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  1. 1. Inquiry Curriculum From Who am I in the Lives of Children? Feeney, Christensen, Moravcik Prepared by Dr. Carla Piper
  2. 2. Natural Curiosity Children want to know why and how the world works!
  3. 3. Learning by Doing <ul><li>Children: </li></ul><ul><li>Observe and manipulate concrete materials </li></ul><ul><li>Interact with their environment </li></ul><ul><li>Observe phenomena </li></ul><ul><li>Discover relationships </li></ul><ul><li>Search for answers </li></ul><ul><li>Communicate discoveries </li></ul><ul><li>Explore, experiment, and act upon their environment </li></ul>
  4. 4. Inquiry Curriculum <ul><li>Children seek information (inquire) </li></ul><ul><li>Children construct understanding </li></ul><ul><li>Children develop concepts as they play and participate in activities </li></ul><ul><li>Experiences that develop thinking and problem solving skills </li></ul><ul><ul><li>Mathematics </li></ul></ul><ul><ul><li>Science </li></ul></ul><ul><ul><li>Social Studies </li></ul></ul>
  5. 5. Goals of an Inquiry Curriculum <ul><li>Support children’s natural curiosity </li></ul><ul><li>Help children learn to think flexibly </li></ul><ul><li>Help children inquire and solve problems </li></ul><ul><li>Help children construct understanding of the world. </li></ul>
  6. 6. The Teacher’s Role <ul><li>Provide the necessary raw materials </li></ul><ul><ul><li>Time </li></ul></ul><ul><ul><li>Space </li></ul></ul><ul><ul><li>Equipment </li></ul></ul><ul><ul><li>Experiences </li></ul></ul><ul><li>Encourage and support children as they discover for themselves! </li></ul>
  7. 7. Inquiry Processes <ul><li>Exploring – using the senses to observe, investigate, and manipulate </li></ul><ul><li>Identifying – naming and describing what is experienced </li></ul><ul><li>Classifying – grouping objects or experiences by their common characteristics </li></ul>
  8. 8. Inquiry Processes cont. <ul><li>Comparing and contrasting – observing similarities and differences between object or experiences </li></ul><ul><li>Hypothesizing – using the data from experiences to make guesses (hypotheses) about what might happen </li></ul><ul><li>Generalizing – applying previous experience to new events </li></ul>
  9. 9. Mixing Your Questions <ul><li>Open-ended questions </li></ul><ul><ul><li>Can be answered in a number of different ways </li></ul></ul><ul><ul><li>Have more than one correct answer </li></ul></ul><ul><li>Closed questions </li></ul><ul><ul><li>Have only one correct answer </li></ul></ul><ul><ul><li>Help children learn concepts of pieces of information </li></ul></ul><ul><ul><li>Won’t stimulate inquiry </li></ul></ul>
  10. 10. Math <ul><li>Form ideas about quantitative, logical, and spatial relationships between things, people, and events </li></ul><ul><li>Distance, money, age, counting objects, time </li></ul><ul><li>Concepts </li></ul><ul><ul><li>More and fewer </li></ul></ul><ul><ul><li>Far and near </li></ul></ul><ul><ul><li>Similar and different </li></ul></ul><ul><ul><li>Short and tall </li></ul></ul><ul><ul><li>Now and later </li></ul></ul><ul><ul><li>First and last </li></ul></ul><ul><ul><li>Over and under </li></ul></ul>
  11. 11. Mathematical Concepts <ul><li>Classification – sorting or grouping by shared characteristics </li></ul><ul><li>Seriation - sequencing based on degrees of quality (size, weight, texture, shading) </li></ul><ul><li>Patterning – ordering based on repetitions </li></ul><ul><li>Measurement – comparing size, weight, volume, quantity to a standard </li></ul><ul><li>Number – Quantity (number of objects) and order (first, second, third, etc.) </li></ul>
  12. 12. More Mathematical Concepts <ul><li>Time – sequence and duration of events </li></ul><ul><li>Space – the way objects relate to one another based on position, direction, arrangement, and distance (bottom, above, forward, backward, etc) </li></ul><ul><li>Shape – the properties of objects and how shapes can be manipulated </li></ul>
  13. 13. Planning Math Activities <ul><li>Important to know when math is meaningful and developmentally appropriate </li></ul><ul><li>Based on observations, you can add activities or ask stimulating questions </li></ul><ul><li>Encourage mathematical thinking </li></ul><ul><ul><li>What shall we put next in our pattern? </li></ul></ul><ul><ul><li>How can we find out who’s tallest? </li></ul></ul><ul><ul><li>Learn through daily activities (measuring snacks, time schedule, sequence) </li></ul></ul><ul><ul><li>Provide opportunities to manipulate objects – including math teaching equipment (cubes, etc.) </li></ul></ul>
  14. 14. Science <ul><li>Child’s play is full of scientific exploration </li></ul><ul><ul><li>Physiology – discovering your toes </li></ul></ul><ul><ul><li>Physics – dropping your bottle </li></ul></ul><ul><ul><li>Drawing a wildflower </li></ul></ul><ul><li>Broad Categories of Science </li></ul><ul><ul><li>Physical science </li></ul></ul><ul><ul><li>Earth science </li></ul></ul><ul><ul><li>Life science </li></ul></ul>
  15. 15. Physical Science <ul><li>Study of matter, form, and change </li></ul><ul><li>Properties of substances </li></ul><ul><li>Reaction to temperature, force, interactions </li></ul><ul><li>Explore objects and create or alter speed, leverage, balance – physics </li></ul><ul><li>Combining, heating, cooling substances – chemistry </li></ul>
  16. 16. Child’s First Science Experiments <ul><li>Everyday things in play and daily life </li></ul><ul><li>Rolling a ball across the floor </li></ul><ul><li>Knocking over an unbalanced pile of blocks </li></ul><ul><li>Dropping a rock into a pond and making ripples in the water </li></ul><ul><li>Oil separating from salad dressing </li></ul><ul><li>Melting ice cubes </li></ul><ul><li>Leaving a glass a milk to curdle in the sun </li></ul><ul><li>Playdough disintegrating in water </li></ul>
  17. 17. Earth Sciences <ul><li>Common features of the earth, sky, oceans </li></ul><ul><li>Geology </li></ul><ul><ul><li>Walk over hills </li></ul></ul><ul><ul><li>Look at layers of rock formations </li></ul></ul><ul><ul><li>Pound sandstone into bits </li></ul></ul><ul><li>Astronomy – moon and the stars </li></ul><ul><li>Meteorology – weather </li></ul>
  18. 18. Life Sciences <ul><li>Structures, origins, growth, and reproduction of plants and animals </li></ul><ul><li>Interest in child’s growth patterns – and fascination with own growth </li></ul><ul><li>Butterflies, bees, and birds </li></ul><ul><li>A bean that grows into a plant </li></ul><ul><li>Having babies </li></ul><ul><li>Physiology of bodies – animals, insects, and their own physical makeup </li></ul>
  19. 19. Teacher’s Role in Science <ul><li>Appreciate the value of science </li></ul><ul><li>Tune in to the potential learning opportunities for science </li></ul><ul><li>Preserve and encourage the natural curiosity of children </li></ul><ul><li>Model the attitudes of scientists </li></ul><ul><ul><li>Curiosity </li></ul></ul><ul><ul><li>Questioning </li></ul></ul><ul><ul><li>Openness to exploration </li></ul></ul><ul><ul><li>Problem solving – encourage thinking </li></ul></ul><ul><ul><li>Respect for the world and quest for knowledge </li></ul></ul>
  20. 20. Social Studies <ul><li>Psychology – emotions and behavior </li></ul><ul><li>Sociology – development of society </li></ul><ul><li>Cultural anthropology – the way people live in different cultures </li></ul><ul><li>Economics – how people consume, produce and deliver goods and services </li></ul><ul><li>Political science – how people are governed </li></ul><ul><li>Geography – the earth and effects of human activity </li></ul><ul><li>History – the events of the past </li></ul>“ Relationships among people and between people and the world in which they live”
  21. 21. Curriculum Focus: Who am I? <ul><li>Who am I as an Individual? </li></ul><ul><li>Emerging positive sense of self </li></ul><ul><li>Understand and appreciate similarities and differences between people </li></ul><ul><li>Gain awareness of abilities, feelings, reactions, and emotions we all feel </li></ul><ul><li>Attitudes of race, prejudice, and discrimination developing </li></ul>
  22. 22. Who am I in my Family? <ul><li>Family is central to children </li></ul><ul><li>Nurturing roles </li></ul><ul><li>Understanding of responsibility, values, culture, conflict, and justice </li></ul><ul><li>Recognize worth and dignity of own family </li></ul><ul><li>Understand how people live together with roles and responsibilities </li></ul><ul><li>Learn about the history of their own family </li></ul>
  23. 23. Who am I in my Community? <ul><li>Understand how communities work </li></ul><ul><li>Recognize the needs and responsibilities that people share when they live and work together </li></ul><ul><li>Understand neighborhoods </li></ul><ul><li>Understand economics and politics of their neighborhood </li></ul><ul><li>Watch their school and community change over time </li></ul>
  24. 24. <ul><li>Understand that environment determines what you see and how you live </li></ul><ul><li>Look at what you eat and the kind of housing you need </li></ul><ul><li>Understand the importance of caring for the environment </li></ul><ul><li>Look beyond the school walls to the rest of the world </li></ul>Who am I in my Environment?
  25. 25. Social Studies Tool for Integration <ul><li>Excellent tool for organizing and integrating curriculum </li></ul><ul><li>Cultural activities </li></ul><ul><ul><li>Food, dance, artifacts, books, trips </li></ul></ul><ul><ul><li>Contribute to growing understanding of peoples and relationships </li></ul></ul><ul><ul><li>Recreate concepts in blocks, dramatic play, artwork, graphs, songs, games </li></ul></ul>
  26. 26. Teacher as Model <ul><li>Teach children about power and rules in society by treating them with respect and acceptance </li></ul><ul><li>Be a role model - strong, competent, compassionate, active </li></ul><ul><li>Communicate positive feelings about age, race, class, handicapping conditions, sex roles, etc. </li></ul><ul><li>Give positive, affirming, anti-bias messages </li></ul><ul><li>Use educational materials with nonbiased views </li></ul>