Reflections on Planning the Inquiry:

I was thinking about how many different kinds of bugs there are in Rockyford. How are these bugs classified and identified? How are they the same or different from one another? What do these bugs need to survive? Once we catch these bugs, how do we keep them alive? How are bugs helpful or harmful to people? What eats these bugs? How do they keep from being eaten?

Children are often creeped out about insects. They run, swat, and often kill them. Insects are seen as pests and will be killed for no real reason. On the other hand, children are fascinated by them as well. They like to observe their movement (from a safe distance).

When the orange and black bugs invaded our school, it seemed like a natural way to spark the student's interest in bugs and to begin our inquiry.

Beginning Work With Galileo

I have to admit, I was a bit overwhelmed after attending my first Galileo meeting in August. I felt that I was in over my head. I was afraid that I lacked the knowledge and skills to create an inquiry based project.

I spent a lot of time thinking about my project. As I worked away, I received a lot of helpful guidance and suggestions from the Galileo team. Over time they helped me take a general topic from the science curriculum and narrow it down to a manageable, focused inquiry. I started talking to others about my project and found experts in the "bug" field that were, and are, willing to be a part of the project too. I was happy to put the technology side of things into the hands of the Galileo team. The classroom visits from the Galileo team were certainly welcomed and appreciated.

My students and I are looking forward to the arrival of the bugs this spring. Their interests are certainly sparked, and they can't wait to get started on their project.

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