The teacher-librarian will be collaborating with a Grade 3 teacher on a Solar System Unit. The teacher would like to focus on inquiry learning using research skills (using both print and non-print resources) and integrate technology with the final project. The teacher would like her students to create either a wiki, blog or a Google Presentation. Students will chose a "space" topic of their own interest and develop essential questions about what they want to research. As Neil Stephenson states in Introduction to Inquiry-Based Learning, [t]he power of an inquiry-based approach to teaching and learning is its potential to increase intellectual engagement and foster deep understanding through the development of a hands-on, minds-on and 'research-based' disposition towards teaching and learning. Students will acquire those "inquiry" and "information-literate" skills from the teacher-librarian.
The class is capped at 23 students (12 boys, 11 girls). There are many students with ‘individual education plans’ (IEPs) ranging from minor learning disabilities (weak in reading and writing), behaviour disabilities, as well as two students on the autism spectrum. The class does have a part-time ‘certified education assistant’ (CEA) but is not scheduled during the allotted collaborative teaching time. As such, it has been recommended that during the research process/final project, student are to be split into two groups. The groups will have a similar level of academic dynamics. One autistic child whom the teacher-librarian is responsible for is a non-writer; therefore, it is in his IEP that he has either a scribe or uses his iPad. The child is more successful using his iPad and the teacher has seen an improvement with his written output.
Prescribed Learning Outcomes: Science - Grade 3
Processes of Science
It is expected that students will:
- ask questions that foster investigations and the explorations relevant to the content.
It is expected that students will:
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Note: After reviewing the new draft curriculum and core competencies, “Space” is no longer part of the Grade 3 Science program, rather, it has been integrated into the Grade 6 Science program. New concepts and content include:
Digital Retrieval
Pathfinders allow [teacher-librarians] to intervene in ways that allow learners to retain their independence as they explore (Valenza, 2011).
Pathfinder - My list of recommended “Space” resources can be found @ http://sqworl.com/pbmuu5.
**I agree with Valenza (2011) to not "limit myself to one tool." Sqworl will be used as a "teacher's reference page." I feel it may be beneficial to use a wiki and Glogster for my student's pathfinders. With using a wiki, I am able to list similar sites on one page. I can then use Glogster to categorize and link individual pages according to an appropriate heading.
Before searching for student-friendly sites, I carefully read the learning outcomes and extracted “key words” to use for my search. See my “search terms” and “results” via Popplet.
Searching for student-appropriate “space” websites is no easy task; the websites are endless. While searching for these sites, I used the “Quick” CCRAP model for determining which website is adequate. The key questions I asked myself for each website was:
Locating pertinent information regarding planets, constellations, and other celestial objects was not too difficult as there were a plethora of appropriate student-friendly websites retrieved online. I did, however, have difficulties retrieving suitable First Nations “space” websites. My search terms were:
I have provided more pathfinders ranging from interactive sites, informational, vid-clips and a video-conferencing e-field trip experience. Though not mentioned in my annotated bibliography, I am very excited to include as one of my pathfinders, CILC.org - Centre of Interactive Learning and Collaboration. CILC.org provides students and teachers with an interactive e-field trip via video-conferencing. Video-conferencing allows students to be more proactive with their learning; they can collaborate with another instructor or classroom. An example of the e-field is “Space and the Solar System.” The description for this program includes “hands-on activities” and “gives an understanding [to] the challenges, dangers, and expense of space and space survival.
Indeed, this project will incorporate "blended instruction" as it will be taught in three phases - 1) using print resources (not listed), 2) retrieving non-print resources, 3) putting everything together for the final project. I and my colleague will be promoting the use of technology to customize student learning (Tucker, 57) where successes and mistakes will be celebrated to further student achievement.
- the overall scale, structure, and age of the universe.
- the position and motion of our solar system in our galaxy.
- components in our solar system.
Digital Retrieval
Pathfinders allow [teacher-librarians] to intervene in ways that allow learners to retain their independence as they explore (Valenza, 2011).
Pathfinder - My list of recommended “Space” resources can be found @ http://sqworl.com/pbmuu5.
**I agree with Valenza (2011) to not "limit myself to one tool." Sqworl will be used as a "teacher's reference page." I feel it may be beneficial to use a wiki and Glogster for my student's pathfinders. With using a wiki, I am able to list similar sites on one page. I can then use Glogster to categorize and link individual pages according to an appropriate heading.
Before searching for student-friendly sites, I carefully read the learning outcomes and extracted “key words” to use for my search. See my “search terms” and “results” via Popplet.
Searching for student-appropriate “space” websites is no easy task; the websites are endless. While searching for these sites, I used the “Quick” CCRAP model for determining which website is adequate. The key questions I asked myself for each website was:
- Is the information accurate?
- Does the information correlate to the learning outcomes and assignment objectives?
- Is the website’s reading level “grade appropriate?”
Locating pertinent information regarding planets, constellations, and other celestial objects was not too difficult as there were a plethora of appropriate student-friendly websites retrieved online. I did, however, have difficulties retrieving suitable First Nations “space” websites. My search terms were:
- First Nations + Astronomy,
- First Nations + Sky Stories,
- First Nations + Creation,
- First Nations + Constellations
I have provided more pathfinders ranging from interactive sites, informational, vid-clips and a video-conferencing e-field trip experience. Though not mentioned in my annotated bibliography, I am very excited to include as one of my pathfinders, CILC.org - Centre of Interactive Learning and Collaboration. CILC.org provides students and teachers with an interactive e-field trip via video-conferencing. Video-conferencing allows students to be more proactive with their learning; they can collaborate with another instructor or classroom. An example of the e-field is “Space and the Solar System.” The description for this program includes “hands-on activities” and “gives an understanding [to] the challenges, dangers, and expense of space and space survival.
Indeed, this project will incorporate "blended instruction" as it will be taught in three phases - 1) using print resources (not listed), 2) retrieving non-print resources, 3) putting everything together for the final project. I and my colleague will be promoting the use of technology to customize student learning (Tucker, 57) where successes and mistakes will be celebrated to further student achievement.
Annotated Bibliography
Digital Databases
Kids Search (Student Reference)
“Earth.” Funk & Wagnalls New World Encyclopedia (2014): 1p. 1. Funk & Wagnalls New World Encyclopedia. Web 11 Feb. 2015.
Kids Search is a branch from the EBSCOhost database specifically designed for students in grades K-5. This database is visually-rich as it allows young users to search for a specific topic with ease. Students are able to enter a key word(s) into the search bar or select a search by topic. Additionally, students are able to search for images. Similar to World Book Kids, students can navigate and gather pertinent information using an article’s headings. This database can also be used as a springboard for research skills. Since this database applies to a younger age-group, students will need to know which search terms are appropriate to gather rich information for the given topic.
World Book Kids (Student Reference)
“Solar System.” World Book Kids. World Book, 2015. Web. 12 Feb. 2015.
World Book Kids - Solar System offers a semi-detailed account of celestial objects including: the sun, planets, comets, asteroids, meteoroids and formation of the solar system. The article also includes a visual diagram of the placement of planets, other articles connected to the solar system (e.g. the planets, moons, etc.) and related web sites. World Book will be used as an introduction to online research skills - note-taking skills and navigating through the article by referring to its headings. This will act as a springboard to search for other sites related to the topic. Students with reading difficulties will be able use the “text-to-speech” function. World Book Kids will be used by students when conducting inquiries.
Websites
BrainPop (Teacher/Student Reference)
“BrainPOP: Animated Educational Site for Kids.” 2004. 12 Feb 2015 <https://www.brainpop.com/science/space/solarsystem>
BrainPop is a subscription service that is geared for students from grades 4-7. Though it is an American site, many “science” facts correlate to the BC curriculum. Each lesson begins with a brief animated clip discussing a topic. For the “space” unit, students are are to view brief video-clips about the solar system, planets and other celestial objects. This can be used to intrigue students and further their knowledge. Not only does each topic include a short video clip, it includes a fun quiz, a “read more” section, a “try this activity” and a related game.
Kids Astronomy (Student Reference)
“The Solar System.” Astronomy for Kids. 10 February 2015. <http://kidsastronomy.com/solar_system.htm>
This kid-friendly site offers a simple interface, colourful imagery, and links to planets and their moons. An interactive bird’s-eye view of the solar system demonstrates each planet’s size, rotation and distance around the sun. Kids Astronomy can be used to gather further information about a planet, its moons and other celestial objects (asteroids, comets, meteorites). This is a good site for struggling students to use as the content is rich but has less text than other sites.
NASA - Solar System Exploration (Teacher/Student Reference)
“Planets: Solar System Exploration.” NASA. 2011. 08 February 2015. <https://solarsystem.nasa.gov/planets/>
NASA provides in-depth and accurate information on a celestial object. The focus includes: planets, Earth’s moon, asteroids, meteors and meteorites, dwarf planets, comets and beyond the solar system. Satellite images provide full colour pictures highlighting the planets’ true colours. Though the information is pertinent, the reading level for a grade 3 classroom may be difficult. The site is easy to navigate but the size of the font can be troublesome for a younger student. The information gathered from this site will be used when conducting inquiries and comparing planets to each other.
Science and Native Storytelling (Teacher Reference)
“Science & Native Storytelling: Cosmos, Creation Stories, Four Elements, Great Blue Bowl and Universe.” Shannon Thunderbird. 12 February 2015. <http://www.shannonthunderbird.com/Stories-Cosmos.htm>
Ancient First Nations people used basic observation skills to explain the natural happenings of their surroundings. As such, creation stories were told. Is there a difference between First Nations’ stories and scientific explanation? No. Teachers can use this site to offer another perspective of celestial objects. Also, this site provides how the scientific process of basic observation is an important skill to utilize. This is a great springboard to discuss creative writing on celestial objects. Students can write their own ‘creation story’ about what they have gleaned from listening to these stories. Note: This site has been provided by the district’s First Nations coordinator.
Solar System Scope (Student Reference)
“Solar System Scope.” 2011. 9 February 2015. <http://www.solarsystemscope.com>
Solar System Scope provides an interactive model of the solar system. Benefits of this website includes: a visual representation of the planets’ orbital axis around the sun, a 3D cross-section of each planet, a visual display of each planet’s moon(s), and planet information. This website can be used to engage learners while conducting inquiry-based tasks.
The Sky of the First Inhabitants (Teacher Reference)
“The Sky of the First Inhabitants.” ASTROLab. 2011. 10 February 2015. <http://astro-canada.ca/_en/a4101.php>
From the Virtual Museum of Canada, this website includes a creation story from the Amerindians and Inuit. The Amerindians of Canada saw the starry sky as a living entity. Whereas for the Inuit, whom experienced longer nights, focused heavily on the moon. Integrating Language Arts is an important part of the inquiry process. As such, it is beneficial for students to be exposed to a variety of different mediums. First Nations’ creation stories can be used to develop interest and build background knowledge for a chosen “space” topic. Note: This site has been provided by the district’s First Nations coordinator.
Digital Databases
Kids Search (Student Reference)
“Earth.” Funk & Wagnalls New World Encyclopedia (2014): 1p. 1. Funk & Wagnalls New World Encyclopedia. Web 11 Feb. 2015.
Kids Search is a branch from the EBSCOhost database specifically designed for students in grades K-5. This database is visually-rich as it allows young users to search for a specific topic with ease. Students are able to enter a key word(s) into the search bar or select a search by topic. Additionally, students are able to search for images. Similar to World Book Kids, students can navigate and gather pertinent information using an article’s headings. This database can also be used as a springboard for research skills. Since this database applies to a younger age-group, students will need to know which search terms are appropriate to gather rich information for the given topic.
World Book Kids (Student Reference)
“Solar System.” World Book Kids. World Book, 2015. Web. 12 Feb. 2015.
World Book Kids - Solar System offers a semi-detailed account of celestial objects including: the sun, planets, comets, asteroids, meteoroids and formation of the solar system. The article also includes a visual diagram of the placement of planets, other articles connected to the solar system (e.g. the planets, moons, etc.) and related web sites. World Book will be used as an introduction to online research skills - note-taking skills and navigating through the article by referring to its headings. This will act as a springboard to search for other sites related to the topic. Students with reading difficulties will be able use the “text-to-speech” function. World Book Kids will be used by students when conducting inquiries.
Websites
BrainPop (Teacher/Student Reference)
“BrainPOP: Animated Educational Site for Kids.” 2004. 12 Feb 2015 <https://www.brainpop.com/science/space/solarsystem>
BrainPop is a subscription service that is geared for students from grades 4-7. Though it is an American site, many “science” facts correlate to the BC curriculum. Each lesson begins with a brief animated clip discussing a topic. For the “space” unit, students are are to view brief video-clips about the solar system, planets and other celestial objects. This can be used to intrigue students and further their knowledge. Not only does each topic include a short video clip, it includes a fun quiz, a “read more” section, a “try this activity” and a related game.
Kids Astronomy (Student Reference)
“The Solar System.” Astronomy for Kids. 10 February 2015. <http://kidsastronomy.com/solar_system.htm>
This kid-friendly site offers a simple interface, colourful imagery, and links to planets and their moons. An interactive bird’s-eye view of the solar system demonstrates each planet’s size, rotation and distance around the sun. Kids Astronomy can be used to gather further information about a planet, its moons and other celestial objects (asteroids, comets, meteorites). This is a good site for struggling students to use as the content is rich but has less text than other sites.
NASA - Solar System Exploration (Teacher/Student Reference)
“Planets: Solar System Exploration.” NASA. 2011. 08 February 2015. <https://solarsystem.nasa.gov/planets/>
NASA provides in-depth and accurate information on a celestial object. The focus includes: planets, Earth’s moon, asteroids, meteors and meteorites, dwarf planets, comets and beyond the solar system. Satellite images provide full colour pictures highlighting the planets’ true colours. Though the information is pertinent, the reading level for a grade 3 classroom may be difficult. The site is easy to navigate but the size of the font can be troublesome for a younger student. The information gathered from this site will be used when conducting inquiries and comparing planets to each other.
Science and Native Storytelling (Teacher Reference)
“Science & Native Storytelling: Cosmos, Creation Stories, Four Elements, Great Blue Bowl and Universe.” Shannon Thunderbird. 12 February 2015. <http://www.shannonthunderbird.com/Stories-Cosmos.htm>
Ancient First Nations people used basic observation skills to explain the natural happenings of their surroundings. As such, creation stories were told. Is there a difference between First Nations’ stories and scientific explanation? No. Teachers can use this site to offer another perspective of celestial objects. Also, this site provides how the scientific process of basic observation is an important skill to utilize. This is a great springboard to discuss creative writing on celestial objects. Students can write their own ‘creation story’ about what they have gleaned from listening to these stories. Note: This site has been provided by the district’s First Nations coordinator.
Solar System Scope (Student Reference)
“Solar System Scope.” 2011. 9 February 2015. <http://www.solarsystemscope.com>
Solar System Scope provides an interactive model of the solar system. Benefits of this website includes: a visual representation of the planets’ orbital axis around the sun, a 3D cross-section of each planet, a visual display of each planet’s moon(s), and planet information. This website can be used to engage learners while conducting inquiry-based tasks.
The Sky of the First Inhabitants (Teacher Reference)
“The Sky of the First Inhabitants.” ASTROLab. 2011. 10 February 2015. <http://astro-canada.ca/_en/a4101.php>
From the Virtual Museum of Canada, this website includes a creation story from the Amerindians and Inuit. The Amerindians of Canada saw the starry sky as a living entity. Whereas for the Inuit, whom experienced longer nights, focused heavily on the moon. Integrating Language Arts is an important part of the inquiry process. As such, it is beneficial for students to be exposed to a variety of different mediums. First Nations’ creation stories can be used to develop interest and build background knowledge for a chosen “space” topic. Note: This site has been provided by the district’s First Nations coordinator.
References
BC Ministry of Education. (2005). Science Grade 3: From Integrated Resource Package. 8 February 2005. <http://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7_3.pdf>
BC Ministry of Education. (2013). Transforming Curriculum & Assessment. 8 February 2005. <https://curriculum.gov.bc.ca/curriculum/science/6>
Stephenson, Neil. "Introduction to Inquiry Based Learning." Teach Inquiry. 13 February 2015. <http://www.teachinquiry.com/index/Introduction.html>
Tucker, Catlin R. "The Basics Of Blended Instruction." Educational Leadership 70.6 (2013): 57-60. Academic Search Premier. Web.
Valenza, Joyce. "My Perpetual Pursuit of the Perfect Pathfinder Platform." Voya Magazine. April 2011. 10 February 2015 <http://www.voyamagazine.com/2011/03/18/tag-team-tech-april-2011/z>
BC Ministry of Education. (2005). Science Grade 3: From Integrated Resource Package. 8 February 2005. <http://www.bced.gov.bc.ca/irp/pdfs/sciences/2005scik7_3.pdf>
BC Ministry of Education. (2013). Transforming Curriculum & Assessment. 8 February 2005. <https://curriculum.gov.bc.ca/curriculum/science/6>
Stephenson, Neil. "Introduction to Inquiry Based Learning." Teach Inquiry. 13 February 2015. <http://www.teachinquiry.com/index/Introduction.html>
Tucker, Catlin R. "The Basics Of Blended Instruction." Educational Leadership 70.6 (2013): 57-60. Academic Search Premier. Web.
Valenza, Joyce. "My Perpetual Pursuit of the Perfect Pathfinder Platform." Voya Magazine. April 2011. 10 February 2015 <http://www.voyamagazine.com/2011/03/18/tag-team-tech-april-2011/z>