As you think about planning a classroom environment, what is your vision of the way it might look and feel? Account for learning standards as the project proceeds As this project moved forward, Mary and Jane repeated this cycle of steps several times as they continued to plan. The project continued for more than a […]
As this project moved forward, Mary and Jane repeated this cycle of steps several times as they continued to plan. The project continued for more than a month. They used a checklist to indicate which of the South Carolina learning standards were being addressed. Like Phyllis and Stephanies thematic unit, this work enabled them to
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Adjust future planning to adapt to the direction of the inquiry \To proceed with the inquiry, Mary and Jane decided to focus on three things based on the interests represented in the childrens observations and questions: (1) how the water harvesting system works, (2) how pumps work, and (3) how vertical drop affects the descent
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What happens to the water in the rain barrels if they get full? Organize and reflect on documentation After several days of water activities, in their subsequent discussions with the children, the KWL chart was revised to add: K: Spray bottles are pumps (but we dont know why they work); some water can go up
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Do rivers only go downhill? Organize and reflect on documentation After several days of water activities, in their subsequent discussions with the children, the KWL chart was revised to add: K: Spray bottles are pumps (but we dont know why they work); some water can go up without a pump; we can make water go
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How can water go up without a pump? Organize and reflect on documentation After several days of water activities, in their subsequent discussions with the children, the KWL chart was revised to add: K: Spray bottles are pumps (but we dont know why they work); some water can go up without a pump; we can
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How does a pump work? Organize and reflect on documentation After several days of water activities, in their subsequent discussions with the children, the KWL chart was revised to add: K: Spray bottles are pumps (but we dont know why they work); some water can go up without a pump; we can make water go
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Organize and reflect on documentation After several days of water activities, in their subsequent discussions with the children, the KWL chart was revised to add: K: Spray bottles are pumps (but we dont know why they work); some water can go up without a pump; we can make water go faster if we make it
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Week One Water Activities During the first week, as Mary and Jane began predicting the direction of the long-term study, they focused on moving water. Document what happens Mary and Jane review their notes and the drawings done by the children. Figure 6.11: Designing a Water-Moving System The challenge of designing water-moving systems was difficult,
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Provide materials and resources to support multiple possibilities for directions the inquiry might take As with thematic unit planning, teachers use brainstorming to organize their ideas about potential activities and explorations. Mary and Janes brainstorming included the ideas represented in Figure 6.9 to investigate the questions and theories represented in the childrens KWL chart. Since