Before starting this project I approached inquiry as a way to find an answer to a question. There may have been some sort of unknown process I followed but I didn't know I was doing it and I still don't know what it was. I never would have considered breaking the process apart into steps or stages for myself. I do that with my students, but I guess that is because I think they don't know how to do it right. Well that was dumb, cause I didn't know how to do it right either! I also never would have thought to slow down and reflect on what I was doing. My goal was to find what I wanted and accomplish whatever task it was, not to think about it. It is embarrassing to be a teacher and realize your teaching students when you don't actually know what you're doing either! This is very much an example of do what I say not as I do. The emotions attached to the project were very real, but I'm glad I experienced them. I will do a much better job the next time I use information inquiry with my students. There were so many great models we looked at, I'm definitely going to have to investigate many of them further. I've referenced this quote in the blog before, but the quote that really sums up the experience for me is by Daniel Callison:
"Practice in Information Inquiry can help humans become more mature consumers of information and wise investigators of endless questions"
This journey was definitely a success!
Sunday, September 20, 2009
Curriculum Connections
I think my topic can be used in quite a few different ways within a classroom. Clearly, Science is the most likely to find a way to make it fit, but there are many more disciplines that could use organic farming as a topic for discussion. Following are my two ideas for using my Organic Eating research as a classroom experience for students:
3rd Grade - Students could use the information on organic farming and eating to grow their own school garden. They would be studying how plants grow, the affects of weather, photosynthesis, the environment, healthy eating, etc... As well as learning to work in groups and how to follow a process with an obvious outcome (vegetables!). Two standards this addresses are:
AASL Standards for the 21st Century Learner - Indicator 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life
Indiana Academic Standards - Science - 3.1.2 - Participate in different types of guided scientific investigations such as observing objects and events and collecting specimens for analysis
12th Grade - Students could be put into groups responsible for debating organic farming vs. commercial farming. Each group could debate another with the opposite view point to research. Along with researching their topic, groups would have to come up with possible solutions to a few of the disadvantages of their type of farming. They would need to understand their position well enough that they not only provide a presentation to the class of their findings but can debate their points against another group using the information they've learned.
AASL Standards for the 21st-Century Learner - Indicator 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
Indiana Academic Standards - Environmental Science - 1.30 - Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.
I believe both groups of students would benefit significantly from these types of activities.
3rd Grade - Students could use the information on organic farming and eating to grow their own school garden. They would be studying how plants grow, the affects of weather, photosynthesis, the environment, healthy eating, etc... As well as learning to work in groups and how to follow a process with an obvious outcome (vegetables!). Two standards this addresses are:
AASL Standards for the 21st Century Learner - Indicator 1.1.1 - Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life
Indiana Academic Standards - Science - 3.1.2 - Participate in different types of guided scientific investigations such as observing objects and events and collecting specimens for analysis
12th Grade - Students could be put into groups responsible for debating organic farming vs. commercial farming. Each group could debate another with the opposite view point to research. Along with researching their topic, groups would have to come up with possible solutions to a few of the disadvantages of their type of farming. They would need to understand their position well enough that they not only provide a presentation to the class of their findings but can debate their points against another group using the information they've learned.
AASL Standards for the 21st-Century Learner - Indicator 1.1.7 - Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
Indiana Academic Standards - Environmental Science - 1.30 - Describe how agricultural technology requires trade-offs between increased production and environmental harm and between efficient production and social values.
I believe both groups of students would benefit significantly from these types of activities.
Wishing
I think my project went pretty well. I'll be honest, I think it could've been better with more time put into it. Researching and actually trying to make meaning from it does not go quite as quickly as I thought it should. I understand my students complaint a bit more now. I thought my sources were both a strength and weakness if that is possible. The strength being that my sources were great, the weakness being that I needed to investigate other sources of information, perhaps do some interviewing or watch a documentary. I would have been happier if I had more computer blogging skills. I'm a visual person, so I would have liked to understand a little bit better about adding pictures and links and text formatting (that can be my next inquiry project). If I were to do this investigation again, which I just might, I would start it in the Spring so I could visit some organic farms during growing season and maybe grow some things on my own.
I think my inquiry experiences are quite similar to those my students have. I felt excitement, frustration, apprehension and accomplishment, occasionally all at the same time. I'm proud of what I did, but feel like I could do so much more. I totally understand how my students get off track and give up sometimes. The process can be frustrating. I think one of the most important things to do with information inquiry is make sure your students understand that it truly is a process, one that can be repeated over and over, and that you are there to guide them.
I think my inquiry experiences are quite similar to those my students have. I felt excitement, frustration, apprehension and accomplishment, occasionally all at the same time. I'm proud of what I did, but feel like I could do so much more. I totally understand how my students get off track and give up sometimes. The process can be frustrating. I think one of the most important things to do with information inquiry is make sure your students understand that it truly is a process, one that can be repeated over and over, and that you are there to guide them.
Wrapping and Waving
I was lucky enough to have my mom, aunt and grandma down to visit my sister and I this weekend, so I made sure to use them during my Wrapping and Waving phases! It was great to bounce ideas off them (all educators). The Wrapping and Waving phases together are similar to the Research Cycle's Evaluating and Reporting steps. Quite a bit of reflection is involved in Wrapping and Waving. Which I've learned is very important to information inquiry and my life-long learning!
Wrapping
I put all my findings together in a PowerPoint. I was glad to have it all put together in one place. I was interested in the topic of organic eating because I would like to take the best care of myself that I can as well as helping to take care of the environment. I will definitely use this information to share with students and family. As a science teacher, organic farming can certainly add to our discussion of ecology and the environment. The ladies in my family are always quite interested in the newest health news (not that we always apply it), so they will all be very interested in my information. I'm sure we'll be taking trips to the local farmers market quite often!
Waving
I will definitely be using my PowerPoint to share my research with students and my family. I'm not sure it is something I would consider posting for the public to see, just because there are so many great sources out there already. I will use the information that is now stored in my brain to share with people though. I feel like I have some new information to contribute to a conversation about lots of different topics related to organic eating. My final product as well as my concept map and outline are located at:
https://oncourse.iu.edu/portal/site/%7Esbneff/page/865d5153-7e06-4c6f-a7d1-3a9e7659a59b
If you're interested in organic eating, please take time to visit the websites listed at the end of the presentation.
I definitely felt like a student who was new to a process during this activity. I certainly related to the description Carol Kuhlthau gave about the need for "phases of student adjustment, both in terms of feelings about the process and in assimilation of new information". She mentions also that "new interactions between teacher and learner become critical". As a teacher, I have a new appreciation for the role I need to take to guide my students in the information inquiry process.
Wrapping
I put all my findings together in a PowerPoint. I was glad to have it all put together in one place. I was interested in the topic of organic eating because I would like to take the best care of myself that I can as well as helping to take care of the environment. I will definitely use this information to share with students and family. As a science teacher, organic farming can certainly add to our discussion of ecology and the environment. The ladies in my family are always quite interested in the newest health news (not that we always apply it), so they will all be very interested in my information. I'm sure we'll be taking trips to the local farmers market quite often!
Waving
I will definitely be using my PowerPoint to share my research with students and my family. I'm not sure it is something I would consider posting for the public to see, just because there are so many great sources out there already. I will use the information that is now stored in my brain to share with people though. I feel like I have some new information to contribute to a conversation about lots of different topics related to organic eating. My final product as well as my concept map and outline are located at:
https://oncourse.iu.edu/portal/site/%7Esbneff/page/865d5153-7e06-4c6f-a7d1-3a9e7659a59b
If you're interested in organic eating, please take time to visit the websites listed at the end of the presentation.
I definitely felt like a student who was new to a process during this activity. I certainly related to the description Carol Kuhlthau gave about the need for "phases of student adjustment, both in terms of feelings about the process and in assimilation of new information". She mentions also that "new interactions between teacher and learner become critical". As a teacher, I have a new appreciation for the role I need to take to guide my students in the information inquiry process.
Technology Requirements
I found technology very helpful in this research activity. I was introduced to lots of tools I didn't know about! Yeah!! The tools I used during my research process were:
- Concept Map - I used Inspiration to make a concept map to help me determine which foods I would consider a MUST to consume organic.
- Social Bookmarks - I was new to Delicious, but I found it very helpful. This is where I stored all my websites during my research process. My username is stephib
- Electronic Communication Tool - I was able to find a listserv and forum dedicated to green living at www.greenerpeople.com/
- Productivity Tool - I created my final product using Microsoft PowerPoint.
Friday, September 18, 2009
Visually Weaving
I feel pretty good about my Weaving phase. Weaving is part of Lamb's 8W's and very similar to McKenzie's Research Cycle's Synthesizing step. I took all of my great information and tried to tear it apart and then put it back together in a new way that's useful to me. Because I am so visual, I did so by making a graphic organizer in Inspiration and a tried and true outline. The graphic organizer is to the left and the outline is copied below.Eating Organic
Outline for Research Presentation
I. Basics of what organic means
a. Definition
b. Differences between conventional farming and organic farming
c. Vocabulary related to organic products
II. Reasons to choose organic
a. Personal
b. Local
c. Global
III. Factors to consider when deciding to buy or not to buy organic
a. Nutrition
b. Quality and appearance
c. Pesticides
d. Environment
e. Cost
f. Taste
IV. Conclusion
a. Foods that should be consumed organic
b. Foods safe to consume nonorganic
c. Eating healthy and making smart choices
As I was reflecting on my synthesis, I was again reminded of the importance for most students to visually understand their work. Actually seeing the information laid out like puzzle pieces can be very helpful for making meaning. Daniel Callison was very correct when he stated that inquiry models can help students "visualize the steps to effective and efficient information problem solving".
Thursday, September 17, 2009
Wiggling
Wiggling was hard! There was so much great information but trying to incorporate everything just made me dizzy. So, I went back and looked at my guiding questions again. Then I looked at all the sites I had bookmarked at Delicious and only kept the best sources that helped me to answer the what, why, and how of eating organic. I feel like I've been Webbing and Wiggling for weeks! I'll admit I got a little be frustrated and overwhelmed! Now that I remember how it feels, I think it will definitely be necessary to take some brain breaks and hold some debriefing sessions the next time my students take on this task. I've been comparing the phases of the 8W's to the Research Cycle model during this journey. I think Wiggling is quite similar to the Sorting and Sifting of the Research Cycle, identifying the information that is truly useful and going to contribute to making meaning. I'm off to do my Weaving now! I'm actually excited to put these thoughts together to see how all of my information can merge into one product.
Wednesday, September 16, 2009
Conscience
So I'm trying to move through my Wiggling and Weaving. Two very difficult stages. But before I can do it I just have to get something off my chest. I have assigned so many different research assignments to my students and don't think I ever gave them a process to help them complete it and do a good job at it. I told them what I wanted, what they needed when they were done and helped them find sources and work through them. I mean I'm not a terrible teacher, but I certainly didn't encourage them to make new connections and formulate their own ideas. I'm pretty sure I let them just give me other peoples answers to other peoples questions. So, I just went through the readings again and read over the parts I had highlighted. Sure means alot more when you're experiencing a process first hand. This may be boring to some, but I'm one of those people who put quotes up on my bedroom wall and all over my classroom. These are the quotes I want to remember even after this class is over:
In relation to the constructivist approach to teaching:
Erin Riesland - knowledge is constructed when "the student assumes the role of the producer rather than the consumer of information"
Barbara K. Stripling - with constructivism "students are expected to ask questions and seek new understandings; teachers are expected to change their roles from providers of information to provokers and guides of students learning"
Barbara K. Stripling - "learning is active, shared, and based on pursuit of student-generated questions; meaning is constructed by the learner; the curriculum is based on big concepts; assessment is founded on student work rather than on teacher-generated test; and the teacher's role is to interact and mediate the environment"
Dewey - "education should be based on experiences that lead students to hypothesize, explore, reflect, and make meaning"
And the following all from Daniel Callison:
"Practice in Information Inquiry can help humans become more mature consumers of information and wise investigators of endless questions"
"Through inquiry the teacher also is a learner. Both teacher and student are likely to find insights not held prior to the investigation of a series of questions. As a co-learner, the teacher serves as a model as well as a mentor"
"Inquiry in its broadest sense is therefore, the process of learning how to learn"
In relation to the constructivist approach to teaching:
Erin Riesland - knowledge is constructed when "the student assumes the role of the producer rather than the consumer of information"
Barbara K. Stripling - with constructivism "students are expected to ask questions and seek new understandings; teachers are expected to change their roles from providers of information to provokers and guides of students learning"
Barbara K. Stripling - "learning is active, shared, and based on pursuit of student-generated questions; meaning is constructed by the learner; the curriculum is based on big concepts; assessment is founded on student work rather than on teacher-generated test; and the teacher's role is to interact and mediate the environment"
Dewey - "education should be based on experiences that lead students to hypothesize, explore, reflect, and make meaning"
And the following all from Daniel Callison:
"Practice in Information Inquiry can help humans become more mature consumers of information and wise investigators of endless questions"
"Through inquiry the teacher also is a learner. Both teacher and student are likely to find insights not held prior to the investigation of a series of questions. As a co-learner, the teacher serves as a model as well as a mentor"
"Inquiry in its broadest sense is therefore, the process of learning how to learn"
Narrowing the Questions
I've spent quite a bit of my time lately reflecting on information inquiry as a whole and how I've used it in my classroom in the past, especially the changes I need to make. I'll talk about that in another post. But, I did finally finish my Webbing, I hope. I located a few more great sources and narrowed and modified my questions down to just three:
1. What does is mean if something is organic?
2. Why is it important to consume organic products?
3. How do I begin to incorporate organics into my life?
Though I feel like I narrowed my questions, during my search for information I felt like I broadened my net. I wanted broad, basic information which gave me quite a bit of information to choose from. So, I focused my search on quality (fact checked, reliable) sites with information applicable to everyone. I found really great information just using the search engine Bing. If I had wanted more specific information on a certain part of organic farming or a certain food, I would have turned to the databases. I've already begun my Wiggling and Weaving and it's making my head hurt. Hopefully, I can reflect on that soon!
1. What does is mean if something is organic?
2. Why is it important to consume organic products?
3. How do I begin to incorporate organics into my life?
Though I feel like I narrowed my questions, during my search for information I felt like I broadened my net. I wanted broad, basic information which gave me quite a bit of information to choose from. So, I focused my search on quality (fact checked, reliable) sites with information applicable to everyone. I found really great information just using the search engine Bing. If I had wanted more specific information on a certain part of organic farming or a certain food, I would have turned to the databases. I've already begun my Wiggling and Weaving and it's making my head hurt. Hopefully, I can reflect on that soon!
Saturday, September 12, 2009
Cycling!
Just a quick update tonight. I did some Wiggling today. I looked at my preliminary resources, tried to make connections and narrow things down. It was overwhelming. I have a ton of great starter information but there's SO much! I asked myself "Why are you trying to research 4 very different questions at the same time"? I don't know. I do know I don't want to do a mediocre, no depth job on 4 topics when I could do a really good job on one. So I'm going to pick one topic to research instead of four. So, I started to literally wiggle in my chair trying to decide which topic I wanted to research. I looked at each question and thought about the following things:
1. Is it relevant to my life right now?
2. Could this new knowledge affect my life in the near future?
3. Can I do my best job researching this topic at this very moment?
I care about all of my topics, but some can be saved for later. The researching organizations that contribute to the betterment of the whole world: they can wait a bit I don't have any money to give them now anyway. I could volunteer though; this one is on hold. The planting a garden question: it's going to be Fall and then Winter; I can't plant a garden now. Gardening is on hold. So it came down to energy conservation and organic eating. I chose organic eating. It's a topic that can benefit me immediately. I can benefit my community by buying local and it could quite possibly help me live longer so I can research more questions :) So, I'm back to Webbing. Now that I've narrowed my topic I can focus my search and get even better results. Talk to you soon.
Stephi
1. Is it relevant to my life right now?
2. Could this new knowledge affect my life in the near future?
3. Can I do my best job researching this topic at this very moment?
I care about all of my topics, but some can be saved for later. The researching organizations that contribute to the betterment of the whole world: they can wait a bit I don't have any money to give them now anyway. I could volunteer though; this one is on hold. The planting a garden question: it's going to be Fall and then Winter; I can't plant a garden now. Gardening is on hold. So it came down to energy conservation and organic eating. I chose organic eating. It's a topic that can benefit me immediately. I can benefit my community by buying local and it could quite possibly help me live longer so I can research more questions :) So, I'm back to Webbing. Now that I've narrowed my topic I can focus my search and get even better results. Talk to you soon.
Stephi
Friday, September 11, 2009
Searching, Searching, Searching
So, I identified my topic the last time I visited. I had a very helpful comment from one of my classmates that perhaps I would not feel overwhelmed in my search for information if I prioritized my questions. Great idea! But, I decided to do some research and searching for information first. As a result this is the first of my Webbing (searching) phases. I say phases cause there will definitely be more than one! Along with Lamb's 8W's, I'm also trying to follow the Research Cycle model. The Webbing phase of the 8W's is similar to the Gathering step in the Research Cycle. As I gathered, I started with a very broad search for topics related to my questions. No books or journals, just websites. When I do my research I like to know a little bit of the basics about what I'm actually looking for before I attempt to dig deeper. So, this is what I found during my first Webbing attempt and what I'll be basing my Wiggling (evaluating) phase on:
http://www.organic.org/
An news article from the msnbc website discussing some of the newer reasons for eating organic
http://www.msnbc.msn.com/id/3076638/
Lists the 12 foods you should eat organic and the 10 foods you don't need to
http://www.thedailygreen.com/healthy-eating/eat-safe/Dirty-Dozen-Foods
http://www.nrdc.org/air/energy/genergy.asp
20 things you can do to reduce your electricity use
http://www.powerscorecard.org/reduce_energy.cfm
How reducing consumption can reduce climate change
http://solveclimate.com/blog/20090830/reduce-climate-change-reduce-consumption
The basics of how to grow a vegetable garden
http://www.thegardenhelper.com/vegetables.html
How to plan a garden
http://urbanext.illinois.edu/veggies/basics.html
Which vegetables grow well in Indiana
http://www.hort.purdue.edu/newcrop/cropmap/indiana/crop/vegetable.html
World Wildlife Fund site
http://www.worldwildlife.org/home.html
The Natural Resource Defense Council's list of environmental groups
http://www.nrdc.org/reference/environGroups.asp
*** I found all of these sites using a basic search engine. I actually wanted very basic information, so I used the new search engine Bing and entered search criteria such as (organic food), (reducing energy consumption), (gardening basics) and (environmental organizations). I was very pleased with my results and felt like the top few results Bing brought back were high quality sites. I will continue to use this search engine for basic information.
I think it's time to get to Wiggling!
Stephi
Organic Eating
Great site! Gives you the what, why and how of eating organichttp://www.organic.org/
An news article from the msnbc website discussing some of the newer reasons for eating organic
http://www.msnbc.msn.com/id/3076638/
Lists the 12 foods you should eat organic and the 10 foods you don't need to
http://www.thedailygreen.com/healthy-eating/eat-safe/Dirty-Dozen-Foods
Reducing Energy Consumption
The Natural Resources Defense Council's list of simple things to reduce energy usagehttp://www.nrdc.org/air/energy/genergy.asp
20 things you can do to reduce your electricity use
http://www.powerscorecard.org/reduce_energy.cfm
How reducing consumption can reduce climate change
http://solveclimate.com/blog/20090830/reduce-climate-change-reduce-consumption
Garden Growing
The basics of how to grow a vegetable garden
http://www.thegardenhelper.com/vegetables.html
How to plan a garden
http://urbanext.illinois.edu/veggies/basics.html
Which vegetables grow well in Indiana
http://www.hort.purdue.edu/newcrop/cropmap/indiana/crop/vegetable.html
Organizations working toward the betterment of the Earth's environment
World Wildlife Fund site
http://www.worldwildlife.org/home.html
The Natural Resource Defense Council's list of environmental groups
http://www.nrdc.org/reference/environGroups.asp
*** I found all of these sites using a basic search engine. I actually wanted very basic information, so I used the new search engine Bing and entered search criteria such as (organic food), (reducing energy consumption), (gardening basics) and (environmental organizations). I was very pleased with my results and felt like the top few results Bing brought back were high quality sites. I will continue to use this search engine for basic information.
I think it's time to get to Wiggling!
Stephi
Sunday, September 6, 2009
Slow Down Stephani!
So, this blog was started because it was assigned :). But, it's sparked my interest and I'm quite excited. Even better it turns out that I think I'm learning what I'm supposed to from it! I teach high school Science. When I assign a research type project my students jump in feet first, no planning ahead. Which I of course stop immediately, make them take a few steps back and follow a process. So what did I do when I started this blog? Jumped right in feet first no planning needed. Slow down Stephi! When I'm teaching, the process is obvious, when I become a student it's all out the window lol. Helpfully, our lessons in Information Inquiry for School Teachers this week were about the different types of information inquiry research models. So, I have the tools to take a step back and reflect.
Of the models we investigated, my favorite was the Research Cycle developed by Jamie McKenzie. I love that it is a cycle that can be completed as many times as necessary and encourages continual reflection and revision. Perfect since I picked a topic where I thought I might make an attempt to grow a garden and it's basically Fall. Well planned Stephi! So, revision number 1, I will research the important aspects of growing a garden instead of jumping right in and save the planting for Spring!
So, as I progress through this process I will be using Annette Lamb's 8W's of Information and Inquiry and comparing it to Jamie McKenzie's Research Cycle. Using two models is probably better than one anyway! I begin with Watching and Wondering, which is similar to the Research Cycle's Questioning phase. My method for this may seem a bit messy to some but it will work best for me. These are my thoughts:
Watching (Exploring, become observers of your environment, become more in tune with the world around you, brainstorm favorite activities, how did you choose topic)
- I'm a huge observer of my environment, the news is probably my favorite TV show
- Going green, carbon footprints, reusable and renewable energy are all over the news
- I want the world to be better for my children than it is for me so this stuff is important
- And I don't want the polar bears to drown
- I love nature, it's beautiful. Is there really anything prettier than a green tree or clear blue water? And people are just destroying it! It makes my heart hurt
- I want to know how to use less energy and destroy less of my environment
- I want to know how I can support local growers and eat the healthiest food for my body
- I want to know how I can really help save this very lovely planet
Because these are the types of topics on my mind almost daily, my information inquiry research project is going to be about the ways I can find my "green" thumb and contribute to the environment instead of taking away.
Wondering (Questioning)
Because one of the research models I am following is the Research Cycle, I want to point out and remind everyone that I can reflect and change my questions at any time :). After my Watching phase and brainstorming, these are the questions I believe I would like to investigate:
1. What are the best ways to save energy within the home?
2. Which types of foods should only be consumed if organic?
3. What are the best groups or organizations to become involved in if someone is interested in contributing to the betterment of Earth's environment as a whole?
4. What are the preliminary and planning steps to planting a garden and what types of plants are best to grow in Indiana?
This is my starting point. I'm going to follow the 8W's and the Research Cycle and hope it leads me to a great product! Talk to you soon
Stephi
Of the models we investigated, my favorite was the Research Cycle developed by Jamie McKenzie. I love that it is a cycle that can be completed as many times as necessary and encourages continual reflection and revision. Perfect since I picked a topic where I thought I might make an attempt to grow a garden and it's basically Fall. Well planned Stephi! So, revision number 1, I will research the important aspects of growing a garden instead of jumping right in and save the planting for Spring!
So, as I progress through this process I will be using Annette Lamb's 8W's of Information and Inquiry and comparing it to Jamie McKenzie's Research Cycle. Using two models is probably better than one anyway! I begin with Watching and Wondering, which is similar to the Research Cycle's Questioning phase. My method for this may seem a bit messy to some but it will work best for me. These are my thoughts:
Watching (Exploring, become observers of your environment, become more in tune with the world around you, brainstorm favorite activities, how did you choose topic)
- I'm a huge observer of my environment, the news is probably my favorite TV show
- Going green, carbon footprints, reusable and renewable energy are all over the news
- I want the world to be better for my children than it is for me so this stuff is important
- And I don't want the polar bears to drown
- I love nature, it's beautiful. Is there really anything prettier than a green tree or clear blue water? And people are just destroying it! It makes my heart hurt
- I want to know how to use less energy and destroy less of my environment
- I want to know how I can support local growers and eat the healthiest food for my body
- I want to know how I can really help save this very lovely planet
Because these are the types of topics on my mind almost daily, my information inquiry research project is going to be about the ways I can find my "green" thumb and contribute to the environment instead of taking away.
Wondering (Questioning)
Because one of the research models I am following is the Research Cycle, I want to point out and remind everyone that I can reflect and change my questions at any time :). After my Watching phase and brainstorming, these are the questions I believe I would like to investigate:
1. What are the best ways to save energy within the home?
2. Which types of foods should only be consumed if organic?
3. What are the best groups or organizations to become involved in if someone is interested in contributing to the betterment of Earth's environment as a whole?
4. What are the preliminary and planning steps to planting a garden and what types of plants are best to grow in Indiana?
This is my starting point. I'm going to follow the 8W's and the Research Cycle and hope it leads me to a great product! Talk to you soon
Stephi
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