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Inquiry Cubes Chemistry

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Leah Clement

on 5 September 2013

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Transcript of Inquiry Cubes Chemistry

Smart Start
You have 7 minutes to SILENTLY complete the following in your lab notebook
An inquiry cube has been placed between you and your lab partners.
You may not move the box. If you cannot see a side of the box, ask your partner on the opposite side to report their observations to you
Do not pick up the cube or move it in such a way that the bottom is exposed.
Inquiry Cubes
Class Discussion
Inquiry Cubes
What patterns did your group notice about the inquiry cube?
Inquiry Cube
DIRECTIONS: You have 5 minutes to discuss the following with your group and record both the question and your answers in your lab notebook.
BEHAVIORAL EXPECTATIONS: Working with a partner
•Look at your partner when they’re speaking
•Speak in a quiet 12 inch voice
•Stay on topic
•Stay in your seat

Why do discrepancies in our answers exist?

Why do you think your group’s answer is correct?

Class Discussion
Inquiry Cube
Don't forget to add this activity to your Table of Contents!
DIRECTIONS: An inquiry cube has been placed between you and your lab partners.
1. Title a section in your lab notebook “Observations”
2. SILENTLY Record observations about the sides of the boxes you can see (3 minutes)
3. SHARE the observations you’ve made about your side with your partners on the other side of the cube (3 minutes)
4. Title a section in your lab notebook “Patterns”
5. DISCUSS and RECORD patterns your group notices about the mystery cube (3 minutes).

What is on the bottom of the cube?
How confident are you in your answer?
Why do you believe your answer is correct?

Independent Reflection
DIRECTIONS: Record and answer the following question silently in your lab notebook:

At this time, how confident are you in your groups answer? Why?
The Big Reveal!
Flip over your box and determine if your group's prediction was correct!
• A female name beginning with the letter F has to be on the bottom of the cube. Opposing sides have either a female or male name on them. Since the top has Frank, a male name, the bottom has to be a female name. Several names could be on the bottom of the cube: Fran, Frances, Francene, or Francine.

• You also know based on the evidence that the color of the bottom of the cube will be the same as the color on the top. Opposing sides are the same color (red, white, or blue).

• What can you tell about the numbers in the corners? The number in the right top corner of the cube represents the number of letters in the name on that face of the cube.

• What about the number in the bottom left corner? The number in the bottom left corner represents the number of letters that the names on opposing faces have in common. For example: the number in the bottom left hand of the face with the name Rob is 3. The opposing side has the name Roberta, also with a number 3 in the bottom left corner. Roberta and Rob share 3 common letters: R, O, and B.

Unpacking the Pattern
Inquiry Cubes
Individual Reflection
DIRECTIONS: Label a new section “Analysis Questions” in your lab notebook. Silently record and answer the following questions in your lab notebook.
1. Did your group correctly predict what was on the bottom of the box? If yes, what thinking lead you to get the write answer? If no, what mistake did your group make or what pattern did you miss (3 complete sentences)?

2. Explain how this activity shows how scientific and mathematical communities propose questions and go about finding answers to those questions.
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