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