One last thing...

My personal inquiry process has some similarities and differences to a child or teenager's process. I feel as though we share similar feeling throughout the process. I experienced feelings of uncertainty about things such as whether I was on the right track, if my topic was narrow enough but not too narrow and if I was proceeding in a timely manner. I became overwhelmed by all the information sources. I think that children would experience those feelings too.
The differences in our inquiry process would be that I have more experience with gathering sources and creating final projects. After completing high school and college, I feel like I have a firm grasp on those two areas.

My Inquiry Approach

I would say that my approach to inquiry prior to project 1 was the linear approach. I would have my topic, find sources, take notes and write the paper. I can't remember even formulating questions about the topic. I would just report what I found.
Now, I see an inquiry project differently. I liked thinking of my own questions to answer. In my opinion the best part of the inquiry approach is that I can re-address any phase at anytime throughout the process. My approach to inquiry will include more thought and organization than in the past.

Wishing

Wishing is the phase of the 8Ws were we access the project and reflect on the process. I think my inquiry process went fairly well. I found at times found it difficult to reflect and explain what I was doing. I have never been a person who enjoys keeping a journal or diary. This was my first time going about a project using a model. The model helped me move through the inquiry process in an organized matter. I like how following a model allows the task at hand to become more manageable. I think my product was okay. I would have liked to animate my slides but for some reason my computer wouldn't let me click on the animation schemes.
I do wish that I had spent more time in the watching and wondering phase of the inquiry. I think I may have moved through them a little to quickly. I now wish my topic focus had been only on the benefits of houseplants. While reading articles about the benefits, I became more interested in what I could find. (perhaps I'll conduct my own inquiry about it).
For future inquires or projects, I will spend more time in the phases. I will more carefully select a focus. I would follow a model through the process again. I do feel better prepared to complete another inquiry.
In Carol Kuhlthau's ISP model, she explains that many people feel a sense of accomplishment at the end. I would agree with that thought... and I would add relief to the feelings list :)

Final Product

Well I have my final product. I decided a Powerpoint presentation would be the best way to communicate my findings. I feel like my audience (classmates) are mostly likely familiar with it. I like that I can easily add colors, pictures, and bullet points.

https://oncourse.iu.edu/access/content/user/jencecil/Project Houseplant 3.pps

This stage (waving) of the 8Ws coincides with the Inference part of the information inquiry elements. In Callison's Blue Book he reports that "inference may involve personal choice and actions taken based on conclusions that seem most relevant and meaningful for the situation." For me, I applied my new knowledge about plants when I chose a new plant for my bedroom.

Standards & Curriculum Connections

I have not been a classroom teacher. Therefore, I wasn't familiar with Indiana's academic standards. To find them, I went to the Indiana's Department of Education website and clicked on standards (http://www.doe.state.in.us/). Then I used the Standards Resource tool and typed in plants. I received a whole list of standards that could go with plants. They even had lesson plans that are coordinated to different standards. This is one called you are my sunshine:
http://www.indianastandardsresources.org/files/sci/sci_2_4_3.pdf


My inquiry project could fit with these Indiana Standards.
2nd Grade Science, Standard 4: The Living Environment
2.4.3
Observe and explain that plants and animals both need to take in water, animals need to take in food, and plants need light.
2.4.4
Recognize and explain that living things are found almost everywhere in the world and that there are somewhat different kinds in different places

For a classroom activity second graders could try and grow low level plants in full sun light or vice versa and discuss what happened. Additionally, they could look up where the houseplant is native to. Is it native to the rain forest floor? Then that is why it likes low light. Is it native to the desert? Then it probably likes full sun.

For a high school Chemistry II class, students could put a plant that is supposedly good at removing benzene into a chamber with benzene. Then they could do tests to see how effective/how much time it took to remove the benzene. They could work in lab groups to complete this experiment. This activity would meet the following AASL Standards.

AASL Standards
2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems.
3.2.3 Demonstrate teamwork by working productively with others.
3.1.2 Participate and collaborate as members of a social and intellectual network of learners.

Webbing... Again

as I was looking at the information I had gathered, I realized that I wanted more about plants benefits. Many of my sources kept talking about NASA studies so I went to the NASA website and found the studies they were talking about. I also used PsychInfo database to find a study about plants and college students taking test.

wiggling & weaving

As I got into my plant information sources I became a little overwhelmed by all the information. I couldn't flip through all my books and websites and look at every plant. First I thought I would make separate lists for low light plants, plants with the right temperature, plants that are good air purifiers and so on. After I made all my lists I was going to see what plants showed up on each list. I started doing this and decided it wasn't a good idea.. there were just be sooo many plants to write down. So I sat and thought about a better way to go about the process. I came up with this: I ranked my plant criteria starting with what I think is most important. I came up with 1. Low light level 2. Temperature Range 3. Good at Improving Air Quality 4. Plants that I liked the way they looked, out of what was left.

To organize the information I decided to make a chart. We studied in class about visual literacy and how visuals can enhance a lesson and make it easier to understand. (Lamb's Visual Literacy)Making the chart really did help me organize my thoughts and information. It also helped me gave more focus for my final product. Callison tells us that the inquiry process is a cycle. Using Lamb's 8w's model for inquiry, we are able to go back to any phase of the process at anytime. After making my chart, I went back to the wondering phase and narrowing and focusing my topic in preparation for my final product. I will be presenting specific information about the 5 plants I have selected along with information about Improving Air Quality.
(This is as big as I could get it. Sorry it is fuzzy)

As I skimmed through my books, I found in the Reader Digest and the Ortho book, lists of plants that do well in low light. I these plants under #1. Then, I looked up the ideal temperature ranges for those plants. The plants that met my house temperature criteria were recorded in #2. Out of those plants, I picked out the ones listed as being good at removing indoor pollutants and recorded them into #3. Finally, out of the plants that made it through the cuts, I picked out the 5 plants that I thought looked the best.

In using my information, I found that one of my books (The new House plant expert) was not very useful. It is written by someone in England and often uses England specific terms, such as pounds instead of dollars. I also did not like that the pictures of plants were drawings instead of real photos. The Black and Decker Houseplants & Indoor Gardening book didn't contain any information that I hadn't already used from another source. Therefore, I didn't use those book as a source.

The final five plants that I have narrowed down to and will be presented in my final product are Parlor Palm, Chinese Evergreen, Pothos, Peace Lily, and Snake plant.