Inquiring Minds Want to Know: A Science/Library

CollaborationNYSCATE Digital Wave

March 13, 2015Maria Muhlbauer and Barbara Smith, Pioneer Middle

School

A seeking for truth, information, or knowledge Seeking information by questioning

Effective inquiry is more than just asking questions Involves the process of turning questioning into new

knowledge Inquiry projects provide a context and framework for

turning genuine student interests into learning experiences

Defining Inquiry

“Workshop: Inquiry-Based Learning.” Thirteen Ed. Online, 2004. Web. 9 Mar. 2015 <http://www.thirteen.org/edonline/concept2class/inquiry/>.

Why Inquiry?

“Tell me and I forget.Show me and I remember.Involve me and I understand.”

Variously attributed to Aristotle, Confucius, Benjamin Franklin, Native American Proverb, Chinese Proverb, Voltaire

“I'm more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.”

Seymour Simon, nonfiction author

and former science teacher

Berger, Warren. “How Can We Teach Kids to Question?” A More Beautiful Question. n.p., 2015. Web. 12 Mar. 2015 <http://amorebeautifulquestion.com/can-teach-kids-question/>.Draper, Steve. “The Connection Between Learning and Doing.” University of Glasgow, 21 May 2013. Web. 9 Mar. 2015 <http://www.psy.gla.ac.uk/~steve/best/activism.html>.“Seymour Simon Quotes.” Goodreads.com. Goodreads Inc., 2015. Web. 9 Mar. 2015 <http://www.goodreads.com/author/quotes/44618.Seymour_Simon>.

“Questioning can help expand and open up the way we think about a subject or problem – but questions also can direct and focus our thinking.”

Warren Berger, amorebeautifulquestion.com

Connect – Connecting learning to own interests, prior knowledge, and background knowledgeWonder – Asking questions, making predictions, forming tentative thesisInvestigate – Finding and evaluating information to answer questionsConstruct – Constructing new understandings, forming opinions, drawing conclusionsExpress – Applying new understandings to new context; expressing new ideas to share with othersReflect – Reflecting on own learning; asking new questions

Empire State Information Fluency Continuum: Inquiry Phases

Students worked in groups to research a planet.

Groups created questions to guide their planet research.

Students learned about library and Internet resources available about planets.

Groups completed research about their planets.

Groups prepared and presented a lesson about their planets for their classmates.

The Project

Teacher preselected student groups and planets

The inquiry/research tasks were introduced as a step-by-step process

All tasks were modeled for the students

Project Preparations

It is important that you create interesting questions in order to guide your research.

You will spend the next few minutes brainstorming questions that you have about your planet. Keep other students in mind – what might other sixth graders be interesting in learning about your planet?

Step 1: Create Research Questions

How hot is the sun?How large is the sun?How many days would it take to travel to the sun?Is the sun the most important thing in the solar system?What is the diameter of the sun?Can anything live on the sun?Will the sun ever burn out?Do people like the sun?What makes the sun so hot?What planets orbit the sun?Is the sun a star or a planet?Does the sun have any of its own moons?How close have astronauts gotten to the sun?Who was the first person to discover the sun?When was the sun discovered?How heavy is the sun?

Step 1 Modeling: Questions about the Sun

Step 1 Completion

Students generated questions independently on squares of paper

Ample time was given for this part of the process

In your group, share the questions that you generated.

Think about the questions together: Research can only answer questions that are fact-based.

If there are any questions involving a person or group’s opinion, it cannot be answered through research.

Is this a question that can be answered through research? If not, set it aside.

Step 2: Eliminating Research Questions

How hot is the sun?How large is the sun?How many days would it take to travel to the sun?Is the sun the most important thing in the solar system?What is the diameter of the sun?Can anything live on the sun?Will the sun ever burn out?Do people like the sun?What makes the sun so hot?What planets orbit the sun?Is the sun a star or a planet?Does the sun have any of its own moons?How close have astronauts gotten to the sun?Who was the first person to discover the sun?When was the sun discovered?How heavy is the sun?

Step 2 Modeling: Which Questions Cannot Be Answered Through Research?

Is the sun the most important thing in the solar system?

Do people like the sun?

Step 2 Modeling: Questions that Research Cannot Answer

These questions are opinions, so they cannot be answered through a research project.

Step 2 Completion

Students worked with their group members to look at each question.

Opinion-based questions were eliminated.

You will find that many of your group’s questions will overlap or ask similar questions.

Using your group’s question cards, organize your research questions into groups. Not all of your questions will fit into groups. This is ok.

Use the post-its on your table to label each group of questions with a topic.

Step 3: Organize Your Research Questions

How hot is the sun?How large is the sun?How many days would it take to travel to the sun?Is the sun the most important thing in the solar system?What is the diameter of the sun?Can anything live on the sun?Will the sun ever burn out?Do people like the sun?What makes the sun so hot?What planets orbit the sun?Is the sun a star or a planet?Does the sun have any of its own moons?How close have astronauts gotten to the sun?Who was the first person to discover the sun?When was the sun discovered?How heavy is the sun?

Step 3 Modeling: Organizing Research Questions

All of these questions have to do with the size of the sun. A topic for my group’s post-it would be Sun’s Size.

Step 3 Process

Groups used different strategies to sort questions into topics.

A variety of topics were utilized.

With your group members, choose the topics you would like to use to guide your research.

Your group should have between 3-6 topics for research.

Transfer your post-it topic to your group’s topic list.

Get your list approved by an adult.

Step 4: Select Your Topics

Topic 1: Historical Information about the Sun

Topic 2: The Sun’s Size

Topic 3: Composition of the Sun

Topic 4: The Sun’s Zones

Topic 5: The Rotation of the Sun

Step 4 Modeling: Topic List for the Sun

Step 4 Process

Students groups chose the topics that they were most interested in researching.

The topics were moved to a list (list required adult approval)

Your group will now transfer your topics and questions into research packets.

Each topic will receive its own packet.

Your group can use your questions as subtopics for each packet.

Step 5: Preparing for Research

Step 5 Modeling: Transferring Research Questions

Step 5 Completion

This step required teamwork

All groups divided up the work so that each organizer was properly set up

NYS Intermediate Science StandardsStandard 1: Analysis, Inquiry, and Design Students will use (mathematical analysis), scientific inquiry, (and engineering

design), to pose questions, seek answers, and develop solutions.

Empire State Information Fluency ContinuumStandard 1: Using Information to Build Understanding Wonder: Recognizes characteristics of good questions

Standard 3: Demonstrating Social Responsibility Importance of information to a democratic society: Demonstrates tolerance for different

opinions; Encourages team members to share ideas and opinions

ISTE (NETS) StandardsStandard 4: Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve

problems, and make informed decisions using appropriate digital tools and resources.

Standards Addressed during Steps 1-5

What sources are available for finding information about planets?

Use the library access sheets to gather information about your planet.

All sources must be properly documented on both your organizer and on the note sheets for research.

Step 6: Researching Your Planet

Step 6: Research Resources

Students received two sheets outlining the research sources available for the project.

Step 6: Research Resources

Students were required to use Note Sheets to properly document their sources.

Step 6 Completion

NYS Sixth Grade Science StandardsStandard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

CCSS Grade 6 ELA Reading Standards for Informational TextStandard 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

Empire State Information Fluency ContinuumStandard 1: Using Information to Build Understanding Investigate: Follows a complete research plan and stays on a timeline; Participates in supervised use of search engines and pre-

selected Web resources to access appropriate information for research; Summarizes information that answers research questions; Differentiates between important and unimportant details

  Construct: Makes inferences based on explicit information in text; Organizes notes and ideas and develops an outline or graphic

organizer using both print and electronic tools; Combines information and weighs evidence to draw conclusions and create new meaning

Standard 3: Demonstrating Social ResponsibilityEthical behavior in use of information: Abides by the Acceptable Use Policy by accessing only appropriate information and using technology responsibly; Understands the concept of plagiarism and the importance of paraphrasing

ISTE (NETS) StandardsStandard 3: Research and Information Fluency Students apply digital tools to gather, evaluate, and use information.

Standard 4: Critical thinking, problem solving, and decision making Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions

using appropriate digital tools and resources.

Standards Addressed During Step 6

All lesson plans needed to include: Lesson objective Goals How information would be presented to the

class How students would be assessed

Classroom teacher modeled the lesson planning process to students.

Step 7: Creating a Lesson Plan

Step 7 Completion

Groups formulated their lesson plans

Most groups presented their research through PowerPoint

Other teaching tools were gathered

Step 7 Completion

Another resource used by students was EdHelper.com

NYS Intermediate MST StandardsStandard 2: Information Systems - Students will access, generate, process, and transfer information using appropriate technologies.

NYS Intermediate Science StandardsStandard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.

Empire State Information Fluency ContinuumStandard 1: Using Information to Build Understanding Construct: Makes inferences based on explicit information in text; Organizes notes and ideas and develops an outline or graphic

organizer using both print and electronic tools; Combines information and weighs evidence to draw conclusions and create new meaning Express: Drafts the presentation/product tailored to the audience; Presents conclusions and supporting facts in a variety of ways

Standard 3: Demonstrating Social Responsibility Importance of information to a democratic society: Demonstrates tolerance for different opinions  Effective social interaction to broaden understanding: Encourages team members to share ideas and opinions; Works collaboratively with

peers to use technology for research to meet information needs  Ethical behavior in use of information: Abides by the Acceptable Use Policy by accessing only appropriate information and using

technology responsibly; Understands the concept of plagiarism and the importance of paraphrasing

ISTE (NETS) StandardsStandard 1: Creativity and Innovation Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

Standards Addressed During Step 7

CCSS Grade 6 ELA Reading Standards for Informational TextStandard 7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent product. 

CCSS Grade 6 ELA Writing StandardsStandard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.

Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

Standard 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

Standard 6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.

CCSS Grade 6 ELA Speaking and Listening StandardsStandard 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Standard 5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

ELA Standards Addressed During Step 7

Step 8: Lesson Presentations

Groups executed their lesson plans.

The questions/topics generated in previous steps served to organize the presentations

Most groups included multimedia components

Assessments were given to classmates and recorded as science grades – students loved assigning homework to others!

CCSS Grade 6 ELA Speaking and Listening StandardsStandard 4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.

Standard 5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

Empire State Information Fluency ContinuumStandard 1: Using Information to Build Understanding Express: Drafts the presentation/product tailored to the audience; Presents

conclusions and supporting facts in a variety of ways

Standards Addressed During Step 8

Project Assessment

Students were asked the following questions: What did you like best about the project? What could be improved? What do you still remember? Do you have any advice for next year’s

students?

Project Reflection

Student Reflections: What They Liked Best

Student Reflections: What Can Be Improved

Student Reflections: What They Still Remember from the Project

Student Reflections: Advice for Next Year’s Students

Empire State Information Fluency ContinuumStandard 1: Using Information to Build Understanding Reflect: Assesses own work and begins to

develop own revision process

Standards Addressed During Project Reflection

Inquiry process can work in almost every subject area or grade level!

Use Skype or other distance learning tools to present lessons to classrooms in other locations

Host a parent/community celebration after the project is completed

Have students find their own sources to use for research

Present lessons during an evening science fair event Collaborate with your school librarian

Possible Project Extensions

Berger, Warren. “How Can We Teach Kids to Question?” A More Beautiful Question. n.p., 2015. Web. 12 Mar. 2015 <http://amorebeautifulquestion.com/can-teach-kids-question/>.

“Core Curriculum for Intermediate Science.” NYLearns.org. PLS 3rd Learning, 2014. Web. 9 Mar. 2015 <http://static.nylearns.org//content/documents/mststa4.pdf>.

Draper, Steve. “The Connection Between Learning and Doing.” University of Glasgow, 21 May 2013. Web. 9 Mar. 2015 <http://www.psy.gla.ac.uk/~steve/best/activism.html>.

“Empire State Information Fluency Continuum: District Guidance and Tools.” School Library Systems Association of New York State. SLSA, 9 Jun. 2014. Web. 9 Mar. 2015 <http://slsa-nys.libguides.com/content.php?pid=464329&sid=3801832>.

“ISTE Standards for Students.” ISTE Standards. International Society for Technology in Education, 2015. Web. 9 Mar. 2015 <http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-S_PDF.pdf>.

“Learning Standards for MST: Standards 1 and 2.” NYLearns.org. PLS 3rd Learning, 2014. Web. 9 Mar. 2015 <http://www.nylearns.org/module/standards/Pages/DownloadPDFs/>.

“New York State P-12 Common Core Learning Standards for English Language Arts and Literacy.” EngageNY. NYSED, 26 Oct. 2012. Web. 9 Mar. 2015 <https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards- for-english-language-arts-and-literacy>.

“Seymour Simon Quotes.” Goodreads.com. Goodreads Inc., 2015. Web. 9 Mar. 2015 <http://www.goodreads.com/author/quotes/44618.Seymour_Simon>.

“Workshop: Inquiry-Based Learning.” Thirteen Ed Online, 2004. Web. 9 Mar. 2015 <http://www.thirteen.org/edonline/concept2class/inquiry/>.

Works Referenced

Maria MuhlbauerEmail: mmuhlbauer@pioneercsd.orgPhone: (716) 492-9383Twitter: @muhlbs83Website: pioneermiddlelibrary.blogspot.com

Barbara Smithbsmith@pioneercsd.org

Thank you!