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CENTRAL IDEA:
Utilization of resources reflects changing practices of local and global societies. |
Attributes: |
LINES OF INQUIRY & KEY CONCEPTS:
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Action Research / MISO
March 2019
We started this special project with Mr. Lehman (instructional coach) and Ms. Goulden (IB Coordinator) a few weeks ago. This project aligns with the current IB unit of study and is something I’m passionate about, taking action. Groups of students (5 groups) began by brainstorming an explanation for “action,” then for “research,’ – and came up with a great definition for action research. The same was done for community services. (See below for the definitions.) Next, each student shared information with a partner in his/her group (interests, skills, and talents). This activity promotes collaboration and cooperation. After some lessons on communities and resources, each group began to brainstorm a list of questions about communities -- eventually narrowing the questions into a specific category. Two rules about questions: 1. Don’t judge the questions. 2. Don’t answer the questions. The categories were chosen by groups and based on their interest and questions. The categories chosen are: food, transportation, and services. Ask your child what his/her group is focusing on. Earlier this week, after a gallery walk and suggestions, groups began sorting their relevant questions into MISO categories: media, interview, survey, and observation. There’s so much more to researching than Googling or asking Siri or Alexa! After break, students will finish sorting the questions and begin researching. I’m super excited to see what students come up with! This is inquiry at its best!
Student Definitions:
Action Research: Getting information on how to impact other people trying to change/start something.
Community Resources: Community Resources (natural, human, and capital) are things that communities use around the world that help us work together, live, and thrive.
Action Research / MISO
March 2019
We started this special project with Mr. Lehman (instructional coach) and Ms. Goulden (IB Coordinator) a few weeks ago. This project aligns with the current IB unit of study and is something I’m passionate about, taking action. Groups of students (5 groups) began by brainstorming an explanation for “action,” then for “research,’ – and came up with a great definition for action research. The same was done for community services. (See below for the definitions.) Next, each student shared information with a partner in his/her group (interests, skills, and talents). This activity promotes collaboration and cooperation. After some lessons on communities and resources, each group began to brainstorm a list of questions about communities -- eventually narrowing the questions into a specific category. Two rules about questions: 1. Don’t judge the questions. 2. Don’t answer the questions. The categories were chosen by groups and based on their interest and questions. The categories chosen are: food, transportation, and services. Ask your child what his/her group is focusing on. Earlier this week, after a gallery walk and suggestions, groups began sorting their relevant questions into MISO categories: media, interview, survey, and observation. There’s so much more to researching than Googling or asking Siri or Alexa! After break, students will finish sorting the questions and begin researching. I’m super excited to see what students come up with! This is inquiry at its best!
Student Definitions:
Action Research: Getting information on how to impact other people trying to change/start something.
Community Resources: Community Resources (natural, human, and capital) are things that communities use around the world that help us work together, live, and thrive.
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Shaker Stations
3/22/19
Students rotated through four stations. Station #1: True or False Game- Students read short facts about the Shakers and guessed if each fact was true or false. After the answers were revealed and recorded, students explored an interactive timeline about Shaker Heights. Station #2: Clothing- What did the Shakers wear? Students looked at pictures of clothing with Mrs. Davies and described what Shaker clothes looked like compared to non-Shaker clothes. Students tried on sample clothes. Station #3: Inventions- What did the Shakers invent? Students guessed inventions and then read about and discussed them with Dr. Jacques. Station #4: Shaker Industries- Students explored various seeds and played “Guess the Seed Game.” Students also smelled a variety of herbs that the Shaker used to help cure illnesses. A HUGE thanks to Mrs. Davies and Dr. Jacques for volunteering and running stations!
Shaker Stations
3/22/19
Students rotated through four stations. Station #1: True or False Game- Students read short facts about the Shakers and guessed if each fact was true or false. After the answers were revealed and recorded, students explored an interactive timeline about Shaker Heights. Station #2: Clothing- What did the Shakers wear? Students looked at pictures of clothing with Mrs. Davies and described what Shaker clothes looked like compared to non-Shaker clothes. Students tried on sample clothes. Station #3: Inventions- What did the Shakers invent? Students guessed inventions and then read about and discussed them with Dr. Jacques. Station #4: Shaker Industries- Students explored various seeds and played “Guess the Seed Game.” Students also smelled a variety of herbs that the Shaker used to help cure illnesses. A HUGE thanks to Mrs. Davies and Dr. Jacques for volunteering and running stations!
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Shaker Websites
3/22/19
Interactive Timeline:
https://www.tiki-toki.com/timeline/entry/11800/Shaker-History/#vars!date=1995-03-06_16:28:10!
Historical Society Website:
http://www.shakerhistoricalsociety.org/
Shaker Websites
3/22/19
Interactive Timeline:
https://www.tiki-toki.com/timeline/entry/11800/Shaker-History/#vars!date=1995-03-06_16:28:10!
Historical Society Website:
http://www.shakerhistoricalsociety.org/