Reflection: Diverse Entry Points Estuary Field Research Water Testing "Presearch" (2 of 3) - Section 6: EXPLAIN: Four corners teach-out


This is the second collaborative discussion protocol I am introducing with students this year.  The first, Triangle Talk (Talk-Think-Open Exchange), is now popular with students and effectively develops students' understanding of learning objectives.  Four corners was less effective, I think, for three reasons:

  1. The first is that it is a more complex format, and I provided instructions, but did not extensively model the process.  
  2. Question askers in particular had trouble because they did not have enough time to develop purposeful questions.  (This is directly from quick interviews I conducted with students the next day.)
  3. The material we used for review was new and largely procedural.  I realized that it was difficult to summarize procedures.  This structure would have been better as a field research debrief activity.

  Collaborative synthesis
  Diverse Entry Points: Collaborative synthesis
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Estuary Field Research Water Testing "Presearch" (2 of 3)

Unit 2: Citizen science, Student design
Lesson 12 of 13

Objective: Students will be able to 1) practice field testing procedures in a classroom environment and 2)) identify highly important field research behaviors.

Big Idea: Citizen science projects along the Hudson river contribute to a fuller understanding of the health the estuary system. How does data collection help scientists and designers in develop a more complete picture of the needs of the Hudson-Raritan Estuary?

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Science, Statistics, field work, Community Mapping, engineering design thinking
  55 minutes
graphic citizen science
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