the hudson river--journey into inquiry, by jill leinung and linda kaminski
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The Hudson River – Journey into Inquiry
Jill Leinung, Library Media SpecialistLinda Kaminski, Gr. 1
Green Meadow Elementary SchoolCastleton, New York
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.
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.
The journey begins…
with an idea,
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 ?
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
Teaching the Hudson Valley Archaeology Grant
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.
student interest,
and colleague(s) to collaborate with on the adventure.
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.
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
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
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.)
River of Dreams The Story of the Hudson River
by Hudson Talbott
Bird, Butterfly, Eelby James Prosek
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
Henry Hudson Presentationby Carol Margolis
Albany Visitor’s Center
The Story of the Hudson River
Amsterdam to the Hudson River
Trading with the Mahicans
The Half Moon
Henry Hudson & the Hudson River
• New Learning Facts• If I Were on the Half Moon Inquiry Questions • Half Moon in a Bottle
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
Hudson River Panorama 1845
Monarch Butterfly
Monarch Inquiry Research
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).
Lined Sea Horse
The Beaver
Beaver Poster Reading
Reading Posters and Recording in Student Fact Files
Highlighting Resources for Beaver Fact Finding
Beaver Model & Fact Flip Books
Reading for Information – How to Build a Dam
Beaver Lodge – Team Building
UNDERCONSTRUCTION
CHECK BACK SOON!
Beaver Poetry – Creating Mental Images
The BeaverWood-chopperTree-dropperTail-flopper
Stream-stopper
Mammalabilia by Douglas Florian
Mahicans & Grinding Corn
Three Sister Planting
Inquiry Learning Student Binders
Bird Watching
St. Nicholas Day & the Dutch
• Baker’s Dozen , shoes & cookies• Night Before Christmas
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?
Guided Student Questions
Jan Brett Author Study - Hedgehog
Model to Power Point
Presentation
Hudson River Bird Studies
Winter Bird Feeding
Inquiry Bird Brochure
Student Poetry
Bird Models
Independent Inquiry Investigations
Inquiry Learning Binders and Mystery Seeds
Lined Sea Horse, American Eel & Pumpkinseed Fish (fresh to salt
water)
Salt Front Monitoring onThe Hudson River
Lined Seahorse, American Eel & Pumpkinseed Fish
Cooperative Poster Design
Background Detail
Big Thoughts and…
Beyond!
Mud Creek Classroom Visit
Mud Creek
Wetland Experience
Cooperative Hudson River Quilt Research
Quilt Habitat Border Planning
Quilt Border Design
Quilt Layout Discussion
Finished Quilt
Mud Creek Mystery Wildlife
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
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
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!
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