Trees for Life

Grade 1: Seasons of the Tree
Grade 5: Anthology of a Tree

By Lorraine Marshall-Sinclair

I frequently tramped eight or ten miles through the deepest snow to keep an appointment with a beech-tree, or a yellow birch,
or an old acquaintance among the pines.
~Henry David Thoreau


Remember the days when children ran out the door, into the streets and off to play at the greatest playground--- The great outdoors! I was one of those kids. Going over to the local pond to watch toads hop was fun. Skipping stones on the river while watching the colorful fisher king birds swoop down to catch a fish was a sheer magic.

One of my favorite activities was to sit in the neighboring forest and listen to the sounds, and smell the aroma of pine trees and watch the natural environment around me.

These units entitled “Trees for Life” are an attempt to help student reconnect to their natural environment. Ultimately to encourage them to become citizens who appreciate and understand the splendor of the trees.


Overview:
This unit is a collaborative effort between the school media specialist and the first grade and fourth grade teachers. The inspiration for these ventures came from a discussion in the staff room about “the good old days.” The staff shared how they loved the outdoors and that today they rarely saw children in natural environments. Unit lessons are designed to foster a cooperative learning environment where students share knowledge, tasks and build on their prior knowledge and experiences.
The school media specialist noted that there was a beautiful forest adjacent to the school (in fact it was owned by the school). She felt it would be meaningful to develop “real life” units using this natural resource. The first and fourth grade teacher both felt they could link their curriculum to an exciting unit. So began the process.
After weeks of reviewing duties, selecting themes and curriculum outcomes the units were ready to begin.
Trees for Life: Seasons of the Tree
In the First Grade Unit: “Trees for Life: Seasons of the Tree”, the students will learn about the concept of seasons through the study of the tree. This unit occurs from September to May. Each month the students will meet with the Library Media Specialist and their teacher to work on inquiry lessons. The unit will incorporate Science, Language Arts, and Art. The students will engage in a variety of activities that involve questioning, exploring and reflecting on their findings. The inquiry process will utilize the Super 3 Inquiry Model; the steps include Plan, Do, and Review.
Plan:
The Library Media Specialist (LMS) and teacher will through teacher controlled activities come up with a plan to engage with the natural environment. The LMS will use a KWL chart to determine prior know and develop a plan for the students to study the forest.
Do:
Each of the students will be broken into teams of four. They will go on a nature walk where they will select a tree to adopt for the year. During the first visit they will photograph the tree; including images of bark, leaves animals and plant or fungus life around the tree near tree. They will also journal and draw images to show information about the tree. Each student will get a bag to collect samples of leaves, buds, branches, etc from or around the tree.

A similar activity will occur during each change of season. Again the students will collect data, and record findings. The students will begin to write more elaborate responses to their investigations as the year progresses. They will make predictions, observe and record findings.

During the year students will chart their findings, illustrate and journal results. They will also create a calendar depicting leaf changes during the various seasons. The emphasis will be on better understanding the seasons through the changes of the tree.

The students will also work with the LMS to research about tree changes during each season and answer questions to explain the seasons. Research times will be allotted during each season to look through books, images and on line resources such as Inspire Kids to collect information for a final project.

The final project will involve the sharing of their research and findings about their tree and seasons. One of each of the members of the team will present their journal findings and provide a sample of their findings displayed as a poster. Their posters will be displayed in the hallway leading towards the exit that goes to the forest. It is hoped that the posters will encourage others to adopt a tree too!

Review:
During the process of “Do” students will review their work, compare results and evaluate how well they work together.
After the project is completed the students will self review work and also give feedback to teachers as to the success of the unit.
Note: In celebration for this new appreciation for nature and the seasons- In the spring (on Arbor Day) each team will plant a tree.

Sample Lesson Plan:

Grade: One

Subject: Science and Language Arts

Inquiry Approach to Learning: Super 3 Inquiry Approach: Do

Level of Inquiry: Controlled

Educators Involved: School Media Specialist, First Grade Teacher and Teacher Aides or Parent Volunteers.

Objective:
The students will determine what season their adopted tree is currently in.
The students will analyze collected specimens from their tree.
The students will write responses to questions to explain their hypothesis about their trees season.
The students will present their findings to the class.


Indiana Academic Standards:

Science:
1.1.1 Observe, describe, draw, and sort objects carefully to learn about them.
1.2.7 Write brief informational descriptions of a real object, person, place, or event using information from observations.

Language Arts:

1.2.3 Respond to who, what, when, where, why, and how questions and recognize the main idea of what is read.
1.5.2 Write brief expository (informational) descriptions of a real object, person, place, or event, using sensory details.
1.6.2 Write in complete sentences.
1.7.4 Stay on the topic when speaking.
1.7.5 Use descriptive words when speaking about people, places, things, and events.


Information Literacy Standards:

The library media program fosters individual and collaborative inquiry.

Materials Required:

LMS and Teacher Materials and Preparation:

· Tree Presentation using Computer and projector
· Kidspiration link (ready to go) for writing student responses /or white board for technology equipped schools.
· Felt board/ or bulletin board to place samples. (have headings already on board)
· Team computers (one for each team) with a file with links to images of trees during the various seasons.

Student Materials:
Portfolio box with prior scanned photos from field trip, journal entries, and data (specimens) collected during the walk.
Our Tree Inquiry Sheet.
Adopt a Tree Team Portfolio Boxes

Background:

The Library Media Specialist shared a power point presentation showing her experiences as a child enjoying nature. These engaging slides show her having fun in different seasons. It also includes other teachers using the woods for education and enjoyment. The purpose is to motivate and excite the students about natural learning experiences.

The LMS unveils the unit…by showing a slide - with the title.
The LMS asks the following: How they might learn the most about trees and seasons?
The first grade teacher records responses.
She lets them know that one of the best ways is to investigate. She defines investigate by showing another slide (she stresses that the child is ask, question and share.

The Library Media Specialist has had the students create a KWL chart to assess what students know and would like to learn about forests and seasons.

The students went on their walk in the woods (as described above). The goal was to photograph their tree, and collect specimens to evaluate. After a walk in the woods, they completed their first field journal entry.


Springboard: (10 mins)

1. The LMS share a brief slide show created using I Photo showing
images of this unit’s exploration in the forest.

The LMS highlights the process of investigation. He/She shows examples of collecting data (specimens from trees), journaling experiences, using senses like listening, and smelling to better understand the seasons and trees.

To foster information fluency- he/she asks guided questions:
Why take pictures?
What might we use the samples of leaves etc. for?
What did you learn about your tree?
What is Johnny (a student) trying to learn by listening or smelling?

Process:

2. The student view Trees are terrific…travels with Pierre
http://www.urbanext.uiuc.edu/trees1/ This is set up by the LMS.

3. The teacher uses focus questions to direct the students to look at the seasons:

Enthusiastically explain that we will focus on different parts of this presentation on different days. Today let’s think about the seasons.

· What seasons did you see?
· How many seasons are there?
· Tell me about the weather during each season.
· What do you see that is different about each season? (Think about the leaves, flowers, buds, and branches)

LMS documents responses using kidspiration. The responses are kept electronically for future uses.

4. LMS shows examples of leaves, buds, flowers and branches (with imaginary snow on them.) He/She asks the students to classify them into different seasons. Using a chart the LMS will tacks each example under the correct season.



. Students break into teams. These teams are the same ones from the walk. They examine the journal entries and illustrations from the walk in the woods (prior lesson). They also examine the leaves, buds, flowers or twigs collected during the visit. All materials are kept in a portfolio box.
The LMS will have created files on each center computers with images of the trees from various seasons to review.

The goal is to determine what season their tree is currently in and to support their findings with documentation from the journal and collections.

(Each team had an aide or teacher to assist with this process)

5. Each team must answer the questions:

What season is it?
What is it about the tree that tells you it is the season?
What have you learned today?
What more would you like to learn about this subject?

Use inquiry sheets

6. They then presented their observations to the class.

7. After presentations all the materials are collected and placed in an Adopt a Tree Box, inquiry sheets are placed into the journal (which is a three ringed binder).




Trees for Life: Anthology of a Tree
In the Fifth Grade Unit: “Trees for Life: Anthology of a Tree, the students will learn about the concept of trees by engaging in an in-depth study of a tree. Thus unit will occur during the same time frame as the First Grade unit on trees. Research will run from September to May. Each month the students will meet with the Library Media Specialist and their teacher to develop their inquiry process research. The unit will incorporate Science, Language Arts and Art. Students work in investigation teams will adopt a tree. They will study the tree a few distinct ways.

This inquiry process will utilize the Big 6 Inquiry Model. Steps will include: Task Definition, Information Seeking Strategies, Location and Access, Use of Information, Synthesis and Evaluation.
Task Definition:
The Library Media Specialist and teacher will through teacher come up with a plan to engage with the natural environment. The LMS will use a KWL chart to determine prior knowledge and develop a plan for the students to study the forest. He/She will ask students to create a list of things they want to learn about trees.
Information Seeking Strategies/ Use of Information:
Field Study: By collecting data and observing the tree that they have adopted. This includes collecting images, specimens, and noting changes and observations. The details from these visits will be collected in a field journal with entries being transferred to an electronic format. Transfer photos and finds onto I Photo using those photos.

Research: Using a variety of resource from the School Media Center the students will learn about their tree. Students will create charts to show seasonal changes in the tree, develop a webbing diagram to illustrate the areas of interest about the tree. They will also develop questions to answer and cite sources for their findings.

Synthesize:

Creative Opportunities: To encourage reflection and the creative process, students will also develop poems about their tree, letters to the tree that express appreciation and explaining concern about threats to the trees existence. Illustrations are also encouraged.

Presentation: All details will be collected and placed into the electronic field journal. The students will transfer selected images (scanned or digital), writings, and even music and recorded documentary will be created. This will be presented to the other students and family members on Arbor Day. Time will be allotted to share the successes and areas needed to improve in their work

Evaluation:
Assessment and Evaluation: This unit will have lots of self evaluation times. LMS and teacher will regularly conference with the students. All work samples will be kept on a CD and other materials such as notes, worksheets, and specimens will be kept in a portfolio. The students and educators will assess effectiveness of their product (journal) and efficiency of their process.

There will be many opportunities to question, collect data, evaluate resources, explore and reflect on findings. This project will have many inquiry activities. The students will develop visual, technology, media and information literacy through a variety of experiences.


Sample Mini-Lesson Plans:

Grade: Fifth

Subject: Science and Language Arts

Inquiry Approach to Learning: Big 6: Information Seeking Strategies
Level of Inquiry: Modeled.
Educators Involved: School Media Specialist, Fourth Grade Teacher and Teacher Aides.

Goal: Within teams students will cooperative work to select a tree to adopt, and explore the trees characteristics and surroundings

Objective: The students will collect data through observation and investigation about a tree.

The students will write a journal about their finding and experiences while investigating a tree.



Indiana Academic Standards:

Science Grade 5
5.1.1 Recognize and describe that results of similar scientific investigations may turn out differently because of inconsistencies in methods, materials, and observations*.
* Observation: gaining information through the use of one or more of the senses, such as sight, smell, etc.
5.2.4 Keep a notebook to record observations and be able to distinguish inferences *from actual observations.
* Inference: a train of logic based on observations, leading to an explanation
5.2.7 Read and follow step-by-step instructions when learning new procedures.


5.4.7 Explain that living things, such as plants and animals, differ in their characteristics, and that sometimes these differences can give members of these groups (plants and animals) an advantage in surviving and reproducing.

Language Arts Grade 5
5.4.1 Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
5.4.11 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and stating and supporting a hypothesis with data.
5.4.5 Use note-taking skills when completing research for writing.


Information Literacy Standards:

The library media program fosters individual and collaborative inquiry.


Materials Required:
LMS and Teacher Materials and Preparation:

· Tree Walk Presentation using Computer and projector
· Appropriate clothes for walk
· Digital camera and recorder to document experience of students as they investigate nature.
· Check list of students and also note book to write observations for evaluating students


Student Materials:

Journal and pens
Bag for sample collections
String to measure
Functional tape recorder
Functional digital camera
Adopt a Tree Team Boxes



Background:

The Library Media Specialist shared a power point presentation showing her experiences as a child enjoying nature. These engaging slides show her having fun in different seasons. It also includes other teachers using the woods for education and enjoyment. The purpose is to motivate and excite the students about natural learning experiences.


The student completed a KWL chart showing their prior knowledge and interest in trees.



Springboard: (45 mins.)

The LMS breaks the students into predetermined teams of four. He/ She gets them to work through the interactive web simulation called Walk in the Forrest: I.D a Tree Walk. How can I identify a tree?
This online interactive field study focuses on ‘real-life examples and tools to study observe and gather information as you would walk through a forest.

http://nationalzoo.si.edu/Education/ConservationCentral/walk/default.cfm

During this experience, both the teacher and LMS will circulate and guide the students through the experience.

After completing the virtual walk, the LMS will highlight details about nature research studies. He/She will explain the importance of close examination, of collecting data, of working silently to observe as much as possible.

The students will be introduced to this unit on trees. They will be told that they will go on their own walk in the forest.


Goals: To adopt a tree and collect data in order to study the tree.
To write a journal entry about their tree.
.

Students will be told that they will remain with their current teams for this entire process. The next class will be a field trip to the neighboring forest. They will need to dress in old clothes, rubber boots or running shoes.

Note: During Art class, the students will create an Adopt a Tree Box to hold all the information gathered during the unit study.

Process: (next day)

At the Library: (15 mins.)

A nature walk outline located in a three ringed binder will be given. The LMS will review all the details stressing that this is an inquiry project like the ones where they have done research in the library but only investigation is the outdoors. It will be important to respect it! She also will note the lists of requirements and materials to bring. This will assist the students to take ownership of their work and to become responsible for their projects.

In the Forrest: (45 mins.)

Each team will consist of a Photographer, a Data Collector, a Journalist and a Recorder.

Roles:

Photographer: Using a digital camera take 10 pictures (minimum) depicting the trees parts, the seasons, animals or plant life, fungus etc around the tree, images of the team member by the tree and any other relevant images relating to their adopted tree.

Data Collector: Would collect specimens from the tree. These may include leaves, needles, flowers, buds, branches. Additional samples could include plant life. The collector would also measure tree circumference, size of leaves, and estimate height of tree each.

Journalist: Will write answers to journal questions; write any observations or comments by group members in an attempt to research the tree. This is a creative process and can include illustrations.

Recorder: This person using a tape recorder will tape nature sounds, and also comments from the other member of the team. The recorder might also record other questions or further ideas for future studies.

(Note: each team member will have an opportunity to play each role. The class will return frequently during the unit study.)


At the Library: (30 mins.)

The students and educators will return back to the library. They will place all specimens (in plastic bag), journal, camera, and tape recorder into an Adopt a Tree Box.

Each group will review their findings and discuss the last two questions in the journal. Essentially determining any other investigations they may have and also where they are going next day.

Note: Next class they will enter their journal findings into a comprehensive electronic format.




Unit Comparisons

Comparison of First and Fifth Grade Lessons:

First Grade
Fifth Grade
Average Age
7- 8 years
10-11

Inquiry Model
Super 3: Do
Determine what seasons we are in.
Evaluate collections to support theory.
Document results

Big Six :Information Seeking Strategies
Determining and answering questions, determining keywords
Collecting Data, finding details, citing sources

Level of Inquiry
(re: Daniel Callison)
Controlled
LMS /Teacher directed lesson, opportunity for input from students, guided questions
Eg: Questions provided by educators, allow for discussion and sharing, input in teams, answers shared.
Modeled
LMS/Teacher coach, flexibility in topic, approach and end result with some guideline.
Eg: select a tree, choose data, select way it will be presented in electronic journal format.

Piaget Stage
Concrete Operational
A series of short parts to the lesson that provide concrete examples and reinforce objective to identify season
End of Concrete Operational and beginning of Formal Operational.
Exploration; students create through collaboration meanings about their study of tree.

Attention Span
Shorter- lots of changes of lessons- using different tools to learn (e.g.: visuals, digital, writing, direct questioning to get meaning)
Longer- can self select and remain on task for greater lengths of time.
An outline of goals is helpful.
Ability to work in teams
Yes with direction and assistance
Yes, roles are defined and students assist each member to complete their goals and work collaboratively.
Written Ability
Simple sentences and concrete examples related to topic.
More abstract. Ability exists to write full paragraphs and also point form that is easy to use when writing a more elaborate journal later.
Technology digital
Learning through good modeling. The LMS models how to use kidspiration for charts.
Also files of images are created that students can use.

Digital Photograph comfort.
Ability to download information.
Record information with tape recorder.
In subsequent lessons search, find details electronically.
Questioning Strategies
Mostly guided questions from the educators
Some elaborations from students
Some questions to direct students but they are able to springboard into their own more elaborate questioning.
Motivation
Play, meaningful, excitement in providing input
Self discovery, working in teams, developing their ideas and giving it their own unique style.

Growing up is as much about learning as it is about physical maturation. The differences between the capacities of first graders and those of fifth graders become evident as each group approaches the business of learning about trees.
First graders – age 7 or 8 - are at the concrete operational stage of learning. Children in Piaget’s concrete operations stage are able to understand different views and consider more than one perspective. Their thought processes are more logical and organized now than in early childhood. While they have the ability to deal with concrete problems, they cannot yet contemplate or solve abstract problems. They are not yet able to consider all logically possible outcomes. They may not yet be good at “connecting the dots” but they can identify and discuss the individual dots. These first graders can express their knowledge in writing, using a few short but generally complete sentences. Geared to the concrete operations stage, the first grade lesson on trees provides many opportunities for learning. For one, the teacher provides physical leaf samples similar to those collected by students and, enlists the students to direct their placement under the correct season on a chart. These students gain experience in classifying, categorizing and recording findings.
At first grade level children are not “self starters”. They require a great deal of direction and guidance from their teacher. For this reason, the level of inquiry is controlled. This means that the LMS and the teacher have selected the materials and questions involved. In the lesson the LMS asks directed questions to guide the students through inquiry.
Scaffolding activities in questioning help the students see that different questions achieve different results. For example,
· Why take pictures?
· What might we use the samples of leaves etc. for?
· What did you learn about your tree?
· What is Johnny (a student) trying to learn by listening or smelling?
These questions allow students to focus on the meaning of their field visit.

Other questions such as
· What seasons did you see?
· How many seasons are there?
· Tell me about the weather during each season.
· What do you see that is different about each season? (Think about the leaves, flowers, buds, and branches)

The questions, offered after an educational computer presentation, enable students to better understand seasons and trees. The teacher assists in writing out responses on kidspiration. This role reinforces learning but also models technology skills that will be used in later lessons.

First graders are “team players” in the sense that they can cooperate with each other and function well in group settings. During the lesson an assistant is provided to help through the group process. The students will follow concise directions to evaluate collected data and respond to specific questions. Collaborations occur as the kids determine the season.
Seven and eight year olds have manual dexterity limitations and would have difficulty typing quickly. Therefore, more elaborate writing projects will not be assigned for a while. The current lesson allows for critical thinking and creative responses but written responses are limited to shorter sentences.
First grade students typically have shorter attention spans than the older students. They require shorter lessons with a greater variety of experiences. There is a lot of repetition of concepts throughout the various approaches. Examples of seasons and trees can be found in visual representations including charts, digital images (including PowerPoint presentations), and written comments.
The first grade lesson used the Super 3 inquiry model. This involves three follow steps: Do, Plan, and Review. These simple terms make it easy for the students to comprehend. They get a sense of exploration but do not dive in deeper than their abilities allow.
By fifth grade – age 10 or 11 – a child has a reservoir of experience upon which to draw and is entering the formal operational stage of development. Fifth graders are beginning to think logically and abstractly. Having entered what Piaget considered this the ultimate stage of development, children at this stage can reason theoretically.
Fifth graders are equipped to conduct a deeper level of inquiry than that of first graders. At this level, described by Dr. Callison as modeled, the role of the teacher is more like that of a coach. Rather than step-by-step control of the process, the teacher starts the students down the research path. The students form semi-autonomous teams, within which workloads and tasks are allocated. Tasks are provided through outlines, journal writing questions, and general assistance during the field study.
The Inquiry model selected for this unit and lesson is the Big 6 Inquiry Model. By fifth grade the students have outgrown the simplicity of the Super 3 approach and require a more significant learning experience that allows for further inquiry. Questions and more questions are essential. This lesson engages the students in a search for information - in this case, learning about their adopted tree.
Ten and eleven year olds are very adept at today’s technologies. Most are avid video game players, and can readily handle digital photography and basic online research. LMS throughout this unit will work to help the students increase their ability to collect information, assess the quality of information and present it effectively. In this early lesson, students will use the natural environment as the learning center to investigate. With more research skills in their repertoire, they will be able to collect data and select the best resources to bring back and use in their research project.
Collaboration is important to the fifth grade lesson and to subsequent lessons. The educators are coaches during this lesson, and assist the students in fully exploring their roles. Students in fifth grade have the ability to work individually on their tasks and then share collaboratively. This involves a deeper level of social maturity than required by the fist grade lesson of working with an aide to share views.
Fifth grade writing skills encompass full and coherent paragraphs and the use of bullet points. These older students are beginning to think abstractly; they can make assumptions and predictions about information they have gathered. The journaling experience allows for personal reflection and for the development of their metacognition skills, e.g. what do I feel? What do I like? What else might we include?
Motivation for both first and fifth grade lessons is extremely high. The younger students will find excitement in the process of investigation and collaboration but would become frustrated if they had the level of freedom that the older students will have. Conversely, the older students would become stifled by too much teacher-directed learning. They become stimulated by having more autonomy, albeit with mentoring.




Materials for Lessons


Jessica creating the team Adopt a Tree Box


Field Journal Questions for First Grade:

Journal from Nature Walk
Name: ______________
Date: ______________________
Put your findings down on paper!


Draw a picture of your adopted tree.


















Describe your tree?
Use words like tall, thick, short.





What do the leaves look like?

What shape are they? Round, Pointy, Triangle.




Draw a picture of the leaves?








What color are the leaves?





Are they fresh and green or crunchy and old?






What animals do you see around your tree?





Draw a picture of some of them.
Show what they might be doing?












What does the weather feel like?






Draw a picture of a weather scene that you see today. Example if it is cold- lots of snow











Field Journal Questions for Fifth Grade:



Our Field Journal
Fourth Grade


Team Members: ____________________________________________________________________________

This journal is a place to write, draw and chart observations that you make while on your walk in the wood. You might be inspired to write a poem or another form of creative work. Feel free to use the back side for such purposes. Remember to use your senses to better observe and collect data about your adopted tree. Have fun!

Height: (How many students high is it?)

How large is the trunk? Measure it.




Leave Description:
(Use terms such as _____, ________, ____)






Describe the bark:




What types of animals do you see in or by the tree? What are they doing? What might they use the tree for?






What do you find beautiful about this tree?





Describe what the tree smells like?


Has there been any damage done to the tree? If so describe it.



What might have caused this damage?


Listen to sounds around and on the tree? What do you hear? Describe it.





List the various photographs your group has taken:


Other observations:


Come up with other 3 of your own questions?



What else might I want to learn?





Power Point images; this is a sample of the type of presentation.











Example of KWL chart for Grade One.
A similar one would be available for Grade Four with different heading- what I know about trees.









Chart of Leaf classification into seasons:




Fifth Grade; Nature walk outline


Nature Walk Outline:

Before you leave the school:

Do you have?

____ Appropriate clothes on for the weather.

____ Bag for collecting samples

____ Journal and pens

____ A piece of string in bag to measure tree samples.

____ A functional tape recorder


____ Functional digital camera


Remember:

To observe nature one needs to be quiet and walk slowly. If you rush you can miss so much!

While there:

____ Did you take at least 10 pictures of the tree and team members?

____ Did you check to insure they are saved?

____ Did you answer all the questions in the field journal?

____ Did you add other observations and questions to discuss when you return?

____ Did you record sounds, peoples observations etc.?

Remember your goals:

Collect Data about your tree: leaves, bark, branches, note animals etc. that use the tree and more. Be creative.
Become familiar with the tree and its surroundings- you must be able to describe it.
Experience nature- We will be sharing it with our classmates.

Personal Connections and Final Product

This assignment has been very educational and meaningful. I must admit that I feel a bit sad letting it go. I hope to be able to share the work with the students in the lbirary in the near future. I would love to create a collaboration with other librarians and even a school in another system. Wouldn't it be great for the students of the Pacific west Coast to student Native Indians from Indian. What an exchange that could be.

Well I believe I must move on... thanks for the opportunity to share.

Connections

For this project I selected two grades. It is my hope to actually use this project for a class that has both fourth and fifth graders.. I selected these standards based on the students creating the assignment themselves.
Content Standard Connections: Grade 4 and Grade 5.
Content standards from the Indiana Academic Standards that relate to the Study of the Haida People:
Grade 4: Language Arts
Standard 2READING: Comprehension and Analysis of Nonfiction and Informational Text
Structural Features of Informational and Technical Materials
4.2.1 Use the organization of informational text to strengthen comprehension.Example: Read informational texts that are organized by comparing and contrasting ideas, by discussing causes for and effects of events, or by sequential order and use this organization to understand what is read. Use graphic organizers, such as webs, flow charts, concept maps, or Venn diagrams to show the organization of the text.
4.2.2 Use appropriate strategies when reading for different purposes. Example: Read and take notes on an informational text that will be used for a report. Skim a text to locate specific information. Use graphic organizers to show the relationship of ideas in the text.
Standard 4WRITING: Processes and Features
Students write clear sentences and paragraphs that develop a central idea. Students progress through the stages of the writing process, including prewriting, drafting, revising, and editing multiple drafts.
Organization and Focus
4.4.1 Discuss ideas for writing. Find ideas for writing in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ideas.
Research Process and Technology
4.4.5 Quote or paraphrase information sources, citing them appropriately.
4.4.6 Locate information in reference texts by using organizational features, such as prefaces and appendixes.
4.4.7 Use multiple reference materials and online information (the Internet) as aids to writing.
4.4.8 Understand the organization of almanacs, newspapers, and periodicals and how to use those print materials.
4.4.9 Use a computer to draft, revise, and publish writing, demonstrating basic keyboarding skills and familiarity with common computer terminology.
Evaluation and Revision
4.4.10 Review, evaluate, and revise writing for meaning and clarity.
4.4.11 Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of frequent errors.
4.4.12 Revise writing by combining and moving sentences and paragraphs to improve the focus and progression of ideas.
Research Application
4.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
· includes information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
· demonstrates that information that has been gathered has been summarized.
· organizes information by categorizing it into multiple categories (such as solid, liquid, and gas or reduce, reuse, and recycle) or includes information gained through observation.

Grade 5: Social Studies: Standard 5Individuals, Society, and Culture
Students will identify individuals and groups that have contributed to the development of the United States, investigate the way that individuals and groups cooperate to adapt to the environment and resolve conflicts, and examine the challenges faced and the contributions made by various cultural groups to American society.
Historical Knowledge:
5.5.1 Identify and compare historic Indian groups of the West, Southwest, Northwest, Arctic and sub-Arctic, Great Plains, and Eastern Woodlands regions at the beginning of European exploration in the late fifteenth and sixteenth centuries.
5.5.2 Describe basic needs that individuals have in order to survive — such as the need for food, water, shelter, and safety — and give examples of how people in early America adapted* to meet basic needs.
5.5.4 Compare significant examples of visual arts, crafts, music, architecture, and literature from early United States history and illustrate how each reflects the times and cultural background of the historical period.
5.5.5 Analyze traditional arts, including folk tales and narratives that depict the experiences of ethnic, racial, and religious groups in different regions of the United States.





Standard 2READING: Comprehension and Analysis of Nonfiction and Informational Text
Structural Features of Informational and Technical Materials
5.2.1 Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding.
5.2.2 Analyze text that is organized in sequential or chronological order.
Analysis of Grade-Level-Appropriate Nonfiction and Informational Text
5.2.3 Recognize main ideas presented in texts, identifying and assessing evidence that supports those ideas.
5.2.4 Draw inferences, conclusions, or generalizations about text and support them with textual evidence and prior knowledge.
Standard 5WRITING: Applications (Different Types of Writing and Their Characteristics)
Research Application
5.5.3 Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
· uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).
· demonstrates that information that has been gathered has been summarized.
· organizes information by categorizing and sequencing.


AASL standards:
The following are standards that will be meet by one developing the project for the Haida Way.
Information Literacy
Standard 1: The student who is information literate accesses information efficiently and effectively.
Standard 2: The student who is information literate evaluates information critically and competently.
Standard 3: The student who is information literate uses information accurately and creatively.

Independent Learning
Standard 4: The student who is an independent learner is information literate and pursues information related to personal interests.
Standard 5: The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.
Standard 6: The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.
(taken from Information by the ALA page 8 and 9)
As you can see, I have many standards!

Wishing

Wishing:

How did the project go?

Well, I loved the journey but there were bumps, road blocks, and detours along the way. For example, When I interviewed my friend in Canada he did not have much details. The ones he had affirmed details I had found on sites etc.

Another frutration I experienced was my indecisiveness. I was like a kid at a candy store. Which site, which book…. I’ll take them all… but no I can’t. I believe that students of all ages would go through this stage. How can we as teachers help? Is it best to limit the number of sites etc. In the end, I reviewed LOTS.. and heck even enjoyed it. It became very much like a hobby with a deadline. Young Adults (like my daughter) are always struggling to stay with the deadline. I can emphasize much more now!

I believe one of the strongest stages for me was the Wondering Stage. Yes, I was frustrated but I truly enjoyed journaling and asking people their opinions on topic ideas. I selected something that I truly enjoyed and valued. Kids naturally gravitate to things they like. Being egosentric they tend to stay away (as much as possible) from things that are boring or non-relevant as they see it.

In the Weaving Stage, I truly began to gain momentum. I feel I have good organizational skills. I began to sort materials into files and collect images. One thing I could of improved on was to keep it all earlier on a flash drive. I tended to my searches at many different venues so that would of helped me to stay more organized and also not have to retrace my tracks.

One thing that was most useful was the creation of themes, lead questions and then using a chart to clearly see where I was going. I feel that students could easily do such a thing. I know that in language arts it is common to us webs to develop story lines. This would be a similar process.






I thoroughly enjoyed and saw the benefit of journaling through my blog, the process of inquiry. Once again this is quite easy for students to do. Journaling is something I constantly did as a teen. It was an easy transition. In classrooms, I do not feel that teacher realise the benefit. It is so often seen as filler and does not meet the standards. I really felt that it caused me to stretch in my thinking. The project became much more than a fact finding mission. This was a personal journey.

Waving

Waving:

According to Dr. Lamb, waving is communicating ideas to others through presenting, publishing, and sharing. Students share their ideas, try out new approaches, and ask for feedback.

In my final project, I will be present using a colorful, visually simulating power point presentation. The audience being students in grade 4 and 5 will have the presentation shown to them. I will interject remarks as I share my findings. Also I plan to have books, etc on site. I will bring art work form my home to show the crafts of the Haida Indians.

In order to have the students participate, I plan to allow time for questions. I also want to give them share in writing three things that they were intrigued about. Then I’d like them to go off and learn more. Hopeful, my presentation will encourage them to check out a book or find out more on the topic. I will leave a bulletin board open for them to display any other findings they have about the Haida Way.

Wrapping

Wrapping:



I spent the last week in Canada for Thanks Giving. During my stay I got some Canadian Money. Wow- I forgot but the money has Haida Art on it. This project is becoming so much more meaningful. It is interesting to see when I focus on a topic- I notice things more. It has become important to me because I feel I am sharing a part of my heritage with our students. Being from the Pacific West Coast for years means that I understand some about the ocean, fishing and art work of the area. It is wonderful to learn more.

At this stage, I am most ready for the wrapping stage. This is the time to definitely decide what product I am chosing to produce the information that I have collected about Haida Way. I weighed lots of choices. I thought about the audience- who are school aged children who come for an after school Title One program (grades 4 and 5) and also would like to use it for a program for young adults to share about our homelands. I considered a brochure, a website and a powerpoint. In the end, I selected a powerpoint. My main reason for this selection was the fact that I could incorportate many images, links, sound links and also maps and text. I also felt that it could be used in two ways- as a stand alone show and as one that I would use to give a presentation of the Haida Way.

In creating this powerpoint- I have clear sections on the origins, family, livelihood, art and myths. My goal is to make it well organized, simple language and to give a clear appreciation for the culture. I also will have books etc. on hand when I present the powerpoint.

Part of wrapping is being clear about the audience. For my project I plan to focus on the students at our library. They would benefit about learning about a diferent culture. I also want to use it as a teaching tool for my staff. I would like to provide them with the W’s and let them see how it all comes together.

One thing I want to stress in my wrapping stage is the including of Higher Level Thinking. I have always used Blooms Taxonomy when teaching or using questions. I did incorportate it during the questions phase. But, want to come back and insure that it is used in the final product. I’d like to have comparisons- I think I will create a graphic that shows another tribe that they have already studied comparing it to Haidas.

In the Alberta Inquiry Model they discuss the revise and edit tasks. I feel that the wrapping phase involves this. I have really learned to zone in on most important details and to story board or outline where I am going. Already I have pulled some information.

I created some questions to think about before I submit the final product.

Does the product have a language level for the audience?
Is the information clear?
Does it answer most of the questions?
Are there a variety of inforation styles- visual, technolgy, audio, etc.?
Are there elements of critical thinking, creative thinking, media litercy and information literacy?
Is there something I need to add or take away?

Kuhlthau’s ISP Model suggests that I should feel a Sense of Relief, and satisfaction or disappointment. I do! I am very satisfied with the final product I am working on. I do feel a sense of excitement to atually present my work to a real class. Should be fun!

Weaving again

Tonight- I inking about my began thinking about my presentation. I thought if I had included enough detail and styles for every type of learning. I realized that I wanted to include some primary sources. For example, wanted some images, or journal entries from the past Haida years.

I was up for the challenge to include more...
and I found something

http://content.lib.washington.edu/aipnw/index.html
This site provides an extensive digital collection of original photographs and documents about the Northwest Coast and Plateau Indian cultures, complemented by essays written by anthropologists, historians, and teachers about both particular tribes and cross-cultural topics.
Source: Internet Public Library Query: pacific west coast indians

Here is an example of some of the amazing images, journals etc... wow!


I was amazed at what I found. How exciting!


Through linking all these meaningful parts together- I believe i will have a strong powerpoint presentation to share!

Weave alittle - KWL

Here is an example of a chart for the topic. I found this useful. For students this will be very useful. I can see it benefical in preventing the coping of text. It gets the student thinking about where they are, where they want to go?

Weaving more...

Here is a chart I created to show some of theMain Idea and also the keywords I am working with.
I also looked at sites that elaborate on these points.


Main Idea: The Origins
Key words: Haida Tribe, Haida GWaii, People of the Island,
Pacific West coast, Queen Charlotte Islands, Prince of Wales Islands- Alaska ,Moite Clans- Raven and Eagle, Tribe Lineages.


Main Idea: The Family
Key Words:averages size of homes 30,nuclear family, chief of home, broken into clans, ceremonies- potlatch.

Main Idea: The Livelihood
Key Words: fishing, salmon, halibut, sea lions, canoes, craftsman


Main Idea: The Art Work
Key Words: carvings, beadwork, baskets, totems. Symbols of animals, cedar wood, metals, famous artists.


Main Idea: The Myths:
Key Words: Legends, storytelliong, family connections, animals and totems

The structure of this project is starting to become clear in my mind. Can you see it too?

Weaving (Synthesizing)

Weaving: (Synthesizing)

My old outdated style for synthesizing information was to keep recipe cards with information that I had gathered. On each card I also placed the citation. Of course, many teachers used to find this adequate. Today we know that more complex learning is possible. Weaving focuses on the application, analysis, and synthesis of information.[1]

As technology progressed, I have found that students do a lot of cut and paste. I think that can lead to plagiarism and a lower level of thinking. Dr. Lamb has found that “Rather than weaving a fine fabric, they (students) create a quilt of unrelated pieces of information.”[2] Synthesizing involves a much more sophisticated form of processing information. According to Callison, “synthesis is not just the act of summarizing, paraphrasing, or abstracting information from a document as several models for information search and basic student research imply. Synthesis should also include extracting inferences that link selected findings together in a logical and meaningful pattern.”[3]


Where I am now!
If I was to define where I am based on Kuthlthau’s ISP model, I have moved from the Exploration Information phase- with task of investigating information with the intent to find focus to Formulating Focus. Currently, I am beginning the Collecting Information phase- with the task of gathering information that defines, extends and supports the focus. . Kuthlthau’s model suggests that the student will feel confidence and a realization that extensive work is already completed. She also suggests that motivation will increase. I definitely have emotions associated with this process; I am currently really excited about my project. I do feel a sense of pressure because of the deadline and also a feeling that I need to not let this grow too big. Nonetheless, I can visualize where I want to go with this project.

I am a visual learner, so to “see” my project more clearly I have created a chart. I used Kidspiration to make it. It was easy to use and an effective tool. I think students would benefit by creating mental maps or charts to graph where they are and where they are going. Callison emphasizes that “concept mapping serves the purpose of helping the learner clarify what he or she has just read or heard.”

According to scholars Lynne Anderson-Inman and Leslie Ditson:
Concept mapping can help students' remember information longer.
Concept mapping may help some learning disabled students learn better.
Concept mapping can help student’s master complex, synthetic material.
Concept mapping can help teachers track students' mastery of a subject area.
Computer-based concept mapping is quick, easy, and efficient.[4]


Order 1.title: Haida Way 2. The Origins 3. The family 4. Livlihood 5. Art 6. Myths



Looking at this graph, I can see what the themes are and questions I will need to address. I am considering creating an answer chart with key words and links. I also want my project to incorporate many styles of learning (visual, information, media and technology literacy.) How can I do that? I think the power point might be useful. I could have images, maps, text and links to sites and also graphs.

What else do I do with weaving?

Compare:
At this stage, I need to look at the different resources - ask myself are they alike or different? Look at the different types of information and discard any I may not need.

Organize:
What is a good way to organize the information? Identify key ideas. (I have done this in my chart.) Cluster information together. From the graph it is clear that I am clustering topics. Determine a logical order of presentation. I have selected the order to be as the graph states (by the numbers)

Analyze:
I am beginning to look at the information from different perspectives. I feel that the area of Art and Myth are somewhat linked but need to be separate. I also have combined more information about families. I have added homes, leisure etc.

I will need to return to these questions and also look at the holes. Do I need to add or subtract content?

I am going to eat lunch and will return to address some of these questions.





[1] Lamb, Annette. Information inquiry: Weaving. http://eduscapes.com/info/topic71e.htm, accessed Oct 1, 2006
[2] Lamb, Annette. Information inquiry: Weaving. http://eduscapes.com/info/topic71e.htm, accessed Oct 1, 2006

[3] Callison, Daniel. The Blue Book: Callison, Daniel. "Key Words, Concepts and Methods for Information Age Instruction: A Guide to Teaching Information Inquiry," p. 563


[4] Scholars Identify Strategies for Using Concept Mapping Techniques for Teaching. http://www.ncrel.literacy.smartlibrary.info/NewInterface/segment.cfm?segment=2290&table_of_contents=1651. Accessed October 1, 2006

Wiggling: (evaluating)

“Evaluation is defined as the making of judgments about the value, for some purpose, of ideas, works, solutions, methods, material, etc. It involves the use of criteria as well as standards for appraising the extent to which particulars are accurate, effective, economical, or satisfying. The judgments may be either quantitative or qualitative, and the criteria may be either those determined by the student or those which are given to him.” Benjamin Bloom

1. Let the evaluating begin!
   
   In an attempt to select sources and determine if they are the best choices for this project I reviewed the Wiggling Stage. Dr. Lamb encourages some steps to review and gather information. These steps include:
   
   Skimming the page and using headings and subheadings as a guide,
   Recording only the information required words, phrases and pieces of information.
   Citing sources as you use them.
   Using related links from good sites
   Book marking pages to return later.
   
   I have used each of these stages and they have helped me stay focused. In my option, these steps are more meaningful than the old style of note taking. It has forced me to continually evaluate, select, review and keep or discard information. I have been far more organized because I have kept detailed lists of possible sites, books, images etc. I created evaluations of top pick sites and keep lists of words, and phrases from sources. Students would be less likely to copy information when using all these steps.
   
   
   As I discussed in the last blog, I planned to look for a. variety of sources.
   The ones I have looked into include:
   
   Internet Sources: Evaluation:
   
   I returned back to my course work from L591 taught by Dr. Lamb. The information I needed to evaluate my selected internet sites. The site is http://eduscapes.com/tap/topic32.htm The criteria for evaluating sources are:
   
   Authority. Who says? Know the author.
   Objectivity. Is the information biased? Think about perspective.
   Authenticity. Is the information authentic? Know the source.
   Reliability. Is this information accurate? Consider the origin of the information.
   Timeliness. Is the information current? Consider the currency and timeliness of the information.
   Relevance. Is the information helpful? Think about whether you need this information.
   Efficiency. Is this information worth the effort? Think about the organization and speed of information access.
   
   
   
   The above criteria are helpful for my project. I especially paid close attention to authority, authenticity objectivity and efficiency. All of the sites I have met the criteria. One thing I noted was the ending on the url. I feel that org, edu, and gov, are probably more useful than com. There is less likelihood for bias with more neutral authors. Te list I am providing below has a description and also the URL. You will see that many of the sites are from Museums and Government Agencies.
   
   A list of Informative Sites:
   
   Civilization.ca - The Haida : Children of Eagle and RavenDescription: Ethnographic information about the Haida Nation including history, art, and sacred mythology. URL: www.civilization.ca/aborig/haida/haindexe.html
   Evaluation: top site. Created by Dr. George MacDonald a scholar, sponsored and supported by the Canadian Museum of civilization, very well organized, visual and easy to read.
   
   Haida IndiansDescription: The Haida are North American Indians living on the Queen Charlotte Islands of British This site describes these people’s history and life.
   URL: www.alaskan.com/akencinfo/haida.html
   Evaluation: A one page description only. Not too elaborate but contains some key points. A .com site so may not be overly useful.
   
   Haida - Wikipedia, the free encyclopediaDescription: The Haida Nation claimed territories comprise an archipelago called the Queen ... Their ancestral language is the Haida language. This site gives a concise description of the people. URL: http://en.wikipedia.org/wiki/Haida
   Evaluation: current, detailed, relevant.
   
   Haida, Spirits of the SeaDescription: HAIDA SPIRITS OF THE SEA. A contribution in recognition of the United Nations International Decade of the World's Indigenous
   URL: www.virtualmuseum.ca/Exhibitions/Haida/java/english/home/Evaluation: Excellent resource sponsored by major museums, artists. Researched by scholars, efficient.
   
   
   Haida Language MainpageDescription: Haida, or Xaat Kíl, is the ancestral language of the Haida people. This is the place to learn about this ancient language. URL: http://www.haidalanguage.org/
   Evaluation: Brought to us by the Sealaska Heritage Institute. Well organized, relivant and easy to navigate.
   
   Haida - The Kids' Site of Canadian Settlement - Library and ...Description: The Haida live in one of the great temperate old-growth rain forests of Canada. This is a site for teachers and students.
   URL: http://www.collectionscanada.ca/settlement/kids/021013-2061-e.html
   Evaluation: An educational site good visuals, reliable, and well researched, good links.
   
   Native Americans - HaidaDescription: They speak the Haida language, which forms a branch of the family of Nadene languages ... of white fur traders, the Haida lived in large cedar-plank houses.
   URL: www.nativeamericans.com/Haida.htm
   Evaluation: Poorly organized, not enough details.
   
   
   Museum of Anthropology B.C.
   Description: A Museum site with stories and artwork from Indian Tribes including the Haida.
   http://www.moa.ubc.ca/
   Evaluation: Top notch. Authority, Relievence, Timelines, accurate details, easy to navigate.
   
   Civilization.ca - The Haida - Haida artDescription: The abstract concept of art for art's sake had little meaning for the Haida, but they had exceptionally high standards of craftsmanship and the desire to.
   http://www.civilization.ca/aborig/haida/haaindxe.html
   Evaluation: Government site, detailed and easy to follow, good images, links
   
   Guujaaw, carver on Haida GwaiiDescription: In the following sections you will find a story told with photos of a totem pole being carved at Skidegate, Haida Gwaii. The pole is designed and carved by ... URL: www.spruceroots.org/PoleSite/Haida.html
   Evaluation: Historical, and provides a deeper look at haida
   
   A Haida house at Massett.Description: To my knowledge, this is the only photograph of an occupied Haida house showing both an interior and exterior view. This house was located at the village of .
   URL: www.hallman.org/indian/house.html
   Evaluation: Historical look at homes
   
   Alaska Native Heritage CenterDescription: The Eyak, Tlingit, Haida and Tsimshian share a common and similar Northwest Coast Culture with important differences in language and clan system.
   URL: www.alaskanative.net/38.asp
   
   Haida LegendsDescription: A series of Haida Legends written and illustrated by a grade 4 class at Selkirk Elementary. URL: www.yesnet.yk.ca/schools/projects/haida_legends/
   Evaluation: Interesting look at student projects
   
   Native American Resources
   Description: A series of Haida pathfinders and details about hundreds of tribes.
   URL: http://www.kstrom.net/isk/mainmenu.html
   Evaluation: exceptional list
   
   
   Haida Games
   Description: A fun site that shows games and artifacts that Haida People used for enjoyment and gambling.
   URL:http://www.virtualmuseum.ca/Exhibitions/Inuit_Haida/haida/english/games/stkgame.html Evaluation: good complement for family section, accurate, references, good images, easy to follow, age appropriate.
   
   Native American People/Tribes-Haida PeopleDescription: A Native American/American Indian non commercial website dedicated to educating, including examples/links of: pottery, baskets, arrowheads, beadwork,
   URL: http://www.blogger.com/www.snowwowl.com/peoplehaida.html
   Evaluation: not a government site but useful. artifacts
   
   Bringing Home the BonesDescription: Nonny (grandmother) Ethel's life spans perhaps the most dramatic period of cultural change in the thousands of years since the Haida settled on this rainy.
   URL: www.homelands.org/worlds/haida.html
   Evaluation: Excellent look at history, a fine primary source
   
   Bill Reid FoundationDescription: The Spirit of Haida Gwaii was completed and installed in 1991. ... Here we are at last, a long way from Haida Gwaii, not too sure where we are or where.
   URL: www.billreidfoundation.org/banknote/spirit.htm
   Evaluation: Respected foundation, accurate,realiable, clear.
   
   Vancouver Art GalleryDescription: The exhibition reveals how Haida art is reflective of the mythic realm, with many examples of Raven as the trickster, the transformer and creator.
   URL: www.vanartgallery.bc.ca/exhibitions_raven.cfm
   Evaluation: Amazingly well organized and great resources.
   
   Book Evaluations:
   Here is a list of books that I evaluated.
   
   Anne D’Alleva's Arts and Culture: Native Americans
   topic:Art and Myths evaluation: Has many pages dedicated to haidas,
   Clear and accurate, good visuals.

Richard Huber's Treasure of Fantastic & Mythological Creatures
topic:Art and Myth evaluation: Good visuals, not too many details, not as useful

Gary McLain's Indian American: Traveler’s Companion
topic: Origins, Art,Family, Livelihood
evaluation: Excellent, current, links to websites, and good bibliography.

Ellen Russell Emerson's Indian Myths
topic: Myths
evaluation:Written well, detailed stories, easy to follow.

Reginald and Gladys Laubin's Indian dances of North America
topic: Family
evaluation: Excellent research, authority, great visuals, lots of details.

David Penney's Art of American Indian Frontier
topic:Art an d Myth
evaluation: Well organized, easy to locate information, Historical Accuracy.

Jennifer Frantz's Totem Poles
topic:Art and Family
evaluation:Great for children, fun and easy to read, recommend to add in as a must read for kids.

Christian F. Feest's Native Arts of North America
topic: Art
evaluation: Scholarly, well organized, easy to access information, publisher well known.

Janet C. Berlo and Ruth B. Ohillips' Native North American Art
topic:Art and Family
evaluation: Exceptional book, host of details, images, other references, easy to read, accurate and visual.

I have spent time evaluating these and other books. The standards I used are similar to that of the website evaluations. Questions I asked are:
Is the author an authority on the topic?
Is it a well recognized publisher?
Is there sufficient information to interest the audience?
Does the book have information dealing with the questions I am want to explore?

Most of the above detailed books are written by historians or scholars. Many collections are created by Foundations. The book Native North American Art is published by the Oxford University Press; A real indication of well researched materials.

Evaluating Telephone Calls and Emails:

I have contacted two people about the Haida Project. Both are reputable. The first one is an educator and also a knowledgeable person about First Nation People. As I mentioned earlier, she is able to give me details about the Haida. The other person is not an educator, nor an author but he is well read and works extensively with Native Americans form all types of tribes. He has been a wonderful source in helping select the best websites. He also was able to share stories of Totem building and animal significance in Haida Art and Myths.


As I work to complete the Wiggling- I want to make sure I had enough variety of sources. I currently have images, sources from museums, government sources, encyclopedia sources, books and personal interviews. I hope to look into Grolier and also continue to review Inspire.

Databases are Helpful

Google Searches are fun and easy. I must admit also very convinient. I would contend it is worth going deeper and trying out some databases and online encyclopedias. Here are some that I have serched.

Helpful Databases/Sites for Searching:

Grolier Online Multimedia Encyclopedia - Kid-friendly volumes available online at the Muncie Public Library or at home for library cardholders. Includes sets, America the Beautiful (50 states), Lands and Peoples (cultures, countries) and Encyclopedia Americana.

Multiple Database Search at MPL – This is a search of the library's catalog, Google, and databases like Grolier Online Encyclopedia all at the same time for information on your topic. It is very useful for finding quality sources.

Inspire Kids Search - Indiana's free databases of thousands of full-text magazine and newspaper articles through the Kids Search engine. This site is user friendly and the language is directed to kids. This is an excellent resource.

Multnomah Public Library's Homework Center - A popular site with hundreds of links for special topic searches.

(Note: I am a supervisor at MPL – therefore I have included the links to our site. This way you can directly see where I went to search.)
http://www.bigchalk.com/ - Big Chalk Library Resources is an
Electric Library and Library K-12 are popular in elementary schools

http://www.et.com/thisMarket.php?marketID=5NoveList K-8, Online Reader and Primary Online Package and Searchasaurus are educational options for children. Searchasaurus, a graphical search map for children.
http://www.sirs.com/ SIRS Discovery deluxe contains many popular resources for photos, maps, documents, and activities


http://squid.inspire.net/dblist.html Inspire is an online database resource available to Indiana residences. It has a host of resources.

Webbing and Wiggling

Webbing and Wiggling: Searching and Evaluating

I felt a host of emotions transitioning between Webbing to Wiggling. The collecting of all sorts of sites, and materials has been a lot of fun and has sparked further questions. I was most excited to locate some books with Haida information – right here in Muncie Indiana!

I am genuinely getting excited about this project!
In fact, this Haida Project has even haunted my dreams. I s that a good thing? It has become a real hobby for the time being.

Some questions that have come to mind are:

• How many sources are enough? I think 10 good websites, 5-7 books, a couple of museum sites, a person to talk to if possible and images (lots) would be great. So I think yes- I have too many but that is ok for now!
• Do I have a wide enough variety of sources? Yes- I’d love to find a video.
• Have I selected sources that provide information easily translated for a grade four or five student? So far so good! I plan to simplify some of the language to be more considerate of the audience.
  
  So far- I have many pages of sources. Not all will work. I think about 10-15 quality websites are fine. I feel that some of these sites are useful to compare research finds for accuracy. For example I found maps showing the Haida Lands. I compared several to check for commonness. This helped assure me that the clearest map – which I selected, was consistent with researchers of Haida Lands.
  
  I began my search by book marking lots of sites. Now I have been working at sorting them into categories- books, websites, pathfinders, web quests, and images. Within each are I also have a chart in Word that shows the source and what them or question it might best address. From this I can see that I have lots about the Art and Myths of the Haida’s but need to find more on the topic of the family structure. I would like to find more about the female roles of the Haida family.
  
  During the wiggling stage Dr. Lamb states that the student will be “looking for clues, ideas and perspectives.” Pappas and Tepe creators of the Pathways to Knowledge emphasize “Though out this stage searchers reflect on the information they have gathered and construct personal meaning.” My personal meaning is that I can communicate in a general sense to my students the Haida People’s lifestyle. I hope to find authentic sources that are easy to comprehend and convertible to an interesting format. On a more personal base- I really want to understand more about them too. It has always been a topic that interests me. I’d love to know more to better understand the Haida art that has been adorning my walls for some 21 years.
  
  I’d also like to review how to evaluate websites. I have always liked Kathy Schrock’s Guide. She accurately reports, “With the advent of the World Wide Web and the huge amount of information that is contained there, students need to be able to critically evaluate a Web page for authenticity, applicability, authorship, bias, and usability. The ability to critically evaluate information is an important skill in this information age.” I personally have been critically looking at website for years. It is my belief that too many people think if it is in print than it is a reliable source. We as educators need to teach our students to discern what good quality information include. Kathy Schrock has created tools to assist students in evaluating their found information. I like the following sources. http://school.discovery.com/schrockguide/evalelem.html This is an example of her information page for elementary children.
  Tomorrow I will share a sample of the charts I am creating on sources. Additionally, I will create a rubric that helps me evaluate sources of information.
  
  
  
  
  
  

Webbing- Sometimes you get a snag!

Today I got a response back from one of the museums that I contacted. Unfortunately, they are not displaying Haida Work anymore. On the positive side, I found the Museum of Anthopology in Vancouver, B.C. Canada and it has art work etc. to review.

Here is the email correspondance with Grouse Mountain, North Vancouver, Canada.



From: Lorraine Marshall-Sinclair [mailto:lmarshall-sinclair@munpl.org]
Sent: Monday, September 25, 2006 10:39 AM
To: Leilani Taylor
Cc: Leilani Taylor
Subject: Haida Information
Dear Sir/Madam,
I write to inquire about your museum at Grouse Mountain. I used to be a teacher in North Vancouver in the 90's. We came and watched a program display of Haida Life and Art work etc. Does that still exist? Is there anything virtually that I could connect to. I am alos looking to talk to a Haida Elder about life and art.
Currently, I am working on a project about Haida Indians here in Indiana. Any information you could give me will be helpful.
Thank you for your time and concern,
Lorraine Marshall-Sinclair
765-741-5157

Reply:


Dear Lorraine,
Thank you for your email. Grouse Mountain does not currently have information regarding the Haida; our Feasthouse and presenters are from the Coast Salish Nation.
If you have further questions or comments please do not hesitate to contact me.
Regards,
Leilani


Leilani Taylor, B.Ed
Education Sales Coordinator
Grouse Mountain Resorts Ltd.
P: 604.998.4434
F: 604.984.6360
E: ltaylor@grousemountain.com


As I am finding webbing is meaningful but not always fruitful. I am determined to find more information. I believe that Museums are important to this project. They have research that is reliable and images that are accurate. Additionally, they have been involved with education for many years.

Have a good day, Lorraine