December

Inquiry & Scientific Questioning

Field Investigations

If you have spent time with children you know that “Why?” and “How come?” are two questions that young children frequently ask. Young children are naturally curious and inquisitive – they engage in the world around them and try to make sense of what they observe and experience.

One way to direct young children’s natural curiosity is through field investigations. Field investigations are collecting in-depth information about a particular environment, wildlife species, or natural event. This can be as simple as observing a tree and taking note of what they see, hear, smell, and feel.

To make the most of a field investigation with young children:

·         Share the wonder of discovery - be right there observing along with children!

·         Practice observation skills before you start – what do you hear? What do you see?

·         Record what you observe – keeping records is an essential part of scientific inquiry.

·         Use open ended questions to encourage further investigation – What do you think lives here? Why is that hole there?

·         Be prepared to further your investigation – scientific inquiry and field investigations often lead to more questions to be explored!

·         Be okay with not having all the answers – you do not have to know every tree, plant, or insect. Look for answers together. The process of asking and discovering is often more important than a specific answer.

Suggested Activities

Growing Up WILD’s “Ants on Parade” – Children go outside to observe ant behavior and learn insect characteristics.

Growing Up WILD’s “Field Study Fun” – Children investigate a field study plot to observe plant and animal interactions over time.

Articles

Scholastic: Early Childhood Today - Group Time: Ants and Plants

http://www.scholastic.com/teachers/article/group-time-ants-and-plants

Scholastic: Early Childhood Today – How You Can Help Children Solve Problems

http://www.scholastic.com/teachers/article/how-you-can-help-children-solve-problems

Scholastic: Early Childhood Today – Discovering Science in Nature

http://www.scholastic.com/teachers/article/discovering-science-nature

December

Inquiry & Scientific Questioning

“Tell me and I forget, show me and I remember, involve me and I understand."

Inquiry in the Classroom
Inquiry is the act of asking questions and the seeking of knowledge. You have been using the process of inquiry since you were a baby, without knowing or labeling it as “inquiry”. From birth we use our senses to take in the world around us, ask questions and discover the answers. The process of inquiring begins with this gathering of information. Inquiry-based learning is active learning and involvement that leads to understanding.

Inquiry in the classroom looks different than a traditional teacher-lead lesson. Inquiry is student-lead not teacher-lead. Rather than leading the lesson, teachers take on the role of coach, guide, or facilitator and help guide the students to their own questions and discoveries.  When students choose the questions, they are motivated to learn and they develop a sense of ownership about the project. Your role is a teacher is to guide students in finding the answers to questions themselves and encourage them to ask new questions along the way. The best questions and discoveries are ones that stem from the students’ own lives, and experiences.

Inquiry plays on the natural inquisitive of children. It utilizes their natural curiosity to learn how the world “works”. Lessons embedded with inquiry provide students with opportunities to use their innate curiosity to engage in a variety of actions, including observing, explaining, concluding, sorting, classifying and predicting.

Thoughtful, open-ended questions are at the heart of inquiry. When students have to answer these types of questions, they are engaging in inquiry. Examples of such questions include:

·         How would you describe the function of __?

·         How would you compare ___ to ___?

·         What would result if __ happened?

·         Can you propose an alternative to __?

Links

Youth Learn - How to: Inquiry

http://www.youthlearn.org/learning/planning/lesson-planning/how-inquiry/how-inquiry

Concept to Classroom: What is Inquiry-based Learning?

http://www.thirteen.org/edonline/concept2class/inquiry/index.html

Science in Early Childhood Classrooms: Content and Process

http://ecrp.uiuc.edu/beyond/seed/worth.html

Science Inquiry in the PreK Classroom

http://serendip.brynmawr.edu/exchange/node/2846

November: Community Connections

56 Environmental Community Service Ideas

1. Plant a garden or tree where the whole neighborhood can enjoy it.
2. Set up a recycling system for your home and participate in your neighborhood curbside recycling pick-up.
3. Organize a car pooling campaign in your neighborhood to cut down on air pollution.
4. Set up a seed or a plant exchange in your neighborhood.
5. Grow fresh flowers and deliver them to someone to brighten their day.
6. Pick up a trail during National Trail Day in June.
7. Make bird feeders for public places.
8. Collect Old phone books in your neighborhood for recycling.
9. Adopt an acre of a park or a mile of roadside to keep clean.
10. Elect a family "energy watchdog" to shut off lights, radios, and TV's when not in use.
11. Help everyone in your family conserve water.
12. Clean up trash along a river or in a park.
13. Create a habitat for wildlife.
14. Create a campaign to encourage biking and walking.
15. Test the health of the water in your local lakes, rivers or streams.
16. Got places to be? Burn energy on your bike instead of taking the family car.
17. Participate in the Backyard Wildlife Habitat Program.
18. Start a butterfly garden at home, at a community center, senior home or school.
19. Sponsor an environmental slogan contest in school.
20. Build a bluebird trail.
21. Collect aluminum cans and donate the money to a favorite charity.
22. Get together with friends and make conservation posters for the community center.
23. Encourage your parents to buy products made from recycled materials.
24. Conduct an energy audit at your school.
25. Monitor the indoor air quality.
26. Organize an asbestos check.
27. Test the drinking water for lead.
28. Adopt an acre of rainforest.
29. Plant a commemorative tree to honor someone.
30. Create a children's nature garden, labeling plants and trees and scheduling guided tours.
31. Replace trees that have died.
32. Take household toxic waste to a proper disposal facility.
33. Check indoor radon levels.
34. Adopt highways and clean up clutter.
35. Volunteer to separate recyclables.
36. Organize a hazardous waste collection.
37. Start a recycling center at school.
38. Host a recycling fair.
39. Hold an invention contest with entries made out of recycled goods.
40. Form a volunteer lawn mowing service with your friends.
41. If you see a tree that's in trouble, try to save it. Pamper it, water it, or don't water it as the case may be. Find our what's wrong with it and how to make it better.
42. Pick up litter.
43. Use a lunch box instead of throwaway bags.
44. Practice the 3 R's in your house: Reduce, recycle, reuse.
45. Adopt a park with your friends and keep it clean.  
46. Bring a backpack when you shop or reuse those little plastic sacks.
47. Clean up a beach or riverbed.
48. Start a compost pile and encourage your family to use it!
49. Plant trees.
50. Plant a commemorative tree to honor someone.
51. Ask your school to use recycled paper.
52. Repair homes or abandoned buildings.
53. Start an Environmental Club.
54. Hold a recycling contest.
55. Check homes and public buildings for lead based paint.
56. Clear a new trail at a nature center or park.

November: Community Connections

Guest Speakers in the Classroom

Why have guest speakers?

Many studies have shown that when parents and families are involved in their children's schools, their children do better. When local community members become involved in schools, they can act as role models and mentors and provide an additional layer of support and inspiration for students and teachers.

Guest Speaker Logistics

When inviting a guest speaker into your classroom, inform the speaker about your course and why he or she is being invited. Be sure the speaker is fully informed about his or her role in the class. What specific topics do you want the speaker to address? How long do you want the speaker to speak? Is the speaker willing to allow students to ask questions? Answer these and any other questions. Also, be sure to find out what the guest speaker needs from you. Computer? Projector? Table?

Before the guest speakers arrives prepare your students about behavior expectations while the speaker is there. Talk about what the speaker will be talking about, what is expected from them, listening skills, have them prepare questions, etc. Be sure to thank the guest speaker for their time before they leave. A sent thank you card after the class period is a nice gesture as well.

November: Community Connections

“If you don’t know where you are, you don’t know who you are.” Wendell Berry

What is a community?

A human community is a group of people who live and interact with one another in a specific region under relatively similar environmental, social, and political conditions. A natural community is a group of plants and animals that live and interact with one another in a specific region under similar environmental conditions.

Our human communities are essential for our daily life. They satisfy our needs for food, and shelter, as well as provide social interactions. Human communities are dependent on the larger natural community which contains the soil, water, air, plants, and animals on which the human community is sustained. The natural community supports itself and our civilizations.

Every community is unique. Each has its own historical background, natural resources, attractions and unique features.

Community History

Study the history of the human and natural community in your area. What was here before? How has it changed? Who settled your community? What traditions did they bring with them?

Pick an aspect of local history to investigate further with your students. Keep the focus small and relative to the children. For example, you could study your school and the history of your school or schooling in your area. What would school have looked like to them 50 years ago? 100 years ago? What used to be at the site where your current school is? What plants grew there? What animals lived there?

Prairie Voices: Iowa Heritage Curriculum

http://www.uni.edu/iowaonline/prairievoices/index.htm#I.%20The%20Land%20and%20the%20Built%20Environment

Explorations in Iowa History Project

http://www.uni.edu/iowahist/Default.htm

Iowa Folklife: Our People, Communities, and Traditions

http://www.uni.edu/iowaonline/folklife/intro/index.htm

IPTV Iowa Pathways: Explore Iowa History

http://www.iptv.org/iowapathways/

People, Communities, and Their Iowa Environment

http://moodle.aeapdonline.org/file.php/638/People%20Communities%20and%20their%20Iowa%20Environment.pdf?=

Iowa’s Biological Communities

http://www.extension.iastate.edu/Publications/IAN201.pdf

Iowa Biodiversity

http://www.extension.iastate.edu/Publications/IAN407.pdf

October: Developing a Sense of Place

Sense of Place Book List

Arnosky, J. 1993. Crinkleroot's Guide to Walking in Wild Places. Simon & Schuster Children's Publishing.

Arnosky, J. 1995. I See Animals Hiding. Scholastic.

Baylor, B. and P. Parnall. 1997. The Other Way to Listen. Simon & Schuster Children's Publishing.

Bishop, N. 2002. Backyard Detective: Critters Up Close. Scholastic, Inc.

Brenner, B. and T. Leonard. 2004. One Small Place in a Tree. HarperCollins Childrens Books.

Burns, D. and L. Garrow. 1998. Leaves, Trees and Bark (Take-Along Guide). NorthWord Books for Young Readers.

Burns, D.L. and J.F. McGee. 1996.  Berries, Nuts, and Seeds (Take-Along Guide). T&N Children's Publishing.

Canizares, S., D. Moreton and B. Chessen. 1997. Who Lives in a Tree? Scholastic, Inc.

Capogna, V.V. 1999. Did You Ever Wonder about Things You Find in Your Backyard? Marshall Cavendish Inc.

Chesanow, N. and A. W. Iosa. 1995. Where Do I Live?. Barron’s Educational Series, Inc.

Cooper, A.C. 2000. In the City. Rinehart P.

Cox, M., and DK Publishing Staff. 2009. Wildlife Gardening. DK Publishing, Inc.

Davis, W. 1998. City Park. Scholastic Library Publishing.

Di Salvo-Ryan, D. 1994. City Green. HarperCollins Publishers.

Epstein, S. 1989. Bugs for Dinner?: The Eating Habits of Neighborhood Creatures. Simon & Schuster Children's Publishing.

Fife, D.H. 1996. The Empty Lot. Sierra Club Books for Children.

Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.

Fredericks, A.D. On One Flower: Butterflies, Ticks and a Few More Icks.

Giogas, V. 2007. In My Backyard. Sylvan Dell Publishing.

Herberman, E. 1989. The City Kid's Field Guide. Simon & Schuster Children's Publishing.

Hester, N. 2004. The Living Town. Watts Pub Group.

Kavanagh, J. and R. Leung. 2001. Urban Wildlife: An Introduction to Familiar Species (North American Nature Guides). Waterford Press.

Kirkland, J. 2001. Take a Backyard Bird Walk. Stillwater Publishing.

Kirkland, J. 2006. Take a City Nature Walk. Stillwater Publishing.

Ladoux, R. 2002. Iowa. Lerner Publishing Group.

Landry, S.B. and R.T. Peterson. 1998. Peterson First Guide to Urban Wildlife. Houghton Mifflin Harcourt.

Lavies, B. 1989. Tree Trunk Traffic. Penguin Group (USA), Inc.

Lovejoy, S. 1999. Roots, Shoots, Buckets & Boots: Gardening Together with Children. Workman Publishing Company.

Morrison, G. 2004. Nature in the Neighborhood. Walter Lorraine Books/Houghton Mifflin Books.

Pascoe, E. and D. Kuhn. 2003. Ecosystem of a Fallen Tree. Rosen Publishing Group, Inc.

Pfeffer, W. 1997. A Log’s Life. Simon Schuster Children’s Publishing.

Pierce, P. and B. Langton. 2003. H is for Hawkeye: An Iowa Alphabet. Sleeping Bear Press.

Pierce, P. A. and D. Rohner. 2006. Numbers in a Row: An Iowa Number Book. Sleeping Bear Press.

Romanova, N. 1999. Once There Was a Tree. Rebound by Sagebrush.

Rotner, S. 1992. Nature Spy. Atheneum.

Showers, P. and Aliki. 1993. The Listening Walk. HarperCollins Children's Books.

Silver, D.M. 1997. One Small Square: Backyard. McGraw-Hill Companies.

Silver, D.M. 1997. One Small Square: Woods. McGraw-Hill Companies.

Wallace, N.E. 2006. Look! Look! Look! Marshall Cavendish Children's Books.

October: Developing a Sense of Place

Where am I? What is the nature of this place?

These are simple questions. Or are they? To children today these questions might be anything but simple. As our society moves into cities and suburbs, and away from the natural world, our children’s connection to the natural world has started to disappear. Children today spend more time in front of screens, both television and computer, than they do outside. Most do not know what is outside their own backdoor - let alone what is down the street. Also lost is the connection to the community and what sustains it. Where did their dinner come from? Ask a child and most likely they will tell you the grocery store.

What can we do?

Take the classroom outside into the local natural world and into the community. Start with your schoolyard. Young children are very observant and if given a chance will happily explore and discover their surroundings. Record their observations so you can discuss them as a class later.

Once you have learned your schoolyard - go further. The pond down the road. The creek in the woods behind the school. The local park.

Go into the community. What is in your local community? What is grow around your community? Are there parks? A river? Is there a local area or business that you can visit?

Next –what can YOU do? As a class what can you do to help the local community? The local natural resources? Is there a project at the local community park that your school can take on? A prairie planting? Tree planting? Community garden? Get children into the community and involved.

For young children remember to “stay small” and focus on how it fits into their world.

Activity Ideas

“Wildlife is Everywhere” Growing Up WILD – Children make observations and understand that wildlife is all around us.

“Who Lives in a Tree?” Growing Up WILD – Children develop an awareness of trees and some of the animals that call them “home”.

“Field Study Fun” Growing Up WILD – Children investigate a field study plot to observe plant and animal interactions over time.

“Sounds Around” Environmental Experiences for Early Childhood – Children explore the sounds of nature (or the schoolyard!).

“Adopt a Tree” Environmental Experiences for Early Childhood – Children adopt a tree and learn about it as they visit over time and watch it change through the seasons.

Poster – As a class create a poster about your schoolyard and what lives there.

New!! Facebook Group!!

Do you want to explore place-based education with other liked-minded educators? Join the Outdoor Explorations for Early Learners group on Facebook™! It’s a forum for educators to learn and share with each other! http://www.facebook.com/groups/OutdoorExplorations/

October: Developing a Sense of Place

What is a “Sense of Place”?

A “sense of place” refers to a child’s connection with their community and natural environment.  A sense of place is developed with a place-based education approach that fosters those connections. Place-based education immerses children in their local community, landscapes, heritage, and experiences. It is using the local natural and human world to learn science, social studies, math, art, music, and language.

Research has shown that children lose their sense of place when they are focused too quickly or exclusively on national or global issues. It follows the idea that before children can tackle the problems of the rainforest in Brazil they need to love the woods down the street. By exploring the local environment children learn a fundamental connection to the natural world and their place in it. Place-based education does not overlook global or national issues but simply strives to give children a sense of their own place and a love of their own place first. Through hands-on, project-based learning children get involved in the real world right outside their door.

Be sure to check back next week for ways to foster a sense of place with your students!

Do you want to explore place-based education with other liked-minded educators? Join the Outdoor Explorations for Early Learners group on Facebook™! It’s a forum for educators to learn and share with each other! 

Place-based education resources for educators

Books

Sobel, D. 2004. Place-Based Education: Connecting Classrooms & Communities. The Orion Society.

Sobel, D. 1998. Mapmaking with Children: Sense of Place Education for the Elementary Years. Heinemann.

Smith, G. A., and D. Sobel. 2010. Place-And Community-Based Education in Schools. Routledge.

Links

Promise of Place: Enriching Lives Through Place-Based Education

The Benefits of Place-Based Education: A report from the place-based education evaluation collaborative

September: Observation and outdoor learning

Book Lists

Children’s Book List

Arnosky, J. 1979. Crinkleroot's Book of Animal Tracks and Wildlife Signs. Penguin Group (USA).

Arnosky, J. 1993. Crinkleroot's Guide to Walking in Wild Places. Simon & Schuster Children's Publishing.

Arnosky, J. 2002. Field Trips: Bug Hunting, Animal Tracking, Bird-watching, Shore Walking. HarperCollins Publishers.

Arnosky, J. 1995. I See Animals Hiding. Scholastic.

Arnosky, J. 2008. Wild Tracks!  A Guide to Nature's Footprints. Sterling Publishing.

Barasch, L. 1993. A Winter Walk. Ticknor & Fields.

Barraclough, S. 2007. Respecting Our World. Black Rabbit Books.

Baylor, B. and P. Parnall. 1997. The Other Way to Listen. Simon & Schuster Children's Publishing.

Bunting, E. 1996. Secret Place. Clarion Books.

Capogna, V.V. 1999. Did You Ever Wonder about Things You Find in Your Backyard? Marshall Cavendish Inc.

Carter, D.A. 1996. Colors and Shapes. Little Simon.

Dodds, D.A. 1996. Shape of Things. Candlewick Press.

Fredericks, A.D. 2001. Under One Rock: Bugs, Slugs and Other Ughs. Dawn Publications.

Giogas, V. 2007. In My Backyard. Sylvan Dell Publishing.

Heller, R. 1992. How to Hide a Butterfly: and other insects. Penguin Group Inc (USA).

Herberman, E. 1989. The City Kid's Field Guide. Simon & Schuster Children's Publishing.

Hoban, T. 1984. Is It Rough? Is It Smooth? Is It Shiny? HarperCollins Publishers.

Kalman, B. 1993. The Colors of Nature. Crabtree Publishing Company.

Morrison, G. 2004. Nature in the Neighborhood. Walter Lorraine Books/Houghton Mifflin Books.

Paolilli, P. and D. Brewer. 2001. Silver Seeds: A Book of Nature Poems. Viking.

Rau, D.M. 2006. Star in My Orange: Looking for Nature's Shapes. Lerner Publishing Group.

Rotner, S. 1992. Nature Spy. Atheneum.

Ryder, J., and D. Nolan. 1990. Under Your Feet. Simon & Schuster Children’s Publishing.

Schimmel, S. 2002. Children of the Earth…Remember. T&N Children's Publishing.

Schimmel, S. 1994. Dear Children of the Earth: A Letter from Home. T&N Children's Publishing.

Showers, P. and Aliki. 1993. The Listening Walk. HarperCollins Children's Books.

Silver, D.M., P.J. Wynne, and D. Ettl. 1997. One Small Square Backyard. The McGraw-Hill Companies.

Stockdale, S. 1999. Nature's Paintbrush: The Patterns and Colors around You. Simon & Schuster Children's Publishing.

Wallace, N.E. 2006. Look! Look! Look! Marshall Cavendish Children's Books.

Weisner, C. 2003. Let's Get Going: The Step-by-Step Guide to Successful Outings with Children. Red Deer Press.

Wiesmuller, D. 2003. In the Blink of an Eye. Walker & Company.

Wood, A. J. 2003. Beetles and Bugs: A Nature Trail Book. Silver Dolphin Books.

Yolen, J. and J. Stemple. Color Me a Rhyme: Nature Poems for Young People. Boyds Mills Press.

Books for Educators

Broda, H. W. 2011. Moving the Classroom Outdoors. Stenhouse Publishers.

Cornell, J. B. 1998. Sharing Nature with Children (20th Anniversary Edition). Dawn Publications.

Chalufour, I., and K. Worth. 2003. Discovering Nature with Young Children.Redleaf Press.

Cohen, R. P. 2011. 15 Minutes Outside: 365 ways to get out of the house and connect with your kids. Sourcebooks, Inc.

Leslie, C. W. 2010. The Nature Connection: An Outdoor Workbook for Kids, Families, and Classrooms.Storey Publishing.

Louv, R. 2008. Last Child in the Woods: Saving Our Children From Nature-Deficit Disorder. Algonquin Books.

Ross, C., and T. Gladfelter. 1995. Kids in the Wild: A Family Guide to Outdoor Recreation. Mountaineer Books.

Stein, S. 2001. Noah's Children: Restoring the Ecology of Childhood. North Point Press.

Van Tilburg, C. 2005. Introducing Your Kids to the Outdoors. Stackpole Books.

September: Observation and outdoor learning

Nature Scavenger Hunts

Scavenger hunts are a fun way for children to explore nature. They encourage children to look more closely at the variety of things that can be found in the natural world.

Below are several examples of nature scavenger hunts. You can also create your own scavenger hunt specifically geared towards your students and the area you will be exploring.

Some ideas for themed scavenger hunts are: colors, shapes, textures, sounds, and seasons. You can make a list for students and teacher helpers to check off, or you can give children baskets to collect objects. Another fun idea is to take a camera and photograph things you find and create a scavenger hunt book or poster.

Use Your Senses Nature Hunt – look, listen, smell, feel, observe

See: A bird nest An animal burrow Poison Ivy A blue bird A dragon fly A snake A mosquito	Listen: A fly A hawk A stick breaking A woodpecker A squirrel
Feel: Moss A prickly plant Sandy soil Soft leaf A hard nut	Smell: A flower Marsh mud Tree bark A rotten log Grass
Observe: An animal running A leaf falling from a tree A bug crawling A bird singing	Write your own exciting observation, smells, what you hear, etc

Nature Scavenger Hunt

2 different kinds of leaves

A bird nest

An animal burrow

Woodpecker holes

Animal droppings

Animal tracks

Seeds from a plant

A nut from a tree

A bird feather

Animal hair or fur

A smooth rock

Moss

Beetle

Litter (pick it up and throw it away!)

Piece of tree bark

Something you think is beautiful