The document discusses the inquiry approach to teaching and learning. It is a student-centered way of learning where students use investigative processes to seek answers to their own questions. Students learn to be independent learners by gathering evidence, analyzing data, and drawing their own conclusions. This approach motivates students and satisfies their innate curiosity. It enhances critical thinking as students classify, measure, analyze and predict using scientific processes. Learning becomes more meaningful and long-lasting when students discover answers for themselves through inquiry.

1. THE INQUIRY APPROACH
WHAT IS AN INQUIRY APPROACH?
a way of teaching that leads the students to use investigative processes in searching for information
It is self-directed way of learning after the scientific approach of a scientist
Aims to motivate students to seek answers /solutions to their own questions , gather evidences , analyze
and evaluate data and draw conclusions
Students learn to be independent learners capable of managing own learning activities
WHY IS IT EFFECTIVE?
Motivates the students to undertake learning activities through their own learning styles
Satisfy innate curiosity of the young .They continue to be inquisitive about things and happening of
their surroundings
The use of scientific processes such as classifying , measuring , analyzing , predicting in weighing
evidences enhances critical thinking ability
Experiences gained develop creativeness in seeking information rather than follow traditional
means
Students develop self-confidence and responsibility after conducting their conclusion or
generalization
Labeled as “discovery approach “ students are led to figure out for themselves how to attack
problem/question and arrive conclusions considering their own discovery.
Learning becomes more meaningful and lasting
Being honest and objective in their information search
Students become skilled in problem solving and decision making
HOW TO FACILITATE INQUIRY TEACHING ?
Teacher must be good in asking questions that are of what /why/how type. The students learn to ask equally
provoking questions which in the end improves their questioning technique and more important their reasoning
ability.
Teachers and students must be consistent in following the steps in the procedure as well as applying
appropriate investigative processes to ensure attainment of right conclusion
There should be minimal coaching in order for the students to originate their own way of inferring ,
hypothesizing and interpreting data
A conducive learning environment must be provided to allow freedom of movement and access to needed
equipment in order not to disrupt the order
Recognition of successful classroom activities that are quality oriented can strengthen t the feelings and
attitudes developed
Teacher act as a guide and facilitator and motivator rather than the usual authority
At the end of activity , teacher may ask the students to evaluate their own performance in order for them to
know their success and failure

2. LESSON PLAN
INQUIRY APPROACH
I.Objectives:
As a result of the lesson the students are expected to
1. Identify properties of air
2. Students will offer proof that air exerts pressure
.
II.Subject matter:
Topic: Properties of air
Material: glasses, ball of paper, water, pitcher or pail
Reference: Science and Technology 6
III.Procedure:
A. Review:
We have discussed in our previous lessons about matter, and the different forms of matter. Who can define what
matter is? In what forms they appear? Questions: what is matter? Give examples of matter .etc
B. Motivation:
Hold an empty bottle and ask, "What do I have in this bottle?"possible (air) I have here a bottle, what can you
observe? Orwhat do I have in this bottle?
C. Presentation:
Teacher presents the following information to the class.
Susan and Juvy were having fun filling the glass with water. Then they placed a sheet of paper on the bottom of the
glass and turn it upside down to another pail full of water. To their surprise, the paper is still dry. What made the
sheet of paper stay dry??Explain the inquiry procedure to the student.
D. Discussion:
Students can begin to ask questions what they have from the short scenario presented .Pupils can now give
questions which serve as tentative hypothesis. Teacher writes on board.
Possible questions/hypothesis:
Is the paper sticky such that it will stick to the rim of the glass?
Is there a force from the air outside theglass that pushes the paper so that it sticks to the rim of the beaker?
Is the paper too small so that the water cannot reach it?
E. Exercise
Proceed with the experiment so that pupils can observe what happens ( this may be done in groups)
In light of the amazing outcome ex. Paper stays dry , have pupils evaluate their hypotheses within the group
Compare different hypotheses in order to confirm , reject or revise
F. Evaluation
As students explain hypothesis that has been accepted as a tentative solution to the problem
Why is the paper towel able to stay dry?( Because the air trapped in the glass takes up
space, and does not allow the water to soak the paper
Ask the pupils to review the process they have used to arrive at the acceptance of the hypothesis
Discuss ways that they could have improved their inquiry
G. AssignmentIn a short narrative, evaluate some of the important uses of air in our community.

3. Air has many uses. Some of them are as follows:
1. Air contains oxygen, which is essential for life. All living things respire by breathing in air. The air we breathe
in is inhaled air. The air we breathe out is exhaled air.
2. Air supports burning or combustion. The oxygen present in air is essential for burning. We burn fuels to
cook food, generate heat and electricity, run industries and drive vehicles. The presence of nitrogen reduces
the activity of oxygen. If air contained mostly oxygen, even small fires would turn into huge explosions!
3. The nitrogen present in air is essential for the growth of plants. Plants take in nitrogen directly from the air
or from the soil.
4. A layer of ozone gas present high up in the atmosphere protects us from the harmful ultraviolet rays of the
sun. Also during daytime, the atmosphere prevents excessive heat from the sun from reaching us. At night, the
atmosphere traps the surface heat and prevents it from escaping.
5. Moving air, called wind, has great force. It enables the movement of sailboats and gliders. It runs windmills,
which are used to generate electricity. Wind also helps in the dispersal of seeds.
6. Compressed air is used in a number of ways. It is used to fill tyres. Many machines make use of compressed
air. For example, machines used in mining and digging and the drill used by dentists work on compressed air.
7. Carbon dioxide is taken from air by plants for photosynthesis, the process of making their food. The air we
breathe out contains carbon dioxide. Exhaled air can be tested for the presence of carbon dioxide
Air is the Earth's atmosphere. It is the clear gas in which living things live and breathe. It has an indefinite
shape and volume. It has no color or smell. It has mass and weight. It is a matter as it has mass and weight.
Air creates atmosphere pressure. There is no air in the vacuum and cosmos.
Air is a mixture of 78.03% nitrogen, 20.99% oxygen, 0.94% argon, 0.03% carbon dioxide, 0.01% hydrogen,
0.00123% Neon, 0.0004% helium, 0.00005% krypton and 0.000006% xenon.[1]
Most living things need the oxygen in the air to live. In the human body, the lungs give oxygen to the blood,
and give back carbon dioxide to the air.
Wind is moving air. Air can be polluted by some gases (such as ozone and carbon monoxide), smoke, and ash.
Some believe that this pollution may be one of the causes of global warming.
Aircraft use propellers to move air over a wing, which allows them to fly.
Many people when they think of air they don't think of it as a gas. Well in fact it is. Three of these properties
that would be in the gas we call air are density, pressure and temperature. You can find more information
here: