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.” “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.” 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.” Seymour Simon, nonfiction author and former science teacher Warren Berger, amorebeautifulquestion.com 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 step-by-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 pre-selected 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-standards- for-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: mmuhlbauer@pioneercsd.org Phone: (716) 492-9383 Twitter: @muhlbs83 Website: pioneermiddlelibrary.blogspot.com Barbara Smith bsmith@pioneercsd.org