Grade 7: Three math sections each with about 15 students.
Time: 4 class periods (50 mins each)
During this project students were given the opportunity to:
• brainstorm/generate questions that would help them answer the essential question
• get answers to some of their questions in the form of a Q&A session with our guest speaker, Ms. Hankermeyer
• carry out some research about rainfall in SF, rain catchment barrels, our outdoor planting spaces and irrigation and water usage
• do calculations to find answers to some questions
Most of the content of this project was outside my area of expertise. There were so many unknowns, for example, the rate of water flow from sprinklers and drip systems, how to calculate rain catchment from different types of roof, not having access to information that may be helpful to figure out the water usage for our outdoor spaces.
I did quite a bit of pre-project research to try to find resources that would be helpful for students, as well as educate me. Not having answers to so many questions left me feeling outside of my comfort zone in the classroom environment. When we got started, it was apparent that students were also uncomfortable about their teachers not having answers to many of their questions. This provided a great opportunity for us to discuss textbook versus real life problems, and how finding answers to questions often leads to more questions. Also, answers have to be based upon making certain assumptions when you don’t have all the relevant information.
Four days was not enough time to make sufficient progress to answer our essential question. With hindsight, I’m not sure what I would have done differently, maybe lessen the scope of the essential question. I view this year as a first go around and a starting point for us to make more progress next year. I’d like to thank Karen for finding the time in her busy day to share her knowledge and expertise, and May and Michael for their help and support.
Joy,
Thank you so much for your reflection. I've enjoyed learning about this project during the updates in Curriculum Council. I've been particularly struck by the idea of both you and your students finding yourselves outside your respective comfort zones. Truly so powerful for them to begin to think about textbook vs. real life problems -- such an important and powerful concept for them to begin to navigate!
Michele
Hi, Joy- as a former inquiry-based science teacher, I can totally relate to not having all of the questions that come up in projects like this! It's a lot of "on the job" training so to speak. I really appreciated this comment: "This provided a great opportunity for us to discuss textbook versus real life problems, and how finding answers to questions often leads to more questions. Also, answers have to be based upon making certain assumptions when you don’t have all the relevant information."- this is real life learning-! I wonder if there's a different question about water sustainability or another effort around water conservation you'd like to try next year? It's a great topic...I am sure your students learned some valuable lessons despite you not feeling that you had all the answers.
Yay! Hoping to continue this journey with our scientists as we embrace more sustainability on campus!
This was such a cool project idea. In passing I was able to see students working on it--so fun! I hope it was a fun way for you to be creative as a teacher in working the EfS standards. You mention "Four days was not enough time to make sufficient progress to answer our essential question. With hindsight, I’m not sure what I would have done differently, maybe lessen the scope of the essential question. I view this year as a first go around and a starting point for us to make more progress next year," so I'm wondering what you are pondering for next year. Can't wait to see it in action!