Learning About Place
“To be struck by the magnificence of nature is to be returned again, in all too brief moments, to the innocence in which we were born. Awe. Wonder. Humility. We draw them into us and are altered forever by the questionable presence of the Creator. All things ringing true together. If we carry that deep sense of communion back into our workaday lives, everyone we meet benefits. This is what we are here for: to remind each other of where the truth lies” (Wagamese, 2016, p. 102).
My name is Angelina Thomson. I am born and raised in Kamloops, BC. I teach in a Montessori 1-2-3 elementary school. I am excited to share the place-based inquiry cycle with my students. In the lessons explored in my website students are building on their communication by experiencing and showing their learning in various ways through Sit Spots, scientific journals, mapmaking, sound/color walks, sound poems and talking circles. The students are moving beyond the borders of the school to connect with the natural environment. In their Sit Spots and through the story of the universe they are building on their imagination and curiosity to actively explore the world around them.
The place-based inquiry process is where students pose new questions and problems about their world by interacting with the naturalistic environment. The outdoor inquiry gets students thinking about their world and the part they play within it. They begin to wonder and ask questions that develop deeper thinking and understanding of who they are and what is around them. Students are building on knowledge that leads to deeper understanding. Through storytelling and a place-based approach to learning students develop habits of mind that encourage them to ask questions of evidence, and determine viewpoints, patterns and connections.
I believe it is important for students to learn about the world around them and their place in the world as part of developing stewardship and curiosity about the universe. Students build on who they are, what their responsibility is to the earth, and humble themselves to the learning that surrounds them. When students can understand and appreciate their world they will build more empathy and kindness towards all living things.
3 replies on “Welcome- Learning About Place”
Star: I enjoyed reading your curriculum project on science. You developed a variety of student activities such as sit spots, storytelling, going outdoors, mapmaking, conversation and sharing cycle. You always gave your students an understanding of why they should do these activities and did check in with students for their own experience which is necessary and meaningful especially for younger learners. I love the idea of a “sit spots” and I love how you are building emotion and imagination with the natural world in your scientific knowledge.
Wish: Apart from scientific journals, a variety of assessments are needed in lessons. Even though watching and listening as an important part of inquiry learning.
Question: Could you get the children to link the sit spots and the scientific knowledge? Why would anyone in the modern world even want to develop their awareness by sitting in nature?
Thank you for your hard work! It was so nice see you again!! Take care and hoping you a wonderful summer vacation 🙂
Cloe
Angelina,
I can tell that your whole project was very well thought out and a lot of time and effort went into this!
Stars: Your initial quote by Wagamese was inviting into the project, great choice!
You have plenty of resources and background information about the importance of your topic, inquiry, and place-based learning.
Guiding questions are strong and it is great that this project is for grades 1-3.
In lesson 1, I think it is important that you mention the teacher is doing the activity too, to model to students about the sit spots.
In lesson 4, the story with items is a fun activity. I might adapt that for grade 6, as lots of students do struggle with story writing!
Wish: I wish you would also explore other theories about the creation of the world, as many students (and their parents) will likely have differing viewpoints here, especially if they are religious. You did briefly acknowledge this, but there could be a few whole lessons done on just this topic.
Question: I am wondering more about the Montessori school, since you had mentioned this project is for grade 1-3, is that what you have in your classroom? How will an inquiry project work in a Montessori school (as my understanding is that Montessori is completely student guided).
Job very well done on this project! So exciting for this to be your last class, best of luck with everything in the future! 🙂
Hello Angelina,
Your work is reflecting your passion to make curriculum alive by making it interdisciplinary by including activities like Sit Spots, Scientific Journals, Mapmaking, Sound/Color walk, Story telling and talking circles. I agree that communication is a great way to learn and share learning, these activities can actually provide opportunities to exchange knowledge, reflect and recreate it, by connecting it to the world where we live. I loved the idea of “book reading” at the starting of each lesson to inspire students to look for insights, to have deeper understanding of their surrounding, what they are doing, and why they are doing.
The abovementioned activities are the good ways to encourage learners to wonder upon natural phenomena, pose questions and problems by indulging emotionally and imaginatively (Judson, 2016). Their enhanced understanding about world would help to shape their actions, connection, and way of appreciation of the world. It is a great thought to integrate real-life experiences through place-based learning to teach complex concepts of mathematics, social studies, science and many more, to make those personally relevant by storytelling.
It will definitely inculcate environment awareness by showing interdependence of all living organisms and inspire students to reflect on who they are and why they are by considering what they see and know.
Wish- I wish for young minds Scientific journals can be challenging and to expect creative response from all in the form of storytelling or poems can overwhelm them. Thus, a flexibility or a way decided by the students to represent their understanding or story can give them autonomy to yield better results.
It was very informative and interesting. It actually helped me to give ideas how I can give my students a break from heavy and challenging concepts of science.
Thanks & Regards,
Rajmanpreet