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What is science without hands-on inquiry? With the materials I have chosen, my students will be able to get into the science lab to investigate and see environmental science and biology in action. Learning from models and simulations gives my students the opportunity to get away from their chromebooks and limited textbooks and discover science for themselves. The games will help my students learn collaboration and cooperation. Group work increases peer discussion for learning and teaching purposes providing scaffolding. Multiple realms of intelligence are addressed through hands-on activities, labs, and games and increases student engagement and motivation resulting in higher retention. As a high school science teacher, I plan my instruction using a constructivist focus on authentic tasks based on experiences utilizing cognitive activities such as critical thinking and problem solving. The constructivist theory has its roots in learning from experiences, which increases student responsibility and interest. Real-world products and research done during labs promote student-centered inquiry to provide opportunities for creativity, critical thinking, and problem solving, which are student characteristics valued in higher education and the modern workplace. Learning about real world problems, such as air pollution, acid rain, and waste water treatment, creates a higher awareness for good citizenship and responsibility in taking part in solving these. Hands-on science can inspire career choices among my junior and senior students and environmental careers and leaders are needed more than ever in today's society.

About my class

What is science without hands-on inquiry? With the materials I have chosen, my students will be able to get into the science lab to investigate and see environmental science and biology in action. Learning from models and simulations gives my students the opportunity to get away from their chromebooks and limited textbooks and discover science for themselves. The games will help my students learn collaboration and cooperation. Group work increases peer discussion for learning and teaching purposes providing scaffolding. Multiple realms of intelligence are addressed through hands-on activities, labs, and games and increases student engagement and motivation resulting in higher retention. As a high school science teacher, I plan my instruction using a constructivist focus on authentic tasks based on experiences utilizing cognitive activities such as critical thinking and problem solving. The constructivist theory has its roots in learning from experiences, which increases student responsibility and interest. Real-world products and research done during labs promote student-centered inquiry to provide opportunities for creativity, critical thinking, and problem solving, which are student characteristics valued in higher education and the modern workplace. Learning about real world problems, such as air pollution, acid rain, and waste water treatment, creates a higher awareness for good citizenship and responsibility in taking part in solving these. Hands-on science can inspire career choices among my junior and senior students and environmental careers and leaders are needed more than ever in today's society.

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