Why do Salmon matter?
Inquiry Based Plan for grades 1/2
SUMMARY of INQUIRY PLAN:
"Inquiry is defined as the rigorous apprenticeship into disciplinary ways of knowing"(Wilhelm)
The characteristics as noted by
Zeroing in on Inquiry by Sharon Coatner are wonderment,curiosity higher-order thinking and it is messy and not linear."
For my inquiry unit I choose to expand on the grade 1/2 BC curriculum of, "Living things have life cycles based on their environment "and raise their level of understanding by scaffolding collaboration learning experiences throughout the Inquiry based process with their Grade 7/8's buddies. I subbed in my Montessori school in grade 1/2 class and observed how the 7/8's became co creators facilitating towards higher level learning .
Essentially scaffolded critical-thinking sessions that enable the entire class to engage in critical thinking at their own level. By the end of the seminar, all students have raised their thinking to the level of the collective group and had become attuned to the “inner voice of reason” ( Cuny p. 56)
By delving into the BIG picture connections of the salmon's life cycle and extend desired understanding to deeper inquiry by making connections to how their environment has changed negatively because of humans and therefore impacting the salmons life cycle and ability to spawn which also affects other animals/first Nations/fisherman/tourism. ( application;synthesis,cause/effect)
In collaboration with the Kindergarten teacher; I'm aware that the K's have learned in depth about the salmons life cycle with several learning experiences so I can draw upon this previous knowledge
. and assess their level of understanding to extend to new deeper learning using the BCTLA Points of Inquiry model and Kuhlthau affective stages as a framework and Blooms taxonomy for constructing higher order questions towards IBL. As well I choose this topic because it is a localized issue living in Victoria, BC that has recent coverage in the media and students can relate authentically to.
i
mplementing-Place-Based-Education this article provides rationale(examine where you live and make larger connections from local to global context)The place based strategy will be shared with teachers as a guideline.
Essential Questions and Learning Objectives:
The essential questions for grade 1/2 in which the IBP will be designed around but open to redesign in students words are: share with students so they are aware of what is being assessed by themselves and teacher.
What problems do salmon have in their environment as they go through their life cycle in their journey to spawn?(vocabulary)
How does the declining salmon population affect other animals? Explain how with 2 animals.
How does the dropping salmon population affect people? Name how with 2 groups.
Specific learning goals;
Students will identify two problems that salmon face such as dropping water levels caused by dams; hydro companies, polluted water, too much commercial fishing allowed, warming water because of climate change;hatcheries/fish farms and disease,polluted water etc.
Salmon is needed for food by bears , whales,orcas,seals etc to survive.(134 species-Salmon stream)
Salmon fishing is an important part of First Nations cultural life for a long time . Fishing industry needs salmon or they could lose their jobs as well as the salmon fishing tourism.
" A good essential question is the principle component of designing inquiry based learning that requires student contributions and creating applications"(Wilhelm)Learning to love the questions. 'If there are no good questions there are no good answers"(Heick)
TL has key role in assisting the formulating of big picture questions at the end of the Connect/wonder stage before investigating. Share blooms taxonomy starter questions with teachers and students/ hand out to 7/8 students.Click here:Blooms taxonomy starter questions
Sample Higher order questions include: (student input as much as possible for internal motivation)
Applying/application
What would the results be if all the salmon died? Explain why the salmons life cycle is significant to the life cycle of other species? What actions would you take to help the salmon?
Analyzing
How would you explain why salmon population has dropped a lot? why protect the salmon? How is the declining population of salmon connected to other animals and people?(First Nations /fisherman/bears/whales etc)
Evaluating
What is the most important factor in salmons declining life cycle in your view? Rate the order of factors. What data was used to show the salmons life cycle has been affected negatively? Evaluate how conservation methods are working presently and how would you change it? Reflect on how much the salmon dropping numbers affects the First Nations cultural identity and evaluate what may happen to their lifestyle if salmon became extinct.
There is a variety of Inquiry models to assist in the IBP which all have similar thought processes. I choose the
BCTLA Points of Inquiry because I live and teach in BC and I liked the simplicity of it and how the BC curriculum is aligned to it.
As a TL I would copy and display the BCTLA Points of Inquiry poster(downloadable on site) in the Learning Commons and distribute to interested teachers and offer to explain the process as well so it becomes internalized and they recognize where they are in the process. I would also share the Points of inquiry collaborative planning guide for primary which I used that outlines the Inquiry based reading and learning for teacher and teacher Librarian.(there is an elementary one as well) This helped me get the big picture when I filled it out.
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| Points of Inquiry collaborative Planning Framework Guide |
Inquiry PLAN:(focus being grade 1/2's)
Alongside the 5 Point inquiry framework is the corresponding Kulthaus Affective stage , click here: i
nformation search process and affective stages. to assist students emotionally towards learning potential during the IBP. Assessment by TL and Teacher as well as self assessment occurs throughout as outlined in assessment section.Timeline 5/6 weeks (1 week per stage with some leeway for the unexpected cycling of points) starting beginning of October during spawning season.
Displaying and explaining the BCTLA 5 Points of Inquiry poster and Kulthaus affective stages with teachers (2 in each class) and students so they are prepared for the inquiry mindset and begin to know how they learn(meta-cognition) empowers/motivates them internally for life long discovery. As a TL it's important to model excitement for discovery and let children know there are no silly questions but life is about going beyond the facts and continually asking questions.
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| Collaborative assessment scale |
Curated Tools/strategies provided/suggested by TL according to the collaboration relationship as noted on this scale from isolation to ultimate collaboration. As a TL note its important to know where your colleagues are in the collaboration scale. Click here;
Collaborative Plan and teaching for Inquiry
Connect/wonder-Uncertainty and Optimism
First week in October/buddies Thurs.
This is the beginning stage to make connections to previous learning and gain students internal motivation and excitement to want to know more and ask deeper questions as a provocateur. Inquiry based learning is enhanced with a hook provocation or scenarios .Click here Jump start Inquiry for more.
Grade 1/2- teachers review previous learning in kindergarten with Montessori salmon life cycle cards/Nature Watch life cycle book and interactive life cycle poster lessons and then leave in the environment for students to take out to review and create more excitement for deeper learning(this is done previous week) .
STRATEGY: Teacher using Miller 4 quadrant framework( see Jump start link) will scribe students responses to the reading of
Salmon Stream as a provocative text at their grade level. Record; pre reading in the first quadrant. "What we think we know" using sticky notes. During reading pause for think time to scribe "Questions" and after reading each day scribe, "What we learned" and "Misconceptions."
On Thursday TL models synthesis if a learned fact equals" think we know" by moving sticky note and movement from "think we learned and/or "learned" to last quadrant "Misconceptions" occurs when new knowledge comes to light. This lets students visually represent the thought process and that learning evolves and can change.
:
Monday
As a
hook teacher begins group discussion by asking; 'How do you think the salmons environment is important to their life cycle? Discuss their environments they need to survive in their life cycle.(stream/ocean)How do you think their environment has changed? Pass talking rock around circle so everyone can contribute inferences.
Read aloud book
.Salmon_Stream reading a portion every day for 2 days;repeating the rhymes (its 32 pages). Tell students that you would like them to think of a question they want the answer to as you read. Pause to check understanding and encourage them to sing along to the repetitive rhyming phrases that explain the salmons life cycle and their interdependence on their environment and how their life cycle affects other species and people. Record on sticky note paper student responses. Record high level vocabulary as it comes up on poster board and have students put it into context.
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| Salmon Stream |
Grade 7/8- TL provide to teacher the Times Colonist article on Sunday November 10th available digitally and students fill out the know and what I want to learn while reading on KWL handout. Before reading discuss previous experience/connection with salmon fishing/conservation etc.What have you heard about salmon in the media? Gather in small groups for t
hink time then gather as a class. Spokesperson shares notes made in KWL handout.
Hook to get students wondering is news article: T
imescolonist salmons and bears connection
(we have subscription)
Thursday: Gather in their small groups:7/8 buddy with 1-2 grade 1/2's. TL in class provides one salmon stream book per group (4 books) and grade 7/8's bring ipads with their recent Times Colonist news article that sparks interest in how the dropping salmon population affects other animals such as bears and people. 7/8's buddies scaffold their learning by reading aloud their article and asking the gr 1/2 to relate to them what they have learned from listening to and discussing Salmon Stream book while clarifying comprehension. Buddy writes on sticky notes and puts on quadrants.(see strategy)
7/8's can record their own for deeper investigation.(see Blooms taxonomy examples)
TL's assess by monitoring students comprehension to provide scaffolding and and observing their learning interactions.
7/8 Spokesperson per group reads aloud their sticky notes at end whole group gathering to share learning.
Investigate: Frustration/confusion
Second week of October/buddies meet Mon/Thurs.
Expanding on their internal motivation teacher and TL guides grade 1/2 students towards Essential questions and specific learning goals to investigate. Teacher and students through guided discussion and referring to their notes;write out essential questions using students words as much as possible(see above for my examples) Let students know they will assesses their own learning effort along with teachers.(see assessment)
This stage allows think time to go deeper with the meaning and interpretation behind a variety of texts; fiction stories and non fiction; news articles,blogs,government articles and formats; videos; visual representation and real life authentic learning through a field trip to a Salmon Conservation Centre.
TL role involves the curated collection/pathfinder to attempt to meet students differentiated needs and help students to not get overwhelmed with information and keep focus on understanding and making meaningful connections to answer their essential questions .
Monday:
TL planned field trip to
Charters creek Salmon Interpretive Centre in Sooke; school tours during October and November with naturalist explaining the salmon demonstration hatchery and salmons struggles to spawn. 7/8's bring notebook to jot questions/answers if discovered to add to growing knowledge. 1/2's post trip:guided discussion teacher record questions/answers on poster. draw pictures adding their new learning with vocabulary and short sentences. TL can take pictures to print for students to use in the create stage.
Wednesday:
TL joins grade 7/8's t with more in depth connections through provided online links of newspaper articles and government sites. TL teaches skills of digital and information literacy involved in ensuring information is reliable,relevant and credible site and informed selection of resources to understand bias/point of views etc which is a essential skill/understanding for the 21st century learner that promotes democracy and citizenship.
Tuesday/Wednesday
Grade 1/2's;
Lead up to further investigation on impact to first nations culture by teacher rereading parts of salmon stream. Guiding Inquiry question: How do you think First Nations culture is affected?
Teacher reads aloud; Salmon Boy book which highlights the Salish First Nations and the challenge of dropping salmon populations. Students begin to see a problem from another point of view learning about cultural literacy .
TL provides
Discover Animals First Nations colouring book; students colour and respond in writing how they can relate to the salmons significance and characteristics as stated on Strong Nations posters.
(picture below)
Thursday:
Buddies meet to view together videos and read together selected articles(7/8's mostly) from TL's pathfinder list on ipads. Begin with KIDDLE search site .Grade 7/8's record on sticky notes and KWL sheet
Last 15 minutes have groups share new questions/learning; add to quadrants and move slips if needed facilitated by TL and gather together at end to share in whole group.
Pathfinder List:
Digital tools
salmon/resources-Kiddle child search engine; under animals search salmon, 3 min video outlines the life cycle and why there are less salmon able to complete their life cycle
Salmon populations How things work document includes further resources and extended questions
timescolonist salmons and bears connection-article
timescolonist salmon and killer whales-article
Additional Digital Links for grade 7/8's
raincoast conservation foundation contact/videos (located in Sidney, BC ; email/letter contacts)
https://bccf.com/fisheries BC conservation foundation, news, projects
videos and relevant government articles here:
https://www.canada.ca/en/fisheries-oceans/news/2019/09/government-of-canada-and-province-of-british-columbia-announce-investments-in-wild-salmon-conservation-habitat-restoration-and-research-science-pro.html
Skype project. Connecting the water cycle with salmons life cycle(can be used as a continuation into further inquiry)
Text-Children's illustrated Non-fiction
Literature-Salmon stream picture book(back of book more context and action/contact page)
First Nations View-
Salmon Boy; ;also
audio book option(19.95) I recommend too.
Nature Watch Life Cycle series-use as reference for interconnections of other animals life cycles relating to the salmons.(bear,whale)
Visuals
Discovery First Nations Colouring Book
StrongNation animal posters 6 animals such as bears; killer whales,seals etc; most are connected to salmons life cycle.
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| Discovery First Nations Colouring Book |
Construct-Clarity/Confidence
Third week of October/ Mon/Thurs Buddies meet
At this stage small groups gather their co created constructed new knowledge to demonstrate new learning and make broader conceptual connections (7/8's conservation, interdependence).Grade 1/2's apply how the dropping salmons life cycle affects other animals and people.(cause/effect)
TL is in class to assess formatively through mini conferences scaffolding/additional resources needed to construct deeper learning to effectively answer their essential question. Summative assessment expectations are shared with students(see assessment)
TL provide graphic organizers to organize information into conceptual understanding options such as Cause and Effect;(ex; Cause:water levels changes because of BCHydro company-video/Effect- adult salmon unable to spawn and die)
Result and Consequences(ex; Result:salmon declining life cycle/Consequences; animals who depend on salmon for food begin to suffer; bears have less salmon to eat before hibernation;whales less salmon to eat become weak/die; fisherman's livelihood affected; tourism etc;)
Paper divided in 5 for the life-cycle stages and write/draw environmental changes/obstacles for salmon.
TL can share assessment options with teacher below for collaboration.
Express- Satisfaction or disappointment
4th week of October/Mon/Thurs Buddies meet
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At this stage small groups decide how they can effectively share their new knowledge with their classmates and transfer learning outside of the class to express it in an authentic way such as the email option.
TL can suggest inviting the grade 3/4 class and meet in the multi purpose room to transfer learning to a wider audience.
TL suggests a display of new knowledge through these examples as well as suggesting the group could take on a particular view point such as /the salmons/orcas/First Nations/ fishing industry worker etc;
Expression of new knowledge options TL can share are:
- Interactive flannel board; we have a large black one; cut out visual representation showing the salmons journey to spawn from river to ocean and back and obstacles and explain how it affects their life cycle( dams, polluted water,hatchery salmon,over harvesting of fisheries, changing water levels-BCHydro,dams,climate change,warming ocean due to climate change)
-Storybook using salmons voice/grade 1/2's draw picture;showing salmons journey; could include photographs from field trip.
- Using the Discovery First Nations Coloring pages; colour all the other animals that a declining salmon population affects reading their importance to their cultural identity and relating how they can personally take on the cultural characteristics like a salmon as seen on poster as well as other affected animals.
- write out responses to interview of an Elder about the declining salmon population impacts on their cultural identity(video also if allowed)
- persuasive letter or email written to Minister of Fisheries and Oceans;Johnathon Wilkinson click here for Take action page of the R
aincoast conservation foundation contacts in Sidney BC. Use data from research. Cite sources.(gr 7/8's)
-drama; one child speaks for the salmon in it struggle to spawn and the others are the other affected animals and people(FN,fisherman,tourism)Create visual tools to show the salmons environment with cardboard,modeling clay etc;)
- Artwork; flyer; poster to display- Why protect the Salmon?;painting depicting salmons struggles, modeling clay diorama
-poem or song using Salmon Stream book as an example.
- Flipgrid; short video promoting Why protect the salmon? Using visual representations and data, charts,graphs, poster ,photographs
Example of interactive board at my school but to create deeper learning add the captions for the obstacles salmon face in their journey from stream to ocean and back again to spawn.
Reflect-Increased self confidence/sense of accomplishment
Last week of October/First week of November(allowing extra time as needed throughout)
The last stage of the Inquiry based process is often overlooked and is essential for students to really think deeply how this new learning makes a difference in their own lives and how they can transfer this learning as global citizens. Allows opportunities for check in and clarification of new learning through articulation/written responses etc;, Students reflect on their own level of contribution and if they felt they achieve to their potential.Reflection creates space for even more deeper questions so the inquiry cycle begins again which is the goal of never ending learning.
TL suggestions for reflection/overview of deeper goals of learning include:
Grade 1/2's
-pass talking rock around circle and students can reflect on; Why do salmon matter to us?
as a class form a letter to ministry of Fisheries and Oceans to summarize reasons. Have a few volunteers help write it with teacher and others draw pictures to add.
Grade 7/8's break off into small groups to discuss ;jot notes then gather together with spokesperson to share and another volunteer writes point form summary on both;
Why do salmon matter to us? and In your opinion what measures can be taken to help their life cycle?
Refer to back of Salmon Stream book for How to help/action page and organizations.
Using this new knowledge write a class persuasive email to ministers of Fisheries and Oceans and Environment and Climate change.(names on contact Rainforest conservation)
Assessment as,for and of learning:
Ongoing formative assessment throughout the process is needed to twick/redesign the IBP cycle as needed to monitor for students optimal learning experiences. Formative assessment through mini conferences/check ins/exit slips are important for TL's to do to be observant for students frustration/boredom and be co creators in going deeper with applying/synthesizing information and going beyond the superficial/fact finding lower level thinking .The aim of
Formative assessment as Fontichiaro states is to rethink, reteach and put students in the drivers seat in their learning needs while providing constructive feedback.
Formative assessment, like a flexible mindset,
reminds students that feedback isn’t punitive, and their current level of skill doesn’t. It can take on many forms from exit slips, mini conferences,physical manipulations etc.
Summative assessment is the end result of a new learning in which students can learn about themselves as learners and be able to synthesize how they learn.Students and teachers can use scales;charts; rubrics summary self assessments as well as teachers evaluations.
The evidence for learning for this unit is:
Assessment As Learning:
-sharing learning through express stage.How well can they express/display their new learning?(observe for comprehension)
-teacher and grade 7/8 student rubric feedback
-grade 1/2 check list self assessment and teachers
- teacher/TL observation of learning and recording observations in a journal
-grade 1/2 write a learning journal with a new sentence of learning each day with picture
- individual grade 7/8 students write their own extension of knowledge into further inquiry questions
(assessment of how they synthesized information in order to come up with new questions)
-Grade 1/2 draw a picture showing salmons journey including who else relies on salmons life cycle and labels that help explain picture. (ex; river,ocean spawn, bear etc)
Assessment For Learning:
-talking circles
-check in on previous learning through discussion and use of materials
-Miller 4 quadrant strategy to show progression and growth in learning
-summary of new learning written on class poster and email letter
-regular check ins throughout IBP for comprehension/rethink/teach conceptual concepts to make deeper connections
Assessment that is encompassing(For; As; Of)
-Miller 4 quadrant
-Charter Creek Salmon Centre field trip
-reflection class participation summary written and spoken
Considerations
Throughout this process considerations as a TL in collaboration with teacher I would make are:
1. Accommodate differentiation of learning needs; preferred modes of learning and interests and special needs by providing a variety of formats to best meet their needs.
In this unit I attempted to accommodate learners by providing both hard and audio copy of salmon book as well as visuals; posters,cards and videos and first hand primary sources such as the field trip to salmon centre. I would also suggest the audio read aloud options which were available in some websites.
.2. In order for TLs and teachers to personalize learning and put students in the driving seat to be in charge of their learning potential requires that a trusting relationship is crafted; this is where collaboration with teachers to provide more details is key. I"m presently only a TOC so I'm not able to get a full picture of their differential needs. TL and teacher's strategic forming of buddies with their grade 1/2's sets the stage for students co creating while accommodating/scaffolding for learning as well as practicing social interactions.
Forming the right mindset to enable a collaboration relationship(assurance win/win enrichment not prisoners dilemma of mistrust-The new power of collaboration TED talk) through conversations asking colleagues how and when can I be of assistance? Consider their point of view and developing from the level of collaboration they are at.Collaboration Assessment tool is helpful in determining the progression.
3.As a TL I would be mindful and strategic in incorporating the teaching/skills for multi literacies and the process of selecting the best credible resource for their learning need in this information age.
In this unit I planned for an in class digital and information literacy with the diverse online articles, videos and websites with an in class session with the grade 7/8's. As well as visual literacy with the selection of posters/cards/photography including First nations illustrations and cultural literacy with respect to First nations through the reading of Salmon boy and artistic FN coloring book. Click here for more on
the goals of Differential learning.
As a TL I would teach to the broad goals of digital literacy teaching critical thinking(be aware of hoax sites;biases etc;) problem solving; creativity and innovation and communication/collaboration. The
BC Education Digital Literacy provides a framework to draw upon.
21st century is the information age and students need to be digital literate and capable of selecting wisely their sources of information that can come in many formats. The TL is a bridge that can provide the skills;resources and inspiration to be life long learners.
In conclusion this assignment has made me really think through the mind processes when designing/redesigning for inquiry based learning and setting the stage for students to be internally motivated to be motivated to want to know more in a deeper level while modelling an inquiry mindset in co creating new learning that lead to more and more questions to be answered which is the cyclical nature of inquiry for life!
References
UBC Library | Ezproxy Login". Search-Proquest-Com.Ezproxy.Library.Ubc.Ca, 2019, https://search-proquest-com.ezproxy.library.ubc.ca/docview/1012395477/fulltextPDF/6382A63083174D13PQ/1?accountid=14656.
"Contact Us | Raincoast Conservation Foundation". Raincoast Conservation Foundation, 2019, https://www.raincoast.org/contact/.
"Digital Literacy - Province Of British Columbia". Www2.Gov.Bc.Ca, 2019, https://www2.gov.bc.ca/gov/content/education-training/k-12/teach/teaching-tools/digital-literacy?keyword=digital&keyword=literacy&keyword=standards.
Education.Illinoisstate.Edu, 2019, https://education.illinoisstate.edu/downloads/casei/5-02-Revised%20Blooms.pdf.
"Colouring / Activity Books - Indigenous & First Nations Books - Strong Nations". Strongnations.Com, 2019, https://www.strongnations.com/store/item_list.php?it=&cat=2668.
"Video Archives - Wild Salmon Center". Wild Salmon Center, 2019, https://www.wildsalmoncenter.org/category/videos/.
Fontichiaro, Kristin, and Julie Green. “Jump-Start Inquiry: How Students Begin When They Don’t Know.” School Library Monthly, vol. 26, no. 5, Jan. 2010, pp. 22–23. EBSCOhost, search.ebscohost.com/login.aspx?direct=true&db=eue&AN=502997708&site=ehost-live&scope=site.
