The Hudson River--Journey into Inquiry, by Jill Leinung and Linda Kaminski

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A presentation given during the Teaching the Hudson Valley 2010 Summer Institute. Jill Leinung and Linda Kaminski shared their strategies for using scientific models of inquiry to explore different disciplines. They used their own classroom experiences at Green Meadow Elementary School in Castleton, NY, including a collaboration with museum educators from Albany, as examples.

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The Hudson River--Journey into Inquiry, by Jill Leinung and Linda Kaminski

  1. 1. The Hudson River – Journey into Inquiry Jill Leinung, Library Media Specialist Linda Kaminski, Gr. 1 Green Meadow Elementary School Castleton, New York
  2. 2. What is Inquiry Learning? <ul><li>Inquiry learning is based on the scientific inquiry process scientists use. </li></ul><ul><li>Inquiry learning is the use of strategies (i.e. observing, questioning, collecting information, etc.) to understand our world. </li></ul><ul><li>Inquiry learning fosters curiosity and being open to new ideas. </li></ul><ul><li>Inquiry learning engages students in the exploration of their world as thinking and questioning scientists. </li></ul>
  3. 3. What does it look like? <ul><li>Teachers are “explorers” who guide students to think and act like scientists </li></ul><ul><li>Students are provided opportunities to take risks, explore, experiment, develop and share questions and ideas. </li></ul><ul><li>It’s a gradual shift from teacher-directed to a more student-directed approach. </li></ul>
  4. 4. The journey begins… with an idea,
  5. 5. Our Journey Map Columbia Co. Educators Workshop GM 50 th Calendar/ Historical Archive THV Archaeology Grant w/Ft. Craillo And Albany Visitors Center THV mid-year @ Norrie Point <ul><li>Margolis – Tagging </li></ul><ul><li>Butterflies/Hudson, </li></ul><ul><li>Mahicans, Dutch </li></ul>Albany Institute of History and Art THV Summer Institute Mud Creek Environmental Learning Center Next ?
  6. 6. Green Meadow History History of Green Meadow Elementary School East Greenbush Central School District www.egcsd.org/greenmeadow/history/index.html                                                                                          RESOURCES INTERVIEWS PHOTO ARCHIVE CRQ'S / DBQ'S INTRODUCTION HISTORY HOME HISTORY
  7. 7. Teaching the Hudson Valley Archaeology Grant
  8. 8. curriculum, <ul><li>My Community & Local Region </li></ul><ul><li>Different events, people, problems and ideas make up my community’s history. </li></ul><ul><li>Monuments and important places are located in my neighborhood. </li></ul><ul><li>Communities are connected economically and geographically. </li></ul><ul><li>People exchange elements of their cultures. </li></ul><ul><li>We are part of the Hudson River Ecosystem. </li></ul>
  9. 9. student interest,
  10. 10. and colleague(s) to collaborate with on the adventure.
  11. 11. How to Foster Co-explorers <ul><li>Have students work in cooperative small groups or pairs </li></ul><ul><li>Provide opportunities for groups to share, review, comment and question. </li></ul><ul><li>Don’t hesitate to let students know that you don’t know all the answers – you’re a co-explorer/learner, too. </li></ul>
  12. 12. Start with a question… <ul><li>* What do we want our students’ inquiring </li></ul><ul><li>minds “look like” and what will they be able </li></ul><ul><li>to do at the end of the journey? </li></ul><ul><li>- critical thinkers & problem solvers </li></ul><ul><li>- higher level questioners </li></ul><ul><li>- understand concepts and sharpen reasoning skills </li></ul>
  13. 13. Our students will be able to: <ul><li>Identify what they already know </li></ul><ul><li>Identify questions beginning with 5 Ws and moving beyond </li></ul><ul><li>Understand the use of a variety of sources to find answers </li></ul><ul><li>Choose and use resources independently </li></ul><ul><li>Record new learning </li></ul><ul><li>Collaborate and work cooperatively </li></ul><ul><li>Real world connections </li></ul><ul><li>Continue to question beyond the project </li></ul>
  14. 14. Collect a variety of resources including: <ul><li>Books </li></ul><ul><li>Maps </li></ul><ul><li>Posters, photographs </li></ul><ul><li>On-line sources </li></ul><ul><li>Presenters (school visits, field trips, etc.) </li></ul><ul><li>Outside sources (Albany Visitors Center, Albany Institute of History and Art, Teaching the Hudson Valley Summer Workshops, C-Most, etc.) </li></ul>
  15. 15. River of Dreams The Story of the Hudson River by Hudson Talbott
  16. 16. Bird, Butterfly, Eel by James Prosek
  17. 17. Snapshots of our Hudson River Journey <ul><li>Introduce Hudson River: </li></ul><ul><li>Hudson River Power Point </li></ul><ul><li>New York State map (including satellite view, i.e. Google Earth) </li></ul><ul><li>Hudson River (shower curtain – hands on) </li></ul><ul><li>Panorama of the Hudson River 1845 (Albany Institute of History and Art) – upper elementary </li></ul>
  18. 18. Henry Hudson Presentation by Carol Margolis Albany Visitor’s Center
  19. 19. The Story of the Hudson River
  20. 20. Amsterdam to the Hudson River
  21. 21. Trading with the Mahicans
  22. 22. The Half Moon
  23. 23. Henry Hudson & the Hudson River <ul><li>New Learning Facts </li></ul><ul><li>If I Were on the Half Moon </li></ul><ul><li>Inquiry Questions </li></ul><ul><li>Half Moon in a Bottle </li></ul>
  24. 24. Exploring the Hudson <ul><li>Hands on exploration: Henry Hudson, Wildlife along the Hudson River </li></ul><ul><li>Robert Juet’s Journal – Places the Half Moon anchored </li></ul><ul><li>Trading with the Mahicans </li></ul>
  25. 25. Hudson River Panorama 1845
  26. 26. Monarch Butterfly
  27. 27. Monarch Inquiry Research
  28. 28. To Increase Observation Skills and Generate New Questions <ul><li>Provide opportunities for students to observe (i.e. photos, real world examples/items, etc.) </li></ul><ul><li>Have students record observations – move students from the “big” picture to the details (i.e. focus frames, binoculars, etc.) to deepen observations and skills </li></ul><ul><li>Using the observations, have students generate and record “I Wonder” questions (What I Observe/I Wonder T-chart). </li></ul>
  29. 29. Lined Sea Horse
  30. 30. The Beaver
  31. 31. Beaver Poster Reading
  32. 32. Reading Posters and Recording in Student Fact Files
  33. 33. Highlighting Resources for Beaver Fact Finding
  34. 34. Beaver Model & Fact Flip Books
  35. 35. Reading for Information – How to Build a Dam
  36. 36. Beaver Lodge – Team Building UNDER CONSTRUCTION CHECK BACK SOON!
  37. 37. Beaver Poetry – Creating Mental Images <ul><li>The Beaver </li></ul><ul><li>Wood-chopper </li></ul><ul><li>Tree-dropper </li></ul><ul><li>Tail-flopper </li></ul><ul><li>Stream-stopper </li></ul><ul><li>Mammalabilia by Douglas Florian </li></ul>
  38. 38. Mahicans & Grinding Corn
  39. 39. Three Sister Planting
  40. 40. Inquiry Learning Student Binders
  41. 41. Bird Watching
  42. 42. St. Nicholas Day & the Dutch <ul><li>Baker’s Dozen , shoes & cookies </li></ul><ul><li>Night Before Christmas </li></ul>
  43. 43. Asking Open-Ended Questions <ul><li>Ask questions and foster student generated questions that help move students’ thinking beyond questions with just one right factual answer. </li></ul><ul><li>When posing/sharing questions, allow for “wait” time for student thinking. </li></ul><ul><li>Examples: </li></ul><ul><li>1. Why do you think that…? </li></ul><ul><li>2. How was it different than…? </li></ul><ul><li>3. How will you know if…? </li></ul><ul><li>4. What reasons did you have…? </li></ul><ul><li>5. What facts do you have? What did you observe? </li></ul><ul><li>6. How do you know…? </li></ul><ul><li>7. How is it the same or different? </li></ul><ul><li>8. What does it remind you of? </li></ul>
  44. 44. Guided Student Questions
  45. 45. Jan Brett Author Study - Hedgehog Model to Power Point Presentation
  46. 46. Hudson River Bird Studies
  47. 47. Winter Bird Feeding
  48. 48. Inquiry Bird Brochure Student Poetry
  49. 49. Bird Models
  50. 50. Independent Inquiry Investigations
  51. 51. Inquiry Learning Binders and Mystery Seeds
  52. 52. Lined Sea Horse, American Eel & Pumpkinseed Fish (fresh to salt water) Salt Front Monitoring on The Hudson River
  53. 53. Lined Seahorse, American Eel & Pumpkinseed Fish
  54. 54. Cooperative Poster Design
  55. 55. Background Detail
  56. 56. Big Thoughts and…
  57. 57. Beyond!
  58. 58. Mud Creek Classroom Visit
  59. 59. Mud Creek
  60. 60. Wetland Experience
  61. 61. Cooperative Hudson River Quilt Research
  62. 62. Quilt Habitat Border Planning
  63. 63. Quilt Border Design
  64. 64. Quilt Layout Discussion
  65. 65. Finished Quilt
  66. 66. Mud Creek Mystery Wildlife
  67. 67. Inquiry Learning Skills Used <ul><li>Observation </li></ul><ul><li>Description </li></ul><ul><li>Questioning </li></ul><ul><li>Predicting </li></ul><ul><li>Comparing and contrasting </li></ul><ul><li>Measuring </li></ul><ul><li>Analyzing </li></ul><ul><li>Interpreting </li></ul><ul><li>Inferring </li></ul><ul><li>Connecting to self -> world </li></ul><ul><li>Applying understandings </li></ul><ul><li>Communicating </li></ul><ul><li>Empathy </li></ul><ul><li>Synthesis </li></ul><ul><li>Evaluation </li></ul>
  68. 68. Hudson River Experience <ul><li>Where we plan on going from here… </li></ul><ul><li>C-Most </li></ul><ul><li>Columbia County Water and Soil Conservancy – Mud Creek Environmental Learning Center </li></ul><ul><li>Inquiry Learning Cooperating Classroom/School </li></ul>
  69. 69. As with all journeys…there are always surprises so… <ul><li>Be ready for the “twists and turns” </li></ul><ul><li>Embrace the student generated surprises – they usually turn out to be the best learning experiences for you, too! </li></ul><ul><li>Be flexible </li></ul><ul><li>Keep your eyes open for new ideas, resources to add to the project </li></ul><ul><li>Take a camera to record the “sights” </li></ul><ul><li>Have fun! </li></ul>

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