Learning About Invertebrates

We love that we are able to investigate things that make us more and more curious! We watched a video about vertebrate animals early in March, and then we heard the word “invertebrates.” We didn’t know what that meant, so, of course, we had to investigate!

We learned a LOT about invertebrates! We watched some videos, and we read a lot of different books about invertebrate animals. Did you know most invertebrates are insects? We also learned that many of the invertebrates that are not insects are those that live in the ocean.

Some of our questions:

  • Which creatures are spineless?
  • Are invertebrates slimy?
  • Are all invertebrates small?
  • Is a jellyfish really a fish?
  • How do invertebrates move?
  • How do invertebrates have babies?

We were able to find some answers to our questions through some research, and that’s when we decided we wanted to each choose an invertebrate animal and make an invertebrate costume!

Because we usually like to just start building things, Mrs. Baldwin helped us to think through our design process first. What do we need to know about our invertebrate animals in order to design a costume? What materials should we use to make our costumes look most like our animals? How will we WEAR the costumes so that we can move like the animal we chose?

We started drawing plans after we did some research about all the parts of our invertebrate animal choices. We also shared our costume design plans with our class. Each of us had a chance to present the design, explain what we know about this invertebrate animal, and answer questions.

We also watched some more videos about other types of invertebrate animals, including an octopus moving through a plexiglass maze!

As we worked in our design phase, we thought about what we should know before we started constructing the costumes. We asked a lot of questions about how we would know the costumes would fit us, so we decided to measure our height, length of arms and legs, etc. We partnered up to use rulers and remembered how to line up the ruler with the edge to what we were measuring. Also, we knew we’d need to do some addition when what we were measuring was longer than the ruler. Finally, we did some trouble-shooting to measure the circumference of our heads, because a ruler can’t measure that. We decided to use yarn to measure our heads, and then we measured the yarn.

After we had our own measurements, we learned to measure the materials to help us begin creating the costumes. This was the most exciting part! We were able to share our costumes, even those that weren’t completely finished, with our class and our school community at Anastasis StoryLine (our end of year sharing of our learning journeys).

How Questions Help Us Learn

In Block 1, we asked ourselves, “How do questions help us learn?”

In our reflection time, we thought about this a lot and made some interesting conclusions.

StickyNoteQuestions

Asking questions:

  • helps us learn new things
  • helps us learn to ask more questions
  • can start conversations
  • helps us know ourselves and others
  • helps us to stay curious

We talked a lot about questions and answers during this block. We wondered about questions that don’t have a right or wrong answer and how we learn to deal with those. We decided that, most of the time, those types of questions lead to a LOT more questions. At first, it was hard for us, because we want all questions to have a right answer. It’s also hard for us when Mrs. Baldwin says, “I don’t know,” because we thought teachers were supposed to have all the answers. (That made Mrs. Baldwin laugh.) In the end, though, we learned that sometimes the answers we think we know as fact can be wrong. If we always remember to ask more questions, we learn that facts can change sometimes.

Very early in the block, we asked questions about WHO WE ARE and how do people get to know us? We played a game where we got to ask each other questions and then had to share with the whole class what we learned about our partner. We also painted pictures of the emotions that live inside our heads. At first, we could only think about a few emotions. But we asked questions: “What other emotions do we have?” When we thought about it, we came up with jealousy, embarrassment, satisfied, and a few others. This really helped us think about how we’re feeling each day, and how we can express ourselves better when we have those feelings.

emotionspaintings

We also practiced asking questions by having a weekly #whatisit photo. Mrs. Baldwin said we could write/ask as many questions as we wanted, but we could not ask what was in the photo. NS said that is so hard, because our brains just want to know what it is! We got really good at asking questions, especially when we stopped to think about what we could NOT see in the photo. Sometimes, we asked what the item was made of or how the photographer took the photo. We got really good at asking better questions!

whatisitphoto-Oct2

During this block, we explored how we know if facts are true or not. One day, we asked a lot of questions about fall: how do the leaves change colors? Why do leaves fall off the trees? Why do some leaves turn red, some orange, and some yellow? Mrs. Baldwin showed us three different videos, and we were able to answer some of those questions. But then Mrs. Baldwin asked us, “How do you know that the information we saw/heard in the videos is TRUE?” At first, we were confused. We thought that Mrs. Baldwin would only show us information that was true. She asked us if we have to trust the person who is giving us the information, and we said yes. After a little more discussion, we were also able to decide that the information was true because we heard the same facts in each video. Today, we reminded ourselves that we have to find a trusted source for information, as well as check with other sources to see if they all agree.

When we were asking questions about the Mars Rover and evidence that water had been on Mars, we took our questions to our Twitter account, @TeamBaldwin to share with others. We were able to get some great answers from Bobak Ferdowsi (@tweetsoutloud) about the Mars Rover. We learned to ask questions of experts, so that we could learn even more than we could discover on our own.

tweetsoutloud-screenshot

Some thoughts from our class —

BC: When you’re curious and you watch a video or read something, then you get even more curious!

RS: “I wonder… ” is a good way to learn something new.

As a class, we decided that questions lead us to discover new things we like. Also, if we don’t ask questions, we don’t learn new things as well. It’s like building with LEGO. If our teacher does all the building for us, we didn’t really learn how to do it ourselves. If we don’t ask our own questions about what we want to learn, then we’re just doing what our teacher tells us to do.

Patterns of Learning

When we started our Inquiry Block 4, we began exploring patterns. We saw patterns in weather, climate, and temperatures; patterns in art, music, math, nature… we found patterns everywhere!

One day, we just started listing every pattern we could think of. Mrs. Baldwin asked us to choose a specific topic and explore the patterns. We traveled to the library to find some resources. We searched the web for more resources. We asked questions, found some answers, and then asked even more questions. Some of us were able to connect with experts* to ask questions about our topics.

Over a period of six weeks, we learned a lot. Some of what we learned was very specific to our pattern topics. We also realized we were learning other things, too:

ThingsWeLearned

 

Because we all chose patterns that interested us, our topics were very diverse:

  • Coding/Programming
  • Dubstep
  • Baking ingredients
  • Moon phases/Tides
  • Jet streams
  • Plant cycles/Nutrients
  • Therapy and Science Dogs
  • Plant growth in soil vs hydroponics
  • Electric fields

We held a Pattern Expo where we shared what we learned with our school community (students, teachers, parents). For each visitor to our “stations,” we explained what we had learned, how we learned, and demonstrated our findings. Some of us had experiments and products to share; some had videos and/or photos.

Each of us had a choice in how to share what we learned, so we could use the strengths and talents we have. Our only requirements were to share why we chose our particular patterns, share/cite our resources, and share main highlights of our research along with our demonstration.

One of the things we noticed about sharing at the expo is that we really had to be certain about what we knew to be able to explain it to others!

We hope you’ll visit our individual student blogs to read our reflections in learning about our patterns. You can find links in our sidebar!

We would like to thank our experts for helping us learn more, too!

  • Adam Bellow, CEO/Founder of eduClipper
  • C.T. Thongklin, Chief Meteorologist, RFD-TV
  • Chef Mark Kalix, Sur La Table
  • Pat Blocker, CPDT-KA, Peaceful Paws
  • Luca Formicola, Composer/Musician/Producer
  • Nate Polsfut, Pre-Service Teacher – thanks for listening to each of us share ideas about our projects early in the process!

Here are some photos from our Pattern Expo (click on the thumbnail to see the full photo):