Curriculum Connection

Curriculum Connection

This project can be used by elementary school students as well as high school students.  Since eco-friendly issues are very popular in the media right now.  The students are probably somewhat already familiar with some issues and/or subjects pertaining to the environment and its preservation.  In order to form a real life connection to the questions asked in this project, the students will need to investigate them more in depth so that they will form a lasting impression on them for their future decisions.

Standards for the 21^st-Century Learner in Action from American Association of School Libraries used for both age groups.

Standards 1: 

Inquire, think critically, and gain knowledge

Standards 2:

Draw conclusions, make informed decisions, apply knowledge to new situations and create new knowledge

Elementary School Students

5.1.1 Recognize and describe that results of similar scientific investigations may turn out differently because of inconsistencies in methods, materials, and observations.

5.2.6 Write instructions that others can follow in carrying out a procedure.

6.2.3 Select tools, such as cameras and tape recorders, for capturing information.

6.2.8 Analyze and interpret a given set of findings, demonstrating that there may be more than one good way to do so.

1.  The students could do a science fair project using the ingredients and materials I presented in my presentation.  They could use the scientific method and conduct experiments.  They could take pictures of whatever they were trying to clean and then after pictures.  Their findings and pictures of the process could be presented at the fair.

2.  They can use the recipes in my project and working in groups, conduct experiments in the classroom and then present their findings to the class.

3.  Use this project in a unit on ‘Going Green’.

4.  The students can research a conservationist such as Henry David Thoreau or John Muir and present their findings in any format they chose.

High School Students

C.1.2 Determine the properties and quantities of matter such as mass, volume, temperature, density, melting pot, boiling point, conductivity, solubility, color, numbers of moles, and pH (calculate pH from the hydrogen-ion concentration) and designate these properties as either extensive or intensive.

1.  Chemistry Class- the students will compare the effectiveness of environmentally friendly cleaning products to commercial cleaning products using qualitative and quantitative analysis.  The questions asked:  1. How do cleaners break up and ‘clean’ oil, grease and scum? 2. What is the pH scale? 3.  Where do Vinegar, lemon juice and baking soda fall on the pH scale? 4.  Why isn’t water alone an effective cleaning agent? 5.  What are the health effects of exposure to commercial chemical cleaners? 6.  What are the environmental effects of using commercial chemical cleaners? 7. What are the volatile organic compounds? 8.  Are most cleaner’s acids or bases? 9. What is the difference between a qualitative observation and a quantitative observation? 10.  What variables might there be in your experiment? 

2. After a unit on “Go Green” which includes this project, have the high school students volunteer to speak at functions discussing the benefits of using environmentally friendly cleaners and the dangers of commercial cleaners.

3.  Have the students in groups of four explore more deeply one question presented in the Power Point presentation and discuss their findings with the class.

4.  Create a school wide project based on at least one question I asked in my project.

Personal Connection

Personal Connection

Well, I didn’t know until I took this class that I even possessed a personal approach to inquiry.   In reflection, I feel that my inquiry process is similar to Dr. Lamb’s 8W’s as well as the feelings step of each phase of Carol Kuhlthau’s Information Search Process model.

I don’t remember ever being able to just pick a topic I was interested in within the academia setting.  I have always been either assigned a topic or had to pick out a topic from a narrow field of options.  In either case, it was never a topic I would be vested in to the point of it having a long term impact on myself or my family.

Thus I never had time to participate in the “Watching” phase and neither reflect deeply and/or brainstorm about a topic such as the one I chose.  I also missed out on feelings associated with this step (Initiation) in Kuhlthau’s  Information Search Process of apprehension and uncertainty. 

In the second phase, referred to as “Wondering”, I had no problem coming up with questions but at the same time, I did experience Kuhlthau’s feelings of confusion and anxiety as in the Selection step because I didn’t know which questions to focus on.  Then I had a mixture of emotions for the “Webbing” phase, “Wiggling” and “Weaving” phases because I felt I had essentially combined all of these steps into just one by gathering information and then using Sticky Notes to take notes on throughout the process as well as simultaneously evaluating the sources I found.   Throughout the process, I continuously organized and analyzed the information I gathered in my Sticky Notes.  In addition, I did a thorough, detailed and final organization of the information by moving relevant information into four separate Word documents focusing on my four questions when I had completed my gathering phase for good in the process.

In Dr. Lamb’s “Wrapping” phase, I created my Power point presentation.  Other times, in my educational endeavors, I have usually just written either an APA or a MLA paper as the final product. 

Now moving on to the “Waving” stage which required me to share my presentation with my peers and possibly other people.  Well, I am getting used to this aspect of sharing among my peers as opposed to just showing it to my professor.  Since I have been in this program, I have been required to share at times my assignments but this is the first time, I have shared an in depth deeply reflective inquiry based project. 

Lastly, the “Wishing” phase I need to address. I smiled to myself when I first read the description for this step because I keep a daily journal, I know I have mentioned my thoughts and concerns about whatever assignment I am working on at the moment in there.  Of course, I have never had to formally write an evaluation of my inquiry process and product before this assignment but I am glad that I did.  First, it makes sense to acknowledge your ‘wish’ list of regrets and triumphs as it relates to your assignment.  You can think about this phase in your head but it doesn’t become real until you see it in black and white.  I have learned from writing my thoughts down for years that you learn more from the experience (whatever that may be) when you reflect and record your thoughts.  I know that I have certainly have learned a lot.  I know that I go through different steps in my journey within the inquiry process and I can now identify and recognize these steps.  I recognize the feelings I am feeling at each phase and I know they are normal and just part of the search process I am going through at the moment.  In addition, I am able to pass on my knowledge to students so they will successfully learn the process of inquiry as well. 

Technology Requirements

Technology Requirements

1.  Concept Map-  I created a concept map through bubbl.org and I put the link in my blog during my Wondering phase.

2.  Pathfinder, Social Bookmarks or Bibliography.  I   bookmarked Delicious  which can be accessed at  http://delicious.com/lisam49

3.  Productivity Tool.  I used Microsoft Power Point for my final product.

4.  Note taking Tool.  I used the Sticky Notes from Microsoft .

Wishing

Wishing

Overall, the inquiry experience went well for me even though I couldn’t narrow down my questioning for my topic (Webbing) and I truly felt this journey was intense (Weaving).

Well, strength of this project was that I was able to find a lot of quality information that answered my four questions on my topic.  Also a second strength is that I can reuse these great resources again.

In regards to the Power Point presentation, I felt the strengths of my product were the content and graphics in the form of ClipArt.  In reflection, if I had more time I would have created a Pathfinder addressing the four questions of my topic and possibly even adding some more questions and thus going back to the ‘Webbing’ phase.

The weakness of the process is that I couldn’t get a response from an expert or a forum on answering some of my questions from my topic.  For instance, I wanted to know why someone would want to use environmentally friendly cleaning products.  The benefits of using vinegar.  Also what ingredients worked best by itself or in combination for cleaning specific areas in the house?  I don’t think the omission of this information necessarily hurt my product because I had reliable sources but it would have offered an authentic perspective to my audience.  In addition, I would have learned additional information about my topic for my own purpose.

If I had more time I would have sent out a survey at the start of the project so the participates would have had ample time to respond to me. 

The start of my personal inquiry journey is similar to students of all ages because we are all trying to locate information about something that we want to know more about.  In our quest to find the answer to our question and/or solution to our problem, we would ideally use an inquiry-based model. 

I realize as I was going through the inquiry process for this project, I used Dr. Lamb’s 8 w’s model as well as Dr. Carol Kuhlthau’s  Information Search Process model (the feeling stages) in my research endeavors.  I have acquired this naturally or rather automatic response to completing research based assignments over many years.

My personal inquiry experience is unlike students and young adults I will encounter in my profession as a library media specialist because they are still learning which model and/or combination of different inquiry based models work successfully for them in their goal to solve a problem and/or answer a question.   On the emotional level, I felt the wide range of feelings that Carol Kuhlthau attached to her phases in her Information Search Process model.  Since students of all ages are less experienced and less sure of themselves, I know there emotions will be more pronounced and intense for them.  Therefore, I will need to constantly give them guidance and encouragement from one step of the process to the next.  My ultimate goal would be to help them understand the inquiry process by teaching them the different models (and the feelings associated with the model if it is applicable) so they will eventually move effortlessly from one phase to the next as I do in my personal inquiry journey.

Waving

Waving

I will be communicating my ideas through my Power Point presentation.  I will share it with my classmates, Professor Dr. Lamb, family and some of my friends who might be interested in the topic.

I will definitely show my husband and eldest son the Power Point presentation because I want to make the switch from commercial cleaners to environmentally friendly cleaners and I feel this presentation presents an in depth look at the reasons why we should switch.

I am looking for some feedback from people because there might be additional information I overlooked and/or possibly a typo I made in the data that I need to correct. 

After  successfully figuring out  how to use the filemanager in Oncourse to put my Power point presentation in for others to view it, I feel pretty good about the final product. 

It is at http://oncourse.iu.edu/access/content/user/limuelle/Inquiry%20Project.pptx

Once again, theory wise in Dr. Carol Kuhlthau’s Information Search Process model there is no step that is comparable to Dr. Lamb’s Waving step.  Thus I had to look to other models again.  Eisenberg and Berkowitz’s Big6 in there “Synthesis” step has presenting information.  Also Pathways to Knowledge model by Pappas and Tepe has the “Communication “  step which involves sharing the new knowledge

Wrapping

Wrapping

The information I gathered on the four questions focusing on my topic of using environmentally friendly products in my home can be used in at least a couple of ways.  First, it can be used to educate consumers on the dangers of mass-produced cleaners and the options available to them to use.  Secondly, the recipes included can be used by consumers as well.

I am going to use the four separate Word documents for each question on my topic,  I created from my Sticky Notes as a basis for my Power Point presentation.  I divided my Power Point presentation into four different sections based on the following four questions:  The first question: History of the Environmental movement; the second question: Why I should use environmental friendly cleaners; the third question: Why are mass produced cleaners bad? and the fourth question: What materials do  I need to make my own environmentally friendly cleaning products?  In addition, I included a reference page and “Some recipes to get started” section that was an extension of my question on what products I needed to have to make my own environmentally friendly cleaners.

In these slides, I conveyed my ideas in written form.  If I ran out of space, I would include additional information in the ‘notes’ section of the slide.  I used visuals in the form of ClipArt to distinguish the sections from one another so the viewer could remember and easily reference back to each distinct section in the Power Point presentation.

It is important to me because I want to completely eliminate mass-produced cleaners and start to use environmentally friendly cleaners for the sake of the environmental as well as my family’s health.  

The people interested in the information would be my husband and myself, parents of children of all ages, people who have compromising immune systems due to diseases such as Cancer, Lupus; people who are starting a family and are looking for alternative ways to clean in the house.  Also people who want to make a change in their life by going “green”.  Lastly, people who want to know some more information about using environmental friendly products in their household. 

Since Kuhlthau’s Information Search Process doesn’t have a step that is remotely similar to Wrapping, I looked at another model.  The other model was Eisenberg and Berkowitz’s Big6 and this model has a step, Synthesis that “5.1 Organize information, 5.2 Present information.” (Callison & Preddy, p. 44). 

Reference

  Callison, D & Preddy, L. (2006).  The Blue Book on Information Age Inquiry, Instruction and Literacy.  Westport:  Libraries Unlimited.

Weaving Phase

In this stage, I am ‘weaving’ my project together.  This has been a really intense journey for me thus far.  I feel that I need to analyze every step I make in this inquiry process project.  It can be draining to reflect so intensely on a subject.  Well, I am tired and experiencing self-imposed stress yet I am focused in the ‘weaving’ portion of this process.  Then as I continue to analyze and evaluate the information that is presented before me, I finally began to formulate plans in my head and on my sticky notes to finish this project.

            In the wondering phase and to this point, the weaving phase; I have been asking questions about environmentally friendly cleaning products.   In the wondering phase in my bubbl.org concept map, I had a great deal of questions ranging from the cost of environmentally friendly cleaners to the history of the movement.  However, once I moved on to the next phase, webbing, I realized I had too many questions and not enough time to explore them all so I just focused on four key areas of my topic.  Thus I have continuously weaved my way through important concepts on my topic of using environmentally friendly cleaning products.

            When I was exploring ways to organize my information further in this phase; I looked into transformation scaffolding but I could not find one that I could utilize successfully for my project.  I believe that a student might need direction for this segment of the inquiry to enable him/her to select the best way to organize and synthesize their project.

            In the webbing phase, I organized my information in clusters using sticky notes on my computer screen.  Next, I am synthesizing and analyzing information in this weaving phase.  Once here, I used my Sticky notes as my guide.  My notes were informal and meant to be a ‘work in progress’ so that I could change them as needed as well as refer back to them.  The content of the sticky notes was in direct relation to the four major questions of my inquiry.  These four areas addressed the history of the movement, why I should use environmentally friendly cleaners, why commercially produced cleaners were bad and what materials were  needed to make my own environmentally friendly cleaners. The best way for me to organize the information I gathered was to cut and paste my sticky notes into a word document.   I put notes for each question into a separate work document.  As I went through my notes to enter information into each word document, I had to analyze and apply knowledge by selecting the most prevalent points that would best address the four questions I had wanted answered.  This was a tedious process for me because I could not figure out how to print the sticky notes so I could have a hard copy of them to then enter into a document.  Instead I had to go back and forth between screens once I figured out how to cut and paste the sticky notes.  Once completed, I could actually ‘see’ the project though.
I  also tried to ask an expert twice and I never did receive a response to my questions.  I would have liked to had included that information in my notes on each question but I was not able to get a response.

I referred back to Dr. Lamb’s “Reviewing the Results” questions as I was weaving in and out and all around my information in this stage. I have included them. I think for older students these questions would help him/her to determine if he/she has covered everything in this particular stage.

1.  Have the most important questions been addressed?

Yes, I believe so. 

2.  Have any new questions arisen?

No

3.  Is there extra or repeated information that can be eliminated?

I eliminated any extra information so the answer is no.

4.  Where are the “holes” in my understanding?

I don’t think that I have any ‘holes’ in my understanding.

5.  Are there other ways to view the information or perspectives I should be considering?

Answer:  Yes, there are other ways to view the information.  It can be viewed as an informational source for people who want to know about environmentally friendly products as well as its history.  It’s for adults and/or older students who will understand the terminology used.  It could be viewed as a biased stance against mass produced cleaning products because its stance is pro-environmentally friendly. No, I shouldn’t be considering other perspectives because I am focusing on educating my peers about this topic who are adults.

This phase in Dr. Lamb’s model is similar to Carol Kuhlthau’s “Prepare to Present or Write” step in her Information Search Process inquiry model.  This step has five components:  The first one is “Task: conclude search for information.” The second one is “Thoughts:  identify any additional information for specific gaps; also notice most of additional information is redundant and resources options are nearly exhausted.” The third one is “Feelings:  relief, satisfaction, but disappointment if some information needs are not met.  The fourth one is “Actions:  recheck sources for information overlooked in first review; confirm information and bibliographic citations; organize notes, write outline.”  The fifth one is “Strategy: return to library to make a summary research to assure all information leads have been exhausted.” (Callison & Preddy, p. 41).   All five components of these ISP processes are included in this phase as well.  In addition, I could easily identify with all three of the feelings described.  I do feel a sense of relief at knowing that I am almost finished with this project.  Also satisfaction that I was able to find some quality information that I can use as well.  In addition, I am disappointed that I was not able to get a response from the experts on my questions. 

Source

Callison, D & Preddy, L. (2006). The Blue Book on Information Age Inquiry, Instruction and Literacy. Westport: Libraries Unlimited.

Wiggling

I truly understand why this stage is considered the most difficult for students.  There was so much information that I felt at times overwhelmed by it all during my ‘webbing’ phase. I have been continually using my Microsoft Sticky Notes to jolt down my thoughts, to write notes, to paraphrase and /or paste relevant information I have found during my ‘webbing’ journey.   In addition, I also cited my sources as I went along and used related links that I found on websites and bookmarked the pages.  I bookmarked the pages by first pasting the URL into the sticky note and then noting the topic of the website to be viewed at a later time.

I needed to reevaluate (and possibly regroup) the clusters I created on my desk top screen because of the large quantity of sticky ‘notes’ I had amassed for this project. 

I have chosen four websites and three books to form the foundation of my project.  In the process of determining which websites were authoritative, I reviewed 15 websites that dealt with environmental issues such as recycling, cleaning tips, making your own cleaning products, toxic household products and air pollution within the home.  Since I had questions about the history of the environmental movement; why commercial cleaners were bad; and what I need to make my own household cleaners- I eliminated those that were not relevant to my focus.   All of the websites I selected were also reliable, objective, and authentic.  They were accurate and compiled by respected organizations such as the United States Environmental Protection Agency; INFORM which is designed to educate the public about the effects of human activity on the environment and human health; and Tree hugger which is a source of information for environmentally conscious consumers and it is affiliated with the Discovery Company. 

I evaluated the books similar to the way I evaluated the websites.  For books I looked at timeliness, accuracy, objectivity, publisher and relevance.  The books are Green Cleaning for Dummies by Elizabeth B. Goldsmith, PHD with Betsy Sheldon, The Complete Idiot’s Guide to Cleaning   by Mary Findley and Linda Formichelli, and Household Cleaning Self-Sufficiency by Rachelle   Strauss.

Green Cleaning for Dummies is published by Wiley Publishing, Inc., which is located in Indianapolis, Indiana.  It had a thorough and detailed appendix with Green   resources. The author Dr. Goldsmith was a respected professor in Family Resource Management as well as author of several college textbooks so I knew it would be accurate.  It was published in 2009 which is only three years old.

The Complete Idiot’s Guide to Cleaning is published by the largest trade book publisher which is Penguin Group.  It has an appendix section and the authors have extensive experience cleaning.  Thus I felt the information would be accurate.  It was published in 2005 which is seven years old but I felt it was still current.

Household Cleaning:  self-sufficiency is published by Skyhorse publisher.  It was created in 2006 but it already has three New York Times bestsellers and it is ranked as America’s fastest growing small publisher by Publisher Weekly. This book is in Skyhorse’s new self-sufficiency handbook series.  All of these factors made the information credible and accurate.  It was published in 2009 which makes it the information current.  I am so glad that my mother in law sent this book to me.  It has been extremely beneficially to me for this project.  

This “ wiggling” stage is Carol Kuhlthau’s Information Search Process’s collection phase which calls for gathering information “ defines, extends, and supports the focus.” (Caspari,  Kuhlthau & Maniotes, p. 20).    I definitely was doing that in this step in the process of this project.  In this stage, on an emotional level the “students’ confidence and interest increase along with their sense of ownership and developing expertise.” (Caspari, Kuhlthau, & Maniotes, p. 20).  After breaking all the information into smaller parts and then putting (wiggling) those pieces back together into a complete whole, I do feel more confident and definitely connected to the project.

Evaluating the information was pretty easy for me even though it was time consuming and overwhelming at first with all of the ‘notes’ I had saved during the whole process thus far.  This is only because I have experience with research and finding quality sources.  Well, for an elementary, middle, or high school student this process is going to take longer and they might benefit from it being a separate process.  I think it could be very frustrating to some students when they realize that some of the sources they found might not be very authentic.

Source:

Caspari, A. , Kuhlthau, C.  & Maniotes, L. (2007). Guided Inquiry: learning  in the 21^st century. Westport: Libraries Unlimited.

Webbing Phase II

I have moved into Kuhlthaus’s Information Search Process “Forming Focus” stage. 

Task:  I have finally formulated “… a focus based from information…” that I gathered during the first ‘webbing’ phase (Callison & Preddy, p. 40).  I narrowed my focus down to the following points: 

1.  What is the history of the environmental movement?

2.  Why I should become more environmentally conscious as it relates to using environmentally friendly cleaners.

3.  Why are commercially produced cleaners deemed bad?

4.  What materials I need to have to make my own environmentally safe cleaners.

Thoughts:  I am looking forward to making my own environmentally friendly cleaning products because I am making another step in the right direction in either eliminating or decreasing elements in my life that are not making a positive impact to the environment as a whole.   I am still planning on creating 'before' and 'after' pictures, telling how they worked (or did not work) and how you can make them yourself.

Feelings:  I am definitely feeling optimistic and confident in my abilities to finish this project.

Actions:  I have considered the project theme by seeking relevant information on the subject.

Webbing

Webbing (Searching) directs students to locate, search for, and connect ideas and information.  One piece of information may lead to new questions and areas of interest. Students select those resources that are relevant and organize them into meaningful clusters.

            I am putting metaphorical webs in the forms of sticky notes all over my computer screen as I search in all different mediums for information about my topic.

I literally submerged myself in information in the process of seeking information on all aspects of environmentally friendly products or should I say “green products” which I discovered in my searching is the more appropriate terminology used in the mainstream.

I was definitely in Carol Kuhlthau’s Information Search Process model’s third stage of exploration.  I was exploring “… information with the intent of finding a focus.” (Caspari, Kuhlthau  & Maniotes, p. 18).  I started the journey of becoming “… informed about the general topic..” by contacting my neighborhood library. (18) Well, I used my local library’s online database to find books.  I put in the search words “household cleaning” and I found 6 books available within that location. Well, I called the reference desk librarian to have them be put on reserve and she asked me if I was going to school for a health degree.   I laughed and replied,  “ I am getting a Library Science degree.”  She replied, “Oh”.  Then she proceeded to tell me about the courtesy hold which doesn’t charge a fee to the patron to hold items.  She was able to locate four out of the six books.   They are as follows:  Green Cleaning for Dummies by Elizabeth B. Goldsmith, Household Cleaning: Self-Sufficiency by Rachelle Strauss, The Complete Idiots' Guide to Green Cleaning 2nd Edition by Mary Findley, and Helpful household hints by June King.

I put the information obtained from the books on sticky notes to help me identify “…ways to focus it…” in the ISPs exploration stage. (Caspari, Kuhlthau & Maniotes, p. 18) 

            Next, I called my mother in law, Kathy and told her about my project and asked about the book she had previously mentioned to me.  She told me she would send me some information about it in the mail.  Well, I was surprised to receive a note accompanied by a book.  It was called, Household Cleaning: Self-Sufficiency by Rachelle Strauss.  I included a copy of her note to me with her permission.

Dearest Lisa, here is my ‘bible’ for green cleaning in the house.  You can keep this book.  I bought it for you.  If you just use vinegar and baking soda, you can have a clean and healthy green house for you, Roland and the kids.  I have been using it for years with success.  Also remember how you asked about why I keep the windows open a lot and rarely run the air conditioner.  It is to circulate the air in the house.  If you have any other questions, please give me a call.  In the meantime, kiss my babies for me and tell my son I said hello.  Love you all, Kathy

            Then I went on the internet using Google and Yahoo and found a vast wealth of useful information on the topic because the subject matter is so prevalent in the 21^st century.  I used the following words - “nontoxic products”, environmentally friendly household products”, “green cleaning products”, recipes for creating environmentally friendly products for the home”.    Well, I found videos ranging from explaining the dangers of toxic cleaners; making your own cleaning products; and health issues related to household cleaners in the home. In regards to making the household cleaners, I kept hearing vinegar and baking soda as the two main ingredients.  These two ingredients were in some of the books I read as well.  I have been looking at some forums on the tree huggers website also. 

            I was concerned as I looking over all of the information about my topic that I would have to deal with a lot of inaccurate and non-verifiable information.  According to Kuhlthau’s   ISP model, “Sources are often inconsistent and are incompatible with a student’s preconceived notions about the topic.” (Caspari, Kuhlthau, & Maniotes, p. 18).   I have definitely been experiencing this in the exploration stage.  For instance, I have found a great deal of information on the issue of air quality within the home environment.  The percentage of the air quality has been discussed to be from 5 times worse up to 1000 times worse. 

            I have questions that I need to address prior to moving on to the next stage of the ISP which are the following: 1. Should I include the air pollution information in whatever presentation form I am going to use for this assignment.  2. How can I include some of the videos in my blog? 3. How many recipes should I try?  4. Should I include the health benefits of using environmentally friendly products?  5. How far should I go in this project…?  6.  The statistics, should I include? Also reading all of this 'green' information has just confirmed my desire and ultimate goals to become vegan and live a good quality life without harming the environment.  I want to be a good example for my children so that they will be responsible and environmentally aware citizens.

I know once I finished writing this blog entry, I will have more questions to ask.  Once I starting moving around my sticky notes into different groups, I believe I will become more focused and ready to move to the next step… In the meantime, I am trying not to become frustrated or discouraged in this exploration (searching) stage but it is easier said than done (at times). 

Wondering

Brainstorming. Questioning. Brainstorming. Questioning.  That is what I have been doing in my journal as well as in the bubbl.us software.  Also I might add that I have been using Microsoft's sticky notes to write down ideas and anything else I have been thinking about concerning this project. 

 https://bubbl.us/?h=d0ed4/18e720/85PFaPlOh7aKE

I have enclosed my link to my page of brainstorming questions for my project.
Since this is my first time doing this, please let me know if you have problems reading it.

Questions I wrote in bubbl.us includes the following:

1. Where can I find environmental friendly recipes?
2.  Cost of making the recipes.
3.  What are the benefits of using environmental friendly ingredients in the home?
4.  Is it cheaper to just purchase the environmental friendly products in the store?
5.  History of environmental friendly products.
6.  Do the environmental friendly ingredients work as well as the toxic cleaners?
7.  Pros and Cons of using environmental friendly products versus toxic cleaners?  Can I use both?
8.  What are the danger of using toxic cleaners?
9. Definition of toxic cleaners?

Well, as I was writing these questions out I was thinking of adding some other questions such as asking my recycling company if they will depose of the toxic cleaners I have in my house.  Also is there any research (with reliable sources) that has documented the health benefits of using environmental friendly products in the home.  Also can toxic cleaners cause asthma, cancer or other diseases?

This step reminds me of the Marjorie L. Pappas and Ann E. Tepe's Pathways to Knowledge- Presearch stage.  "The Presearch stage enables searchers to make a connection between their topic and prior knowledge.  They may begin by brainstorming a web or questions that focus on what they know about their topic and what they want to know."  I remember in the 'watching' phase that I had been exposed to environmentally friendly products from my mother in law to watching a Rachel Ray
episode on using some of them to clean in the kitchen.  I have always wanted to try to make them myself and use the finished products to also clean in my kitchen and in other parts of my house.

In reflection, I am thinking that I really need to narrow the focus on what I want to do for this project due to the time constraints.   I just don't know as yet which one or ones I want to focus on at the moment...

Watching Phase III

When I was looking at the various models for another assignment, I noticed that the I-Search model’s philosophy is similar to our guidelines for this assignment.  Well, the virtual inquiry website said, “The key element of this approach… is that students select topics of personal interest.  Students are asked to keep a log of their actions, thoughts, and feelings as they move through the process.”  In addition, “This model also stresses metacognition thinking.”  This type of thinking is required for our assignment as well.  I couldn’t help wonder if my journaling activities since I was in seventh grade have helped prepare me for this assignment.  In these journals, I have metaphorically peeling back the layers of my mind to reveal deeply personal and private issues in my life. 

Then I read the article by Sara Wolf, “The Big Six Information Skills as a Metacognitive Scaffold:  A Case Study” that defined metacognition … “as thinking about thinking.” (Wolf, p. 2).  Therefore, for this project at each step of the process I have been questioning how I feel about the information; questioning its validity and deciding what I will do with the knowledge that I now possess.  Of course, it isn’t that simple, but to gain metacognitive thinking, I will keep ‘peeling’ until I get to the core of whatever I am trying to really understand; in this case it’s my topic.

Watching Phase Model Connections

I can relate to both Lamb's first 8W's information inquiry stage as well as Kuhlthaus Model of the Information Search Process.  I believe I was observant of my surroundings at home as well as in the world when I was initially exploring (WATCHING) a topic to investigate further for my class project.
In addition, I can definitely relate to Kuhlthaus Model of the Information Search Process (ISP).  The first stage is Initiating a Research Assignment.  According to Carol Kuhlthau in her book entitled, "Guided Inquiry- Learning in the 21st Century", "The task of the first stage is to prepare for the decision of selecting a topic.  Students often feel apprenhensive and uncertain about what is expected of them.  Some students...described feeling depressed and bogged down and overwhelmned at the amount of work ahead." (Caspari, Kuhlthau, & Maniotes, p. 18).  I did feel alittle lost and worried about this assignment because I am not sure what to expect and also because I have high standards for myself.  The second stage is Selection.  Once again , I can relate to what Kuhlthau said about this stage, "During the period when students are uncertain about what topic to choose, they may become somewhat anxious.  After they decide on a research topic, they often experience a brief sense of elation, followed by apprenhension att he extent of the task ahead" (Caspari, Kuhlthau, & Maniotes, p. 18).  I definitely was anxious when I couldn't  figure out what topic to choose for my blog.  I ws relieved (or so I thought) after I picked my topic but then after I finished my first entry, I became stressed and 'apprenhensive' once again.

Watching Phase...

Okay, I am here.  It is better late than never, right? A topic!!  I had to think long and hard to find an issue and/or subject I was interested in and hadn’t pursued further information on as yet.  Well, I am interested in a lot of different things so I had to dig deep to think about the topics/subjects that I have been interested in but for a variety of reasons, I have never fully investigated. 

Well, I am interested in going vegan for myself and eventually for the whole family.  Also I am interested in recycling, raising chickens, environmental issues such as reducing waste, living off the land, creating my own power grid, using environmental friendly ingredients to clean my house and  making my own laundry detergent.  Also making compost in my back yard.  Then I have been interested in making a birthday cake for one of my children.  Another one is Karen Blixen’s “Out of Africa” because I have always wanted to go there to see her home and experience the country and culture of the region.  Then I have wanted to teach my three year old the German language.  The last one is finding out the pros and cons of owning a hybrid vehicle.

Well, I had to decide and I initially didn’t know which one to choose for this assignment.  Once again I had to ‘peel back’ another layer to figure out what direction I needed to go for this assignment.

I started thinking about my children and their home environment because they have recently been sick.  All of my children have allergies, and are asthmatic.  They all have sensitive skin ranging from hives to eczema.  It is due to these health concerns that I have been wanting to investigate alternatives to using harsh chemicals to clean in the house which I constantly have to do because I have two toddlers in the house.  Whenever toxic chemicals is used in the house it has to either be done during the night when the children are sleeping or the windows  have to be open which isn’t practically when it is cold outside.  I need to add that I have the same health issues as my children do which has made it difficult at times to clean using those toxic ingredients.  The smell of Lysol has triggered more than one asthma attack even when I have worn a mask and gloves!  Therefore, I have decided to pursue using environmental friendly ingredients to clean my house topic for my blog.  My goal is to locate resources that will give me recipes for non- toxic household cleaners as well as to explain how and why they work, and so forth.  In addition, I would like to document how to make the cleaning products by photographing myself making them and then creating before and after photos of how well the cleaners worked in my house.