Transcript Inquiring Minds Want to Know: A Science/Library Collaboration

Inquiring Minds Want to Know:
A Science/Library Collaboration
NYSCATE Digital Wave
March 13, 2015
Maria Muhlbauer and Barbara Smith, Pioneer Middle School
Defining Inquiry
 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
“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
“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
“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>.
Empire State Information Fluency
Continuum: Inquiry Phases
Connect – Connecting learning to own interests, prior knowledge, and
background knowledge
Wonder – Asking questions, making predictions, forming tentative
thesis
Investigate – Finding and evaluating information to answer questions
Construct – Constructing new understandings, forming opinions,
drawing conclusions
Express – Applying new understandings to new context; expressing
new ideas to share with others
Reflect – Reflecting on own learning; asking new questions
The Project
 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.
Project Preparations
 Teacher preselected student groups and planets
 The inquiry/research tasks were introduced as a stepby-step process
 All tasks were modeled for the students
Step 1: Create Research Questions
 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 Modeling:
Questions about the Sun
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 Completion
 Students generated
questions independently
on squares of paper
 Ample time was given for
this part of the process
Step 2: Eliminating Research
Questions
 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 Modeling: Which Questions Cannot
Be Answered Through Research?
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: Questions that
Research Cannot Answer
 Is the sun the most important thing in the solar
system?
 Do people like the sun?
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.
Step 3: Organize Your Research
Questions
 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 Modeling: Organizing
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?
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.
Step 4: Select Your Topics
 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 Modeling:
Topic List for the Sun
 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 Process
 Students groups chose the topics that they were most
interested in researching.
 The topics were moved to a list (list required adult approval)
Step 5: Preparing for Research
 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 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
Standards Addressed during Steps 1-5
NYS Intermediate Science Standards
Standard 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 Continuum
Standard 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) Standards
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.
Step 6: Researching Your Planet
 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: 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
Standards Addressed During Step 6
NYS Sixth Grade Science Standards
Standard 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 Text
Standard 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 Continuum
Standard 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 preselected 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 Responsibility
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) Standards
Standard 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.
Step 7: Creating a Lesson Plan
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 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
Standards Addressed During Step 7
NYS Intermediate MST Standards
Standard 2: Information Systems - Students will access, generate, process, and transfer information using appropriate technologies.
NYS Intermediate Science Standards
Standard 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 Continuum
Standard 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) Standards
Standard 1: Creativity and Innovation
 Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.
ELA Standards Addressed During Step 7
CCSS Grade 6 ELA Reading Standards for Informational Text
Standard 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 Standards
Standard 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 Standards
Standard 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.
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!
Standards Addressed During Step 8
CCSS Grade 6 ELA Speaking and Listening Standards
Standard 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 Continuum
Standard 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
Project Assessment
Project Reflection
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?
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
Standards Addressed During Project
Reflection
Empire State Information Fluency Continuum
Standard 1: Using Information to Build Understanding
 Reflect: Assesses own work and begins to develop
own revision process
Possible Project Extensions
 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 
Works Referenced
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-standardsfor-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/>.
Thank you!
 Maria Muhlbauer
Email: [email protected]
Phone: (716) 492-9383
Twitter: @muhlbs83
Website: pioneermiddlelibrary.blogspot.com
 Barbara Smith
[email protected]