When we got to class, we started right in on developing a question map based on our problem and scenario that we will pose to our campers. Problem: How does George Mason University impact the ecosystems within the campus community? Scenario (Summary): Mason has hired you as undercover investigators to surrounding their efforts to be noted as an environmentally friendly campus and achieve a Sustainability Tracking Assesment and Rating System (STARS) rating. Your job is to investigate the campus and report back to the board of visitors about your findings. (Find out more about what STARS is at https://stars.aashe.org/ ).
We needed to pose questions under our level 1 question (the problem) at levels 2 and 3, becoming more specific as we moved down the hierarchy. Each group brainstormed questions we thought were relevant, arranged them into like-concepts, and placed them into their appropriate levels.
The question map took a great deal of thought and effort to put together. In fact, we spent the entire morning tweaking our map! It is so incredibly crucial that the questions flow and fit together conceptually, so that students can reap the benefits of their own scientific investigations.
After lunch, we were able to have some "play time"! Well, it was playtime for me! We were shown how to use technology designed to aid in scientific investigation. My favorite was the pH probe! We were given 3 diluted soil samples and we placed a USB probe into the samples. The pH was uploaded automatically into a chart and then into a line graph. We were able to use temperature, turbidity (light transmittance), and salinity probes, as well as microscopes! My mind was racing with all of the possibilities with these technologies!
We also discussed the Nature of Science, which is kind of hard to wrap my head around; but that's why I'm here, to sort this confusing stuff out! After a while, I was totally able to see the purpose in introducing the Nature of Science. When students are faced with questions asking them to think about why things are the way they are and intentionally observe the natural world, scientific concepts come to life! For instance, we were asked what a frog was. Do I know what a frog is? Of course! However, can I tell you what it is that makes a frog a frog? That's a little trickier! After that question was posed, I was able to observe a frog. Instantly, there was purpose to my observations. I didn't feel like I was just going through the motions and I truly believe that I observed characteristics about the frog that I wouldn't ordinarily have noticed in any other context. Wow- it's like a whole new world!
Tomorrow- LESSON PLANNING!!! (This may be the first time I've been this excited about it!)
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