Student Center | Instructor Center | Information Center | Home

Teaching Children Science: A Project-Based Approach, 2/e

Joe Krajcik, University of Michigan - Ann Arbor
Charlene Czerniak, University of Toledo
Carl Berger, University of Michigan - Ann Arbor

How Do I Develop and Use Benchmark Lessons?

IDENTIFYING LEVELS OF QUESTIONS

Materials Needed:

Pencil and paper
An interesting newspaper article


1		Using the information you have learned about questioning as well as Table 7.9, identify each of the following questions as either lower level, medium level, or higher level. What are the causes of animal extinction? Explain what happened in your investigation. What is a molecule? Why would or wouldn't you want a low-level toxic waste site in your town? What causes oil to float on top of the water? What might life be like on Mars? How are frogs different from toads? How effective is your state at handling solid waste problems? Do you think that the spotted owl should be protected? Why or why not? What is evaporation? What causes evaporation? How might you stop water from evaporating from a swimming pool? How might you increase water evaporation from a wet towel? What are the characteristics of a reptile? Who invented the light bulb? How is sedimentary rock formed? What is a fossil?



2		After you have identified each of these questions as higher level, medium level, or lower level, meet with a small number of classmates to discuss your answers. Come to a consensus on the level of each of the questions.



3		Form teams. In your team, locate an interesting article in the local newspaper that covers an important current event that might be discussed in an elementary or middle school classroom. Try to find a different article from the other teams. Write three lower-level questions, three medium-level questions, and three higher-level questions for your article. After you have accomplished this task, pair up teams and trade articles. Then ask your paired team your three higher-level or medium-level questions and take notes about their responses. Do not ask them the lower-level questions.



4		Analyze the answers to the higher-level questions. What did you notice? What types of thinking occurred? Did team members demonstrate knowledge of the lower-level questions when they answered the higher-level questions or even the medium-level questions? If so, what does this tell you about the lower-level questions? Record your ideas in your portfolio.

2003 McGraw-Hill Higher Education
Any use is subject to the Terms of Use and Privacy Policy.
McGraw-Hill Higher Education is one of the many fine businesses of The McGraw-Hill Companies.