MUSEUM FIELDSTUDY educ 4553 fall 2016


Initial Questions

How would you invite your students to create connections here? How would you extend it to the classroom?

What questions might you begin to ask?

What is the most effective element in this exhibit?

Create connections by comparing wall garden to classroom/home garden, ask what plants they recognize and what's new to them.
Most effective elements: hands on science activities (water tables, microscopes, engineering), live creatures. - Eva Friedman
Possible questions: What effects can people have on wildlife? Name at least 1 one positive effect and one negative effect. - Julia Dalton
Questions: Q1: How might we replicate this wall garden in our classroom? Q2: What are some problems you learned about in the Charles river and how might you work to fix them? Q3: Write a short story including some of the elements of the river you learned about from the perspective of a creature who lives in the river. - Eva Friedman

Engineering The Charles River's Surface

This moving web is linked by two cameras on the top that are synced to two buoys that capture data that gets translated into real time wave patterns.

Explanatory Chart

This interactive board allows students to look at different sources of patterns in real life and adjust the pattern to create new ones. They can easily use this activity to relate to patterns in math and science such as Fibonacci numbers.

Brain Coral Pattern


Initial Questions

What connections can you create between math and science content in each station here?

Children's gallery: comparing size of animal toys and costumes (which animal is the biggest? Is this animal bigger or smaller than you? comparing with height measured chart).Discover boxes: connecting dinosaurs and time (how long ago did dinosaurs live, how far apart from each other did the dinosaurs live), counting teeth and bones in animal skeletons (comparing numbers to us) - Eva Friedman


Initial Questions:

What opportunities would you find here for: representing quantities with whole numbers, counting with whole numbers, representing with fractions, computing (whole number and/or fractions), geometry, measurement, and algebra?

This detailed picture captures the journey all the balls take in order to fulfill estimates based on probable outcome. Using basic probability concepts, students can repeatedly test their ideas by adding multiple entry points to this study.

Counting the number of times the ball went around the funnel before it fell into the middle. Julia Dalton - coin toss in funnel.
Minimal surfaces. Connect to bubbles/surface tension experiments. Eva Friedman - Soap Solution tub in Mathematica


Initial Questions

Generate a list of questions for your students to answer based on what you see and don't see. Here are some examples:

• What did you design?

• Which features made your design work? Why?

• What did not work? Why?

• How did you change your design after testing it?


Initial Questions

How would you connect math and science in the day of your students with this study?

• Guiding question: How might animal features help each survive?

A Word on Documenting Learning

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