{"id":973,"date":"2017-06-05T05:00:41","date_gmt":"2017-06-05T09:00:41","guid":{"rendered":"http:\/\/sites.smith.edu\/blog\/waterinquiry\/?p=973"},"modified":"2017-06-05T05:00:41","modified_gmt":"2017-06-05T09:00:41","slug":"what-does-inquiry-mean-maple-school-pilot","status":"publish","type":"post","link":"https:\/\/sites.smith.edu\/waterinquiry\/uncategorized\/what-does-inquiry-mean-maple-school-pilot\/","title":{"rendered":"“What does inquiry mean?” Maple School Pilot"},"content":{"rendered":"
\"\"<\/a>
Water Inquiry Researcher Anna Wysocki \u201821 explores storm drains with first graders.<\/figcaption><\/figure>\n

First grade students in the classrooms of Margaret Betts and Martha Morgan considered this question during a recent pilot of\u00a0Inquiry Inc. and the Case of the Missing Ducklings<\/em> at Maple Street School in Easthampton, MA. \u201cTalking about something and seeing what you can do,\u201d one student offered, while others noticed the words \u201cinquire, wonder, investigate\u201d written on a group chart in their classroom. \u201cCan water run out? Is all water the same? Where does water come from? Where does water go?\u201d These guiding questions encouraged students to view an integral resource in new and exciting ways. As they walked around their block to scout for storm drains, first graders were riveted by the facts and mysteries of the everyday wonder that is water, revealing anew the powers of place-based and narrative learning.<\/p>\n

These inquisitive scientists were the first in their town to interact with Inquiry Inc. and the Case of the Missing Ducklings <\/em>story and unit materials<\/a>, but they will not be the last; we are excited to announce that our unit was officially adopted into the Easthampton public school first-grade science curriculum! In celebration of this achievement, and with reverence for the organic discoveries of collaborative inquiry, we have created a compilation of reflections from members involved in piloting our story.<\/p>\n

Water Inquiry Researcher Anna Wysocki \u201920 connects the day to her personal experiences with water systems:<\/b><\/p>\n

\u201cWe arrived at Maple Hill Elementary with open minds and eyes and were able to leave with full hearts. The children we worked with were so insightful and full of inquiry, and truly made this adventure so special.<\/p>\n

\"\"<\/a>
First grader making storm drain observations.<\/figcaption><\/figure>\n

After briefing on the plan for the day with our wonderful host teachers, the students were split into groups of 3 or 4 so that they each had a chance to engage and discuss their observations. Then, we made our way outside with clipboards and pencils and flashlights to see what we could find out about how storm drains work. There were six stations of storm drains to observe, and at each there was something new to ask, to say, and to laugh about for the kids. Funnily enough, in the very beginning, as I was handing a pencil out to a student, it fell down the drain and floated in the water, just as takes place in the story.<\/p>\n

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“Look! There’s a mushroom!”<\/figcaption><\/figure>\n

There were two moments that really stuck with me from the day. First was in the second group,\u00a0when the four students were observing the storm drain located in their school playground and found a mushroom growing at the bottom of it. They found this to be hilarious and began making songs about the mushroom in the drain, singing for the rest of the time we were there.<\/p>\n

Secondly, was once we were back inside and the teacher began reading the book. They approached a section of the story where the Inquiry Inc. “jingle” was to be said, and the whole class full of kids knew it and screamed it. It was amazing to look back to when we were writing those very lines and then now see them being memorized and cheered by people reading the book. It was really an amazing day. The children we worked with came up with so many brilliant questions and observations. It was a day that was truly benevolent to our research and to brightening our spirits.<\/p>\n

For me, the water inquiry project was more than writing stories for children to be entertained by. Having grown up in Hoosick Falls, NY, where recently it was discovered that our very own drinking water supply is polluted by a toxic chemical called PFOA, this story was a chance to inform and make a positive difference on the way that people look at water and all that goes with it. This is just the beginning of our journey to informing kids about water safety, and this adventure is making the future look bright!\u201d<\/p>\n

\"\"<\/a>
Ruth Neils ’19 examines storm drain with students.<\/figcaption><\/figure>\n

Pilot teacher Margaret Betts discusses her launch of Inquiry Inc. and the Case of the Missing Ducklings<\/i><\/b>:<\/b><\/p>\n

\u201cThe children were so excited to investigate the drains. They immediately took a personal interest in what would be in a drain and what might be good for the drain and bad for the drain. The activity really engaged active looking and wondering. When we returned to the classroom to reflect on our field trip everyone had something to say about what they noticed and wondered. It was a perfect way to engage children into the larger inquiry.\u201d\"\"<\/a>\"\"<\/a>
\n<\/i><\/p>\n

Margaret Betts (right) shows Ruth Neils \u201819 (left) student diagrams tracing the journey of water from cloud to faucet.<\/i><\/p>\n

 <\/p>\n

First graders began the pilot by identifying the story’s central problem (\u201cShe sees ducklings in a storm drain and they\u2019re trapped\u201d) and imagining real-world solutions:<\/b><\/p>\n

\"\"<\/a>Students\u2019 ideas included:<\/p>\n