Inquiry Learning Spaces (ILSs) are personalized learning resources for students, including a lab, apps, and any other type of multimedia material. ILSs follow an inquiry cycle. Inquiry cycles can differ but the basic Go-Lab cycle consists of the phases Orientation, Conceptualisation, Investigation, Conclusion, and Discussion. The aim of an ILS is to provide students with an opportunity to conduct scientific experiments, being guided through the inquiry process and supported at each step.

This page presents ILSs created by teachers or the Go-Lab and/or Next-Lab team (and often in co-creation), on a large set of domains and in many languages. Please note that the Go-Lab Authoring Platform Graasp is no longer maintained. This means that it is not possible to create and publish new Go-Lab ILSs, preview or copy ILSs listed on this page. It is only possible to view the descriptions of ILSs, which were created and published during the lifetime of the Go-Lab projects. This page can be used for your information only. If you are interested in creating and using Inquiry Learning Spaces in your classroom, please visit the new Authoring Platform Graasp.org

If you are looking for Inquiry Learning Spaces created especially for the curricula of Benin, Kenya or Nigeria, please visit our Collections page.

If you select ILSs in English, the descriptions on this website will still be displayed in English, except if the ILS author has provided the description in English. However, if you click on the preview button or copy an ILS to Graasp, the ILS will be displayed in English, as created by the ILS author.

Evolution And Biodive...
English
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Students work together using two versions of a collaborative Rabbit Genetics simulation. They must investigate which genotypes exhibit specific fur colour and ear shape. In one version, a student has control over rabbits with black fur.

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Bacteria and viruses are two different types of pathogens. Bacteria are living organisms that can exist independently and have the ability to self-grow and reproduce. In contrast, viruses are non-living pathogens that require the invasion of other living organisms to grow and reproduce.

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It is important to understand how neurons do what they do. Neurons send messages electrochemically. This means that chemicals cause an electrical signal. Chemicalsin the body, which are called ions are "electrically-charged".

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This ILS is developed for first year HAVO/VWO students (aged 12-14) to teach natural selection. The learning goals of the ILS are: explaining what natural selection is;

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Living in cold environment is a challenge, that's why some plants create a few ways of adaptation to the Arctic climate. How high are trees in Arctic forests or how many colours does tundra have in the summer?
very good

Rating: 5 - 1 votes

Confirmation of carbon dioxide gas as a bi product of respiration

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The purpose of this ILS is to develop mathematical knowledge to help students understand how a virus / infectious disease is spreading within a population.

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This ILS is a modified version of the ILS Is it Good to be Beautiful?.  The ILS has been customized for a younger age group (12-14) and has been restructured to use the Learning by Critiquing Scenario.   

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Students will understand the process of ocean acidification and will simulate the effects od decreasing pH caused by increasing atmospheric CO2 levels, as well as, discuss the consequences and implications of ocean acidification on marine ecosystems.
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Rating: 2 - 2 votes

Life is definitely digital. The genetic code of all living organisms are represented by a long sequence of simple molecules called nucleotides, or bases, which makes up the Deoxyribonucleic acid, better known as DNA.