I thought I had this all figured out. I was reading the books I had checked out at the libraries and my thoughts were going some different directions--becoming aware of other avenues this inquiry could take, particularly if I were thinking of older students. But then, I suddenly realized that my inquiry is not only about learning about how cotton grows and what it is used for, also I'm on a search for teaching resources to teach these things to children! Can I be on two searches? It feels like I'm evaluating sources from both aspects.
I also had this idea that maybe a search at the John Deere website would have some resources about cotton picking....and if I were really lucky they would have something for children there. Well, I checked and didn't find anything specific for children, but there is a video to watch a cotton picker at work!
My mind has really been moving to the "wrapping" phase of this project and I'm contemplating a webquest as a way to share the information. (I'm thinking this is a very normal way that students' minds would work--trying to get the end product figured out in order to kind of figure out the middle part. Am I the only one doing the "wrapping" phase while webbing, wiggling and weaving?)
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Callison writes, "The reader should consider in all models how the elements of inquiry cycle and recycle to form new questions and information assimilation." I can relate to the part about recycling through the process in order to assimilate the information found. I seemed "stuck" in the research area and at the same time, had moments of jumping ahead to the wrapping phase. My thinking recycled, but not so much my work.
The Blue Book on Information Age Inquiry, Instruction and Literacy by Daniel Callison and Leslie Preddy, Libraries Unlimited, 2006, p.51.
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