Part 1: What is the role of teacher questioning in inquiry instruction? Provide an example of a question a teacher can ask students during a specific science lesson to explain your answer.

Minimum of a 150 words with in-text citation(s) and reference(s).

Part 2: How can teacher responses maximize science learning? Provide two examples of teacher responses and explain how they maximize science learning.

Minimum of a 150 words with in-text citation(s) and reference(s).

Separate Document:

Questions are an integral part of science and science education. Questioning in science classrooms should drive science investigations.

Using the “5E Lesson Plan Template” you wrote in Topic 3, the “5E Questions Table,” and Webb’s DOK Levels, draft two different questions for each of the 5Es (total of 10 questions).  Incorporate the following into your questions:

Ensure each question is aligned to the learning target of the lesson plan.

Represent all four DOK levels in the table, and at least half the questions need to be at a level 3 or 4.

Questions should encourage exploration, problem solving, and activating prior knowledge.

Compose a 250-500 word rationale of why the questions align with the “E” and meet the DOK levels for each question.

Submit the “5E Questions Table” and rationale as one submission.

APA format, Times New Romans, 12pt., double space, in-text citation(s) and references, and turn it in less than 20%. Please do not copy and paste!!!

Rubric:

1.       Rationale clearly explains why the questions align with the ‘E’ and meet the DOK levels for each question. Includes several distinctive supporting details and/or examples to support reasoning.

2.       Webb’s DOK Levels are clearly identifiable and are used consistently to create questions and at least half the questions are at a level 3 or 4.

3.       Questions clearly encourage exploration, problem solving, and activating prior knowledge. Includes several distinctive supporting details and/or examples to support reasoning.

4.       Shows a deep understanding of the audience and the situation by selecting material that enhances understanding. Creates tools, techniques, or paradigms that effectively achieve the desired goal.

5.       The product shows significant evidence of originality and inventiveness. The majority of the content and many of the ideas are fresh, original, inventive, and based upon logical conclusions and sound research.

6.       The writer is clearly in command of standard, written, academic English.