Recipe activity uses a self-explanatory worksheet which includes the materials needed for each

group. This activity is a direct learning approach, where groups are given detailed instructions
and follow them strictly to completion, writing down their results in a student data sheet. Student
will work at their lowest cognitive level.

Competitive activity asks students, in groups of two or three, work together to accomplish a
specific goal. This activity is a mix of direct and indirect learning approach, groups are asked to
compete and accomplish a task, writing down what they carry out and comparing together at the
end of the activity. The teacher will participate setting the lab in motion, guiding the process and
helping students to reach a suitable understanding that corresponds to the learning objective. The
teacher controls the time line preventing classroom management issues. Student will work at a
fairly high cognitive level.

Full Inquiry activity asks students to work in groups of two or three to explore the potential of
the given materials and the associated teacher guidance. This is an indirect learning approach.
The teacher will be the facilitator providing materials and some guidance when needed, but
allowing the students to construct their own inquiry which will be aligned to the learning
expectations for the activity. The students work together to identify a question, formulate a
hypothesis (or several hypotheses) design the lab, accomplish it, take data, analyze it, and
making conclusions that reject or confirm their hypotheses that fit with existing understanding
and knowledge. It is important not to allow this activity, which focuses much of its time on
"playing," to contribute to the belief that inquiry is about play and not a process of making
real and valuable discoveries and progress. Once people get beyond the exploratory phase,
and do find a question that they can pursue in an intentional way within the time provided,
encourage them to pursue those questions, even if it is in a direction that they are not sure will be
fruitful. It is the most difficult to achieve. It requires the students to be prepared to work in
teams using efficiently their time, remaining focused and being aware of active learning
through making questions and answering others questions. Students will work at their
highest cognitive level.

In addition, part of my previous stated strategies can be integrated in to the SIOP model in order to
address the needs of my diverse student population.