Section 1- Description of the investigation1. (a) What did you do. Describe the purpose of the investigation and the method. Purpose: Our investigation was to observe changes in different pieces of bread by exposing them to a number of different conditions; the goal was to find out in which environment mold would grow fastest. To do this, we left three slices of bread in different environments with toppings on them and recorded our observations over a 3-week period. Method:1. First we collected three slices of the same branded bread.2. We decided on three different environments and conditions in which to place the bread. The first environment we chose was to leave the bread in the sunlight. The second environment we choose was to leave the bread. In many investigations, a lot of time is spent gathering ideas and information from relevant sources rather than spending it on the practical element of the investigation. (Chiappetta, 1997, p. 26). For students to engage in inquiry-based learning, science teachers need to help them get information from different sources throughout the process so that students stay on track. Gathering information is an important aspect of inquiry learning, as students must read information about a topic and apply this knowledge to their inquiry. (Chiappetta, 1997). As part of inquiry-based learning students should not forget problem solving as it has “the potential to engage students in authentic inquiry and develop their inquiry skills”. Problem solving can also make learning more meaningful and relevant for children as they are more engaged in the process. “Inquiry and problem solving are associated with the nature of scientific inquiry as well as teaching methodology” (Chiappetta, 1997, p. 26). The term inquiry also refers to three different categories of (5) student communications and justification of proposed explanations. (NRC, 2000, p. 25) There is more validity regarding what students should learn about scientific inquiry than how teachers should instruct students (Anderson, 2007). 2. (b) Justify how you would incorporate your inquiry into a 5E-based science unit in a primary school context. The way I would incorporate my inquiry into a 5E based science unit in a primary school context is that I would first involve the students and ask them if they know anything about mold and how it grows, I would look for different experiments with mold so that students can understand how it grows. Children would then be able to use whatever variables, such as bread, they prefer and therefore modify the surrounding physical conditions such as darkness, sun. The children would then explain what they observed and use scientific terms where necessary to describe the results. They would then elaborate by further extending their knowledge, then they would have to evaluate their learning and what the investigation might have been like