To be successful at scientific inquiry, students need to develop some discrete foundational skills.
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
| Know | Wonder |
|---|---|
| text | text |
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
| Know | Wonder | Learn |
|---|---|---|
| text | text | |
| text6666 | ||
| text | ||
| text |
At the end of a project or activity, students show what they have learned.
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
At the end of a project or activity, students show what they have learned. They can do this through conventional exams, but in scientific inquiry projects, they are more likely to do this through products, presentations, or performances in the Presentation Phase.
At the end of a project or activity, students show what they have learned.