Pulling it all together

Pulling it All Together:

Multiple Resources in One Design Framework for Curiosity and STEAM Learning

Agenda • • • • •

Introductions What is the Teacher Innovator Institute?

What is Guided Inquiry Design?

Guided Inquiry Unit Walk-Through Q&A

Objectives By the end of this presentation, I will be able to: • Use strategies for inquiry-based thinking and learning with my students • Use objects or images to invite student curiosity • Apply the Guided Inquiry Design framework in the classroom to support deep student learning

Introductions

Shannon Baldioli Educator Engagement Specialist Smithsonian Institution National Air and Space Museum

Leslie Maniotes

Curriculum Specialist & Professional Development Lead for Guided Inquiry Design Founder & Lead Consultant, BLV Consulting

NASM Teacher Innovator Institute Shannon Baldioli

The Framework For Inquiry Based Learning • Instructional Design Frame • Research Based • Follows student’s authentic process for research

• Students move from Curiosity to Research • Unique first three phases that set up curiosity for learning

• Identify a focus is in the middle To learn more about this Inquiry Framework: https://guidedinquirydesign.com

Theresa Robertson Design and Modeling Teacher - Project Lead the Way Platte City Middle School Platte City, Missouri

Jessica Sadler

STEAM Facilitator & Middle School Science Teacher Oregon Trail Middle School Olathe, Kansas

Dru Humphrey

7th Grade Science Teacher Southeast Middle School Oklahoma City, Oklahoma

Exploring Human Design Effect on Heat Islands A Guided Inquiry Design Unit

Driving Question

How does human design affect temperatures nearby?

Image: Pixabay https://pixabay.com/photos/buildings-city-illuminated-2699520/

GID Phase 1 In this phase: • Invitation to inquiry • Open Minds • Stimulate curiosity

What do you see?

Describe it in your journal.

Image: Personal, Theresa R.

• Quick write: Students write initial thoughts in their journals

Image: Pixabay https://pixabay.com/photos/rescue-city-building-office-tall-3255638/ /

OPENObserve & Wonder As you watch:

• What do you notice?

• What questions do

you have about this building?

Video: https://youtu.be/TLRka-FL8Po

Padlet Example

Image: Personal, Theresa R.

Using your Inquiry Journal:

What questions do you still want answered based on what you have seen and heard?

Image: Pixabay, https://pixabay.com/illustrations/question-mark-question-why-5483259/

GID Phase 2 In this phase: • Build background knowledge • Connect to content • Discover interesting ideas as a community

What do you see? What do you think it represents?

If this is a graph, what label should go on the y axis?

• Jam Board (Google) • Padlet • Journal (Physical) • Mural (MS) Image: https://bayareamonitor.org/article/summer-in-the-city-seeking-relief-from-urban-heat-islands/

Padlet & Jamboard Examples

Image: Personal, Theresa R.

What do you see? What do you think?

Image: https://www.shadeit.org.uk/2019/08/what-is-the-urban-heat-island-uhi-effect/

Is there a relationship between these two images?

What do you notice?

What are you thinking or wondering?

Image: https://bayareamonitor.org/article/summer-in-the-city-seeking-relief-fromurban-heat-islands/

Image: https://www.shadeit.org.uk/2019/08/what-is-the-urban-heatisland-uhi-effect/

Using your Inquiry Journal:

What questions do you have now after looking at this new information?

Image: Pixabay, https://pixabay.com/illustrations/question-mark-question-why-5483259/

Learning About Urban Heat Islands

Video: https://www.youtube.com/watch?v=Y-bVwPRy_no

Connecting to Standards Depending on the needs of your students, these activities can launch further exploration into NGSS standards:

• MS-ESS-3-3 : Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment

• MS-ESS-3-4 : Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth's systems.

MS-ESS-3-5 : Ask questions to clarify evidence of the factors that have caused the rise • in global temperatures over the past century.

GID Phase 3 In this phase: • Explore interesting Ideas • Look around • Dip in

Concrete • Brainstorm: Where all can we find concrete?

• Investigate positives and negatives of concrete

• Articles • The Environmental Impacts of Concrete

• Benefits of Concrete • Journal writing • Good and/or bad?

Images: https://www.knightscompanies.com/blog/concrete/pouring-concrete-in-different-seasons/

https://www.dezeen.com/2021/06/15/carbon-capturing-concrete-carbicrete/

What other types of building material should we investigate?

•

What intensifies heat?

• What reduces heat?

Image credit:

Image Credit: https://www.marc.org/sites/defa ult/files/202206/Evaluation_Urban_Heat_Isla nd_Mitigation_Strategies_KC_R egion.pdf

What kind of investigation would we like to do with this information?

• Students collaborate to develop a testable hypothesis.

Pocket Lab Investigation Students design a new investigation

• Tested Various Materials in a closed system • In the Shade vs In the Sun • Measured Humidity, Temperature • Groups Analyzed Data gathered from PocketLab and Hygrometers

• What patterns did we find?

• What new questions do we have?

Images: Students (Humphrey, personal); Humidity graph from PocketLab App during experiment Pocket Lab product image from www.pocketlab.com

Student Investigations

SI Learning Lab for Explore SI Learning Lab Collection: https://learninglab.si.edu/collections/exploring -heat-and-climate/nzksofl0jmd9Cu4M

• Use Paired Jigsaw Strategy with Articles • Assign partners to each article • Students complete a slide in collaborative class slides

• Students summarize article using only images

• Summarize - Only allowed one sentence

Student Examples

Using your Inquiry Journal:

What questions do you still want answered based on what you have seen and heard?

Image: Pixabay, https://pixabay.com/illustrations/question-mark-question-why-5483259/

GID Phase 4 In this phase: • Pause and ponder • Identify inquiry question • Decide direction

Find A Focus • Take a look at the questions in your notebook • What is interesting?

• What do you want to know more about?

• Choose 2 of your questions (or create a new one) • Write them on the anchor charts • Gallery walk–read all the questions

Project Options OPTION #1 Create an Experiment

OPTION #2 Research your question

Must be a testable question!

What do you want to know about this?

Lab details

Now record your project idea in your notebook!

Remember, you must have a 3D visual

This cannot be a “GOOGLE” question!

GID Phase 5 In this phase: • Gather important information • Go broad • Go deep

Prompts to think about: OPTION #2 OPTION #1 What is your testable question?

What is your procedure?

Where is your recorded data?

Did you have controls?

What are your conclusions?

What is your question?

Did you go to more than one source?

Did you find the answers you were looking for?

Were you surprised by the answer?

Will this affect the future?

Does this impact the present?

Other Sources of Inspiration • When conferencing, students can get “stuck” • The following 3 slides were provided to those students who needed more inspiration

Vertical Farming

Science Museum of Chicago Vertical Farming

Image Credit: https://www.usda.gov/media/blog/2018/08/14/vertical-farming-future

Architecture & Botany

Endemic Plant Museum

Image Credit: https://worldarchitecture.org/architectureprojects/hfcfn/endemic-plant-museum-projectpages.htm l

Living Wall Art

www.livingwallart.com Images from website

GID Phase 6 In this phase: • Reflect on learning • Go beyond facts to make meaning • Create to communicate

Investigations

Model or Visual Representation

GID Phase 7 In this phase: • Learn from each other • Share your learning • Tell your story

Presentations Students are given: Voice and Choice Freedom to choose Presentations may be: -slides -oral presentation -notecards -poster -movie (flipgrid) -other ideas are possible -Share your 3D model

Engaged Audience While groups present, the audience listens for: • What they learned • What they liked • Suggestions for the group • Grade they would give and why

GID Phase 8 In this phase: • Evaluate achievement of learning goals • Reflect on content • Reflect on process

Q&A

Contact

Teacher Innovator Institute - Shannon baldiolism@si.edu

Guided Inquiry Design - Leslie leslie@guidedinquirydesign.com