pillbug can move. The authors wanted students to explore and understand through hands-on investigation in order to fully understand the classification of arthropods. They also wanted students to understand how scientists collect data and investigate a situation by raising questions and answering them from the evidence explored.

Reaction

I am a believer in hands-on activities. This biology activity article is a prime example of exploration. I liked how the authors put an inquiry lesson in phases. The phases gave organization to the lesson in an easy format. I would use this activity in my classroom, because it gives students the opportunity to participate in activities that investigate an environment of arthropods. The materials listed looked reasonable to afford as well. One thing I liked about how the authors approached this activity was that they allowed the students to raise the questions and not the teacher raising the questions for the students to explore and investigate. The students were being the scientists and were put in a natural world of science exploration instead of a text book filled with vocabulary words and facts with a diagram not physically touched by a human hand.