Searching for Answers

This week, our grade two/three class set out to find answers for some of our initial questions about the rainforest. Last week, we classified the many questions that came out of our immersion activities. Eight categories of questions emerged. The students chose the category that interested them the most, and then, working in small groups, identified the specific question they wanted to investigate. My teaching partner and I thought this seemed like a natural time for a couple of explicit lessons on where and how to search for answers.

The small groups discovered facts such as...
...the tallest tree in the rainforest can be over 76 meters
...the accumulated rainfall in the rainforest is over four meters
...the largest flower is 1 meter wide
...the capybara is the animal they consider the strangest
...200,000 people live in the rainforest
...animals sleep wherever they live

They students learned that books, data bases and search engines are only useful if we narrow our searches with key words. One student said that key words are like using the table of contents and the index at the same time.  They also learned that they often have to try more than one source to find an answer, that some of the answers are in their heads (It was up to them to decide which animal they felt was the strangest), that we may not find the answers to our questions (How do people build their homes?) and finally that some of our answers lead to new questions (How tall is 76 meters?)

I was delighted to watch my students dig into their investigations. They were persistent and supported each other to be strategic in their searches. It was fun to watch one group working with a meter stick in the main hallway to figure out how tall 76 meters would be, while another group called out excitedly as they discovered their answers.  It was also gratifying to see more than one student stumble on photographs and information about the destruction of the rainforest, which is where we hoped our investigation would lead.

As we plan for the next, deeper part of the investigation, I know I will need to continue to teach them how to refine their searches and how to read nonfiction text to find information. I would also like to move towards having them reflect about the inquiry process so they can begin to consolidate their understanding of the process.

Mrs. Champ's Reflections (Classroom Teacher)

This process continues to challenge me to think about my practice.  Which comes first process or content?  What are my ultimate goals for my students?

Last weekend, as I began to plan for the week ahead I began to panic. I am a linear teacher who likes to make a list, work methodically and get things done.  This process is many things, but it is certainly not linear. When I looked at our circuitous process,  I felt as if my class was not moving towards my curricular expectations.  So, after a quick, "oh my goodness what am I doing?" email to my teacher librarian I revisited the list of outcomes and understandings we had set out at the beginning of the unit. 

As I read through our Language Arts I felt reassured that we were on track.  My students were learning to read for information, monitor their understanding and use text features to locate information on digital and print resources. They were learning to ask questions before, during and after they read. They had already written sentences, jot notes and paragraphs.  They had represented their understandings in a diagram.  We were meeting our Language Arts outcomes with authentic, engaging text. Hooray - I didn't have to worry about language arts.

It is when I shifted my focus to science that I felt less certain about our process. My unit is attempting to address the following science outcomes:

• AN2.1 Analyse the growth and development of familiar animals, including birds, fish, insects, reptiles, amphibians, and mammals, during their life cycles.
• PL3.1 Investigate the growth and development of plants, including the conditions necessary for germination.
• AN2.3 Assess the interdependence of humans and animals in natural and constructed environments.
• PL3.2 Analyse the interdependence among plants, individuals, animals and society

I know for certain our investigation will take us to the outcomes that address interdependence. As my students begin to express their outrage at the deforestation they have begun to read about, I know we are on our way to  constructing deep understanding about how plants, animals and society are connected. 

The growth and development outcomes are more challenging. These outcomes address a specific knowledge base the students need to acquire.  In the past, I would have addressed the animal outcome with a research report and I would have addressed the plant outcome with hands on investigations. These would have been explicit, teacher directed activities. So, how do I address this content knowledge within our process?  When I suggested to the students maybe we needed to become experts on specific plants and animals to understand the impact of humans on the rainforest they were eager to study the animals, but the idea of researching plants was met with a chorus of groans.  This was a red flag for me. They had been so engaged.  Was I hijacking their process by steering it towards the content I wanted?  Was my narrow view of how I taught the content in the past interfering with our inquiry process?  Was the goal of my unit to teach the specific content or was it to develop their ability to inquire? Could they learn content and process at the same time?

I have not resolved this conflict yet. The thoughtful conversations I have had with my colleagues about my dilemma have helped me begin to sort out my thinking.  My students need this content knowledge to provide the evidence for the strong opinions they are expressing about deforestation. The outcome is important. But, everything does not need to be part of our investigation.  If I need to teach a specific, content based lesson outside of the inquiry, I can.  Our inquiry can shift between investigations and explicit instruction.

I also need to trust my students and their questions. On Friday, one of my students passionately shared her learning about trees and soil.  "Did you know that the soil in the rainforest is only this deep? (gesturing with her hands to show about 30 cm.) That's why all those trees have roots on top of the soil. That's where their food is. If the tree gets cut down all the rain will wash away the soil.  Then what will happen? Will the whole rainforest wash away?" The class erupted in outrage!   I smiled to myself thinking "hmmm, root systems, growth and development of plants... I think I just found my opening for an explicit lesson."