Senses
Page Contents:
Thinking/Science Routines
This lesson introduces the core science/thinking routine that we will use and reinforce all year, "I notice, I wonder, it reminds me of" aka “INIWIRMO.” This activity encourages:
Making Observations — “I Notice...”
Asking Questions — “I Wonder...?”
Making Connections — “It Reminds Me Of...”
Other Science Practices we introduce and use in this lesson include:
Recording Data/Information — in the metadata (date, weather, location) and Magic Spot writing/drawing
Sharing — discussions, discoveries, observations—scientists share their findings and learn from each other.
Discussion will be used in each lesson and can be developed through the year by including things like hand signals (see below), encouraging respectful disagreement, and considering equity (see below).
We introduce new science processes in various lessons during the year—don’t forget to remind and reinforce their use as *routines* and thinking tools, building and growing students’ scientific thinking toolkits all year.
Field Lesson Materials
Senses, Observation, and Nature Journaling Lesson Plan and Field Card
5 Sept. Senses-Observation Lesson Plan-2022.pdf8 September Field Card 2022.pdfStory Ideas for Sharing with Students
The story you decide to use, whether one of these or a personal story of your own, should illustrate paying attention and noticing things using your senses, wondering, being curious, asking questions, following mysteries to learn or experience something, and making connections.
The Other Way to Listen
by Byrd Baylor
The Other Way to Listen-Byrd Baylor.pdfJungle Lore Story
by Jim Corbett
Jungle Lore Story-Jim Corbett.pdfThe Cricket and the Coin
Origin Unknown
The Cricket and the Coin.pdfINIWIRMO and Journals
I-Notice-I-Wonder-It-Reminds-Me-Of.pdfStudent Journal Pages
I Notice I Wonder Journal Page.pdfJournal Samples
journal examples.pdfNote: Please watch this video to see great examples of "INIWIRMO" in action! This "I Notice, I Wonder, It Reminds Me Of" video was edited to focus on how the instructor leads the activity; the actual activity is much more student-focused, and students spend most of the activity exploring and discussing ideas with their peers.
Outdoor Education Methods and Philosophy
Always Consider Equity
It is easy to always call on the eager students who raise their hands all the time. There is much research about teacher expectations and student achievement, including gender expectations. Be aware of your own inclinations on who you call on - hand signals are a way to avoid always calling on the same eager students. Think of tools for yourself to keep your attention to students equitable - alternate male-female, or by hair color, or clothing - try to ensure you spread the attention across race, ethnicity, gender, class, advantage, etc.
Also, students get inadvertently trained that the goal is to be "RIGHT." Teaching them that it's okay to have different ideas, to respectfully disagree. Ask questions to get students to build on their ideas or explain their thinking. Ask broad questions for which there may be many answers - narrow questions are good for review but broad questions encourage thinking. Appreciating divergent thinking and ideas also creates more equity.
Hand signals for discussion / EPR
Find ways for every pupil to respond (EPR, sometimes called TPR, Total Pupil Response). You can get creative with hand signals, but having some standard ones will help set precedent for future discussions - ask their teacher what hand signals they use in class, if any. Review these before the discussion (you can show them and have them do as you do, or even play a quick "Simon Says" type game with them using hand signals to reinforce them).
During the discussion, ask students to show you the hand signal...
if they had the same idea
if they agree/like what was said
If they respectfully disagree
if they want to build on what another student said
or if they have a question.
Hand signals are especially helpful with younger students who all want to raise their hand and be called on, but say the same thing as someone else - it gives them a chance to be seen and recognized for having the same ideas independently and also begins to teach them it is okay to disagree. Not all students are comfortable raising their hands, but most enjoy making hand signals (especially fun and goofy ones you might make up on the fly). This gives you a way to call on those students who usually do not raise their hands.
You as an Outdoor/Environmental Educator
From Hands-On Nature, by Lingelbach and Purcell
Introduction to Environmental Ed info.pdfEngaging and Managing Students in Outdoor Science
From BEETLES - long but SO much valuable information and insight - very worthwile. Read it in stages.
Engaging-and-Managing-Students-in-Outdoor-Science.pdfSee more on the Resources page, including information about the Learning Cycle, Questioning Techniques, and Discussions!
Classroom Lessons for Before or After (optional)
Mystery Science
This is a subscription, but if you get these, there is a lesson on noticing (observation) and wondering (asking questions) with some classroom extension activities here https://mysteryscience.com/mini-lessons/observe-and-question (preview adjacent).
The Private Eye Curriculum
This is a wonderful curriculum! See Maggie to borrow a book and half-class set of Loupes (18) if you are interested in trying any of these lessons. http://www.the-private-eye.com