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