The book Problem Based Learning: An Inquiry Approach, by John Barell, suggests that teachers beginning to use inquiry in the classroom gradually, beginning with Teacher-Directed Inquiry, followed by Teacher-Student Directed Inquiry, and then Student-Directed Inquiry (Barell, 2007). This gradual approach allows both students and teachers to learn about using the inquiry process. Barell likens the process of preparing to teach using inquiry to preparing a meal for company, and recommends that teachers begin with a menu that is familiar. It makes sense for teachers to start where they are most comfortable (Barell, 2007). With that suggestion in mind, my class, my student teacher, and I started the journey to inquiry, using our Unit of Inquiry about water and water conservation as a vehicle.
Barell includes a ten-step process for creating unit plans (Barell, 2007):
- Select a topic.
- Map out all possible elements of the topic.
- Decide which elements to use.
- Decide on the objectives.
- Identify essential questions or a problematic situation.
- Determine assessment learning experiences.
- Design long term strategies.
- Create learning experiences.
- Both students and teachers reflect on the process
- Provide opportunities for transfer and application.
Students provided a starting point for planning in their responses to our question, "How do you use water?" From there, our Unit began to take shape. For planning purposes, teachers mapped out the elements of the topic that might come up in our work with students (Barell's step 2), and in the following post, elements and objectives emerge (Barell's steps 3 and 4).
This is the What We Wonder part of our Unit of Inquiry white board. Students wrote their wonderings on post-its and put them on the wall. We grouped responses and, with the students, discussed how to learn about these topics. Student questions included:
"I want to learn about water and ice."
"I want to know more about wells."
"Where do we get water?"
"I want to know about pollution."
"How do you save water?"
"I want to learn about the earth."
"Where does water come from?"
Student questions show us that they tuning in to water and water conservation. Students noticed the globe in our classroom and how much of the globe is blue. They continued to look at maps in atlases and digital sources, both local and global. They noticed that there are parts of our earth that have lots of blue--like Michigan, where we live. They also noticed there are places that have very little blue--like Africa. This led our discussion to the distinction between salt water and fresh water. Students noticed we live in a place with access to a lot of fresh water.
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Students create maps of our state to share their understanding of the Great Lakes and the resource that surrounds our state. |
After looking at maps and water sources, students wondered about where water comes from. Some suggested lakes and oceans get water from rain or snow. Using research skills, students used a variety of sources to discover the water cycle. We created word banks and diagrams to illustrate and write about the water cycle. Students not only wrote about and discussed the water cycle, but they began to use scientific vocabulary with confidence. Students made connections to local weather, as snow on our playground melted, created puddles and mud, and then disappeared. Students set up cups of water in the classroom and watched for evaporation. They also observed the decreasing water line in our class fish tank, and realized the water must be evaporating.
The work so far is exhilarating, for both students and teachers.
Student posters demonstrating understanding of the water cycle.
