"Mystery and the Unknown": Teaching Inquiry Through Aquatic Exploration
Summary
This field experience takes place at our school site pond. Students will use inquiry and direct observation to discover the types of aquatic animals that live in our school site pond. Students will record their findings in a journal, and use charts and books to identify their findings. Students will research their findings in the media center to learn more about them. Finally, students will share their information with their community and peers.
Collapse
Learning Goals
1. The students will learn about the inquiry process through modeling by the classroom teacher.
2. The students will use direct observation to discover the answer to the inquiry question, "What kinds of aquatic animals live in our school pond?"
3. Students will collect, record, and share their information with others.
4. Students will use appropriate trail, pond, and dock techniques in the outdoor classroom.
5. Hopefully, students will generate a service learning project in which they create a formalized way of publishing what they learned about our classroom pond.
Students will use critical thinking skills, data analysis, and eventually synthesis of ideas in this activity. They will be creating questions, observing, writing, presenting their findings through oral presentation, using field techniques, and using equipment to accomplish this activity.
Students will learn and/or review the words inquiry, habitat, vertebrate, invertebrate, aquatic, larva, and pupa. Other names and concepts may be added depending on the organisms they are working with.
6. Students will reflect on the learning that took place in this field experience, including their understanding of inquiry.
2. The students will use direct observation to discover the answer to the inquiry question, "What kinds of aquatic animals live in our school pond?"
3. Students will collect, record, and share their information with others.
4. Students will use appropriate trail, pond, and dock techniques in the outdoor classroom.
5. Hopefully, students will generate a service learning project in which they create a formalized way of publishing what they learned about our classroom pond.
Students will use critical thinking skills, data analysis, and eventually synthesis of ideas in this activity. They will be creating questions, observing, writing, presenting their findings through oral presentation, using field techniques, and using equipment to accomplish this activity.
Students will learn and/or review the words inquiry, habitat, vertebrate, invertebrate, aquatic, larva, and pupa. Other names and concepts may be added depending on the organisms they are working with.
6. Students will reflect on the learning that took place in this field experience, including their understanding of inquiry.
Context for Use
This activity is intended for sixth grade, but could easily be adapted to grades K-5. It had occurred to me that younger students could pair with older students to make some components of this activity more applicable to their level of ability. I would consider this activity to be a longer project with field, classroom, and the media lab being the main learning arenas. Ideally, the activity would take a week, with one class period (or more if needed) being out in the field, three periods in the lab, and one in the classroom.
I would try this activity during different times of the year to compare findings, including during winter.
I would do some pre-teaching about trail, pond, and dock etiquette as well as safety rules. I would do guided discovery with the equipment to be used. Students at this age would have some prior knowledge about observation using their senses; however, for some students activating prior knowledge would be helpful.
Equipment that might be used: dip nets (if possible), strainers, turkey basters, large white basins, hand lenses, microscopes (for in-class observation of microorganisms), and various guides (amphibian, insect, etc.). Students would also have their own journals, pencils, colored pencils, rulers, erasers, etc. The teacher would bring a digital camera so we could compare drawings they created to the organism for details they may need to identify their findings.
I would try this activity during different times of the year to compare findings, including during winter.
I would do some pre-teaching about trail, pond, and dock etiquette as well as safety rules. I would do guided discovery with the equipment to be used. Students at this age would have some prior knowledge about observation using their senses; however, for some students activating prior knowledge would be helpful.
Equipment that might be used: dip nets (if possible), strainers, turkey basters, large white basins, hand lenses, microscopes (for in-class observation of microorganisms), and various guides (amphibian, insect, etc.). Students would also have their own journals, pencils, colored pencils, rulers, erasers, etc. The teacher would bring a digital camera so we could compare drawings they created to the organism for details they may need to identify their findings.
Description and Teaching Materials
1. Read aloud pg. 42 from Reflections of the North Country by Sigurd Olson.
"If we can somehow retain places where we can always sense the mystery of the unknown, our lives will be the richer."
2. I would write the word mystery on the board using a word web. Hopefully students would come up with words like unknown, want to know more about, curious, or adventure.
3. I would then pose a riddle to them from the book Song of the Water Boatman and Other Pond Poems by Joyce Sidman. The poem is called "A Small Green Riddle." The poem poses a question that the students must answer. Some students would be able to come up with the answer to the riddle without research, while others would struggle because of lack of prior knowledge.
4. I would lead this discussion into a description of the concept of inquiry. I would explain that inquiry is the process of forming a big question based on something we want to know. An inquiry question is one that we can't easily answer by already knowing it or by opening a book and finding it within a matter of minutes. For example the question, "What do robins eat?" might easily be answered in a matter of seconds or minutes of quick observation or research. It would be fairly easy to find a "right answer".
The question, "Are robins good pets?" might generate a lot of opinions. This time there would not be a way of determining a "right answer". A big question in inquiry might have a lot of possible answers, all of them being proven through direct observation.
5. I would talk to them about the pond that we are going to be using in this investigation. I would explain that we are going to be doing a guided inquiry activity with the question, "What kind of aquatic animals can we find in our school pond?" I would ask them to predict what kinds of things they might find. I would introduce the word inference, and explain that inference and predictions are different from observation. I would ask them what they do when they observe something. If needed, I would assist them by reminding them that observation can involve any one of the five senses. I would explain that we would be using direct observation of our school pond to answer our big question.
6. I would ask students what kinds of activities and resources we might use to help us answer that question. After listening to some of their ideas, hopefully they would determine that we need to go out to the pond and use equipment to find out what kinds of animals live in the pond (on or under the surface of the water).
7. Through a guided discovery mini-lesson, I would introduce a turkey baster. Some students would have prior knowledge about that instrument. I would have students handle the instrument and make some predictions as to how we could use this instrument to help us in answering our question. Then I would bring out more familiar equipment such as the hand lenses, strainers, white basins (talk about why it needs to be white), microscopes (to remain in the classroom?), and guides. Students would be reminded to bring their journals, three or four sharpened pencils, colored pencils, rulers, erasers, appropriate clothing (hats, jackets, boots, etc. as needed).
8. Students would then head out to the pond, using their trail training techniques. Students would find their place around the pond and begin using the tools to help them find animals in the pond water and along the shore. During the activity, I would walk around and encourage students to remember field techniques, assist students in using equipment, guide students in finding and identifying their creatures, and encouraging good recording skills.
9. After the activity is finished, students would be asked to assist me in locating and returning all equipment to the equipment box. We would return to the classroom. Some students may have taken water samples to further investigate the microorganisms they may be searching for. They would then use the classroom microscopes to further their investigation.
10. Students would be given about three lab periods to research their organism. I would have already talked to them about reading fiction vs. non-fiction, summarizing or paraphrasing, fact vs. opinion, print vs. non-print, accuracy and credibility of Internet sites, structural features of text, formatting an informative report, comparing and contrasting information, using reference materials, and grammar/usage/mechanics of their final product.
11. When students were reading to publish their final product, I would ask them, "Now what do we do with this information?" Hopefully, we could talk about how scientists use this information to improve or confirm things that have already been answered. I would introduce the word collaboration. We would generate some ideas for how we could share this information, and hopefully generate ideas for a service learning project. I would like to see them create books, signs, Power Point presentations, etc. that they could contribute to their community. Ideally, I would like them to come up with the idea of creating an interpretive sign for the pond area that would include a sampling of what we found, or perhaps a key with the species that we identified from our investigation.
12. Finally, I would have students think about what other inquiry questions we could generate from this investigation. They could apply what they know about inquiry to formulate another big question to answer.
13. Other activities to be done with this particular question might include:
a) classifying their creatures with other creatures found at the pond
b) team teaching about their creature (vs. a solo production)
c) writing a fictional story about their creature using facts that they found in their research
d) do a brush painting of their creature using three shades of paint, adding details with an ink pen afterward, create a habitat using paints
e) look at the interaction between the aquatic animals and their community (people, habitat, other land animals, etc.)
14) When students were finished with their classroom presentations, I would collect and evaluate their journals and presentations. I would look for details in their drawings and their notes, as well as legible and well-organized work. I would evaluate their presentations on their written presentation, their oral presentation, their bibliography, their photos/drawings/charts/graphs etc. (I have not included a rubric at this time, but I may include one in the future.)
15) I would finish this investigation with the poem "In the Depths of the Summer Pond" from the book Songs of the Water Boatman. The poem talks about some of the possible creatures that you might find in the pond. We would compare the creatures to some of the creatures that the students found. I would ask them if we answered our big question "correctly". I would also ask them if the poet Joyce Sidman had answered the question "correctly". Hopefully, through this lesson, students would begin to understand that there were many different answers to that question, and that they all were able to find an answer to that question in a different way. I would then remind them that collaboration with other scientists helps us to find the pieces to the greater puzzle, and will eventually help us to solve the mystery of the unknown.
"If we can somehow retain places where we can always sense the mystery of the unknown, our lives will be the richer."
2. I would write the word mystery on the board using a word web. Hopefully students would come up with words like unknown, want to know more about, curious, or adventure.
3. I would then pose a riddle to them from the book Song of the Water Boatman and Other Pond Poems by Joyce Sidman. The poem is called "A Small Green Riddle." The poem poses a question that the students must answer. Some students would be able to come up with the answer to the riddle without research, while others would struggle because of lack of prior knowledge.
4. I would lead this discussion into a description of the concept of inquiry. I would explain that inquiry is the process of forming a big question based on something we want to know. An inquiry question is one that we can't easily answer by already knowing it or by opening a book and finding it within a matter of minutes. For example the question, "What do robins eat?" might easily be answered in a matter of seconds or minutes of quick observation or research. It would be fairly easy to find a "right answer".
The question, "Are robins good pets?" might generate a lot of opinions. This time there would not be a way of determining a "right answer". A big question in inquiry might have a lot of possible answers, all of them being proven through direct observation.
5. I would talk to them about the pond that we are going to be using in this investigation. I would explain that we are going to be doing a guided inquiry activity with the question, "What kind of aquatic animals can we find in our school pond?" I would ask them to predict what kinds of things they might find. I would introduce the word inference, and explain that inference and predictions are different from observation. I would ask them what they do when they observe something. If needed, I would assist them by reminding them that observation can involve any one of the five senses. I would explain that we would be using direct observation of our school pond to answer our big question.
6. I would ask students what kinds of activities and resources we might use to help us answer that question. After listening to some of their ideas, hopefully they would determine that we need to go out to the pond and use equipment to find out what kinds of animals live in the pond (on or under the surface of the water).
7. Through a guided discovery mini-lesson, I would introduce a turkey baster. Some students would have prior knowledge about that instrument. I would have students handle the instrument and make some predictions as to how we could use this instrument to help us in answering our question. Then I would bring out more familiar equipment such as the hand lenses, strainers, white basins (talk about why it needs to be white), microscopes (to remain in the classroom?), and guides. Students would be reminded to bring their journals, three or four sharpened pencils, colored pencils, rulers, erasers, appropriate clothing (hats, jackets, boots, etc. as needed).
8. Students would then head out to the pond, using their trail training techniques. Students would find their place around the pond and begin using the tools to help them find animals in the pond water and along the shore. During the activity, I would walk around and encourage students to remember field techniques, assist students in using equipment, guide students in finding and identifying their creatures, and encouraging good recording skills.
9. After the activity is finished, students would be asked to assist me in locating and returning all equipment to the equipment box. We would return to the classroom. Some students may have taken water samples to further investigate the microorganisms they may be searching for. They would then use the classroom microscopes to further their investigation.
10. Students would be given about three lab periods to research their organism. I would have already talked to them about reading fiction vs. non-fiction, summarizing or paraphrasing, fact vs. opinion, print vs. non-print, accuracy and credibility of Internet sites, structural features of text, formatting an informative report, comparing and contrasting information, using reference materials, and grammar/usage/mechanics of their final product.
11. When students were reading to publish their final product, I would ask them, "Now what do we do with this information?" Hopefully, we could talk about how scientists use this information to improve or confirm things that have already been answered. I would introduce the word collaboration. We would generate some ideas for how we could share this information, and hopefully generate ideas for a service learning project. I would like to see them create books, signs, Power Point presentations, etc. that they could contribute to their community. Ideally, I would like them to come up with the idea of creating an interpretive sign for the pond area that would include a sampling of what we found, or perhaps a key with the species that we identified from our investigation.
12. Finally, I would have students think about what other inquiry questions we could generate from this investigation. They could apply what they know about inquiry to formulate another big question to answer.
13. Other activities to be done with this particular question might include:
a) classifying their creatures with other creatures found at the pond
b) team teaching about their creature (vs. a solo production)
c) writing a fictional story about their creature using facts that they found in their research
d) do a brush painting of their creature using three shades of paint, adding details with an ink pen afterward, create a habitat using paints
e) look at the interaction between the aquatic animals and their community (people, habitat, other land animals, etc.)
14) When students were finished with their classroom presentations, I would collect and evaluate their journals and presentations. I would look for details in their drawings and their notes, as well as legible and well-organized work. I would evaluate their presentations on their written presentation, their oral presentation, their bibliography, their photos/drawings/charts/graphs etc. (I have not included a rubric at this time, but I may include one in the future.)
15) I would finish this investigation with the poem "In the Depths of the Summer Pond" from the book Songs of the Water Boatman. The poem talks about some of the possible creatures that you might find in the pond. We would compare the creatures to some of the creatures that the students found. I would ask them if we answered our big question "correctly". I would also ask them if the poet Joyce Sidman had answered the question "correctly". Hopefully, through this lesson, students would begin to understand that there were many different answers to that question, and that they all were able to find an answer to that question in a different way. I would then remind them that collaboration with other scientists helps us to find the pieces to the greater puzzle, and will eventually help us to solve the mystery of the unknown.
Teaching Notes and Tips
Students who are not successful in finding and recording an organism independently within the first half an hour would be encouraged to find someone who has an organism they might enjoy investigating further. They would then use that same creature to record their information in their journals.
I would tell my students that unless there are extreme conditions, we would go out in any kind of weather, so be prepared. Students would be encouraged to wear outdoor apparel appropriate for pond study.
Before attempting this activity, you will want to do some reading to become familiar with inquiry, journaling, using various guides, working with non-fiction materials, etc.
Parents, grant organizations, and local businesses might be able to help you secure equipment. Garage sales are also a good source. Before you buy anything, I recommend surveying your district to inquire about equipment that might be available for loan.
I would tell my students that unless there are extreme conditions, we would go out in any kind of weather, so be prepared. Students would be encouraged to wear outdoor apparel appropriate for pond study.
Before attempting this activity, you will want to do some reading to become familiar with inquiry, journaling, using various guides, working with non-fiction materials, etc.
Parents, grant organizations, and local businesses might be able to help you secure equipment. Garage sales are also a good source. Before you buy anything, I recommend surveying your district to inquire about equipment that might be available for loan.
Assessment
Students will achieve my goals if they:
A) have a basic understanding of what inquiry is
B) create a journal entry with the date, location, activity name, sketches of the creature (possibly with habitat details) and notes
C) use the media lab to research and collect information about their creature and present it to the class
D) use appropriate trail, pond, and dock techniques in the outdoor classroom
E) Participate in a student generated service learning project that ties into our research
F) write a reflection piece summarizing the inquiry process and what they learned.
A) have a basic understanding of what inquiry is
B) create a journal entry with the date, location, activity name, sketches of the creature (possibly with habitat details) and notes
C) use the media lab to research and collect information about their creature and present it to the class
D) use appropriate trail, pond, and dock techniques in the outdoor classroom
E) Participate in a student generated service learning project that ties into our research
F) write a reflection piece summarizing the inquiry process and what they learned.
Standards
Science
I A 3 laws of nature
I B 1 questions
2 observation, prediction, inference
I C 1 science vs. technology
2 scientists work alone and/or collaborate
Language Arts
I B 1 new vocabulary
I C 1 summarize or paraphrase
7 fact and opinion
10 structural features of text
12 compare/contrast
II A 1 writing in journals
II B 3 informative reports
II C 1-4 sentences, grammar, usage, mechanics
II D 1-4 reference materials
II E 2 Handwriting and word processing
III A 1-6 Speaking and listening skills
III C 1 print vs. non-print
2 accuracy and credibility of Internet sites and information
I A 3 laws of nature
I B 1 questions
2 observation, prediction, inference
I C 1 science vs. technology
2 scientists work alone and/or collaborate
Language Arts
I B 1 new vocabulary
I C 1 summarize or paraphrase
7 fact and opinion
10 structural features of text
12 compare/contrast
II A 1 writing in journals
II B 3 informative reports
II C 1-4 sentences, grammar, usage, mechanics
II D 1-4 reference materials
II E 2 Handwriting and word processing
III A 1-6 Speaking and listening skills
III C 1 print vs. non-print
2 accuracy and credibility of Internet sites and information