Bonsai Trees

My project started out somewhat shaky, because I was not completely sure what to choose and how to process the information. If I did this again I would spend more time questioning and going off in more different and unusual directions. I like the idea of sharing the process with others and learning from the others. By doing this project it just made it so apparent to me that “visual learning” is so vital in the learning process. You must see bonsai trees to totally understand their beauty and uniqueness. 

My process of finding the information would be so different from a child’s process. In many cases they just want to get the project done, they want to find the easiest sources and spend the least amount of time getting the facts. I too wanted to do this route, however by stopping to question and take time to go on different journeys allowed me to gain information I did not think was possible.  I will remember this information because I was able to connect the information gained with what I knew. I see how important it is to encourage children to take time to think and question. I can fully understand Daniel Callison when he says about Carol Kuhlthau’s research” her research and development of the ISP Model and her many articles based on that model are essential to understanding and applying inquiry-based teaching and learning. No instructional media specialist should move into the field believing he or she is information literate without through study of Kuhlthau’s work”. We are doing a complete disservice to the children if we do not direct them in their research so they can get much more from their learnings. 

1st Grade Standards – Science
Standard 4: The Living Environment
1.4.4-Explain that most living things need water, food, and air
Have the children water and move the tree to show what is needed to help it survive. Each child could have a small plant or a small tree, they need to care for. What happens when the sun is taken away and the tree is not watered? 
Standard 5: The Mathematical World
1.5.2 Make and use simple picture graphs to tell about observation
Have the children draw in a notebook the changes their plants go through, the teacher could log in the changes of the bonsai tree 

3rd Grade Standards -Science 
Standard 2: Scientific Thinking
1.2.3 Keep a notebook that describes observations and is understandable weeks or months later.
Children can monitor the growth and changes of the bonsai tree through the different stages, they could draw the changes and write brief sentences over the months.
Standard 1: The Nature of Science and Technology
3.1.2 -Participate in different types of guided scientific investigations such as observing objects and events and collecting specimens for analysis
Children can observe the trees outside and compare them to the bonsai trees. Measure trees and compare ages. What would happen if one was over watered and out of the sun and one was in the sun and watered once a day, how do they compare visually?

Here is my final project. Many of my ideas from my research are included in the project. 

bonsaitree2

Why bonsai trees? To me its always about learning, it does not matter what it is. It truly is the journey that allows you to combine your thoughts with new thoughts. I have always been fascinated about bonsai trees.  How is it possible to keep a tree growing for hundreds of years in some cases, and be able to keep it table sized.  Some of these trees have gone through generations of families, each person taking responsibility for the fragile trees. Just by visually showing photos of these trees and giving the dimensions and age tells the story. Better yet having an actual bonsai tree and being able to compare it to the same type tree only regular sized would be amazing. The information gained could be used in science classes and in art classes. Older students can determine what it takes to stifle the trees growth and younger children can do comparisons. Bonsai trees were popular in both Japan and China, and were a very special part of their culture. The trees could be used in studying the two countries. The timeline of these trees would also be good for lesson plans, as well as tracing a individual tree through the years.  Students could take one process at a time and compare it to other related lessons. Teaching the process by having the students start their own tree would allow for talks about local trees and care in general. Again the use of hands on learning and visual learning will stay with the students to build on later. Anything learned will at sometime be communicated to someone. In my case my family has been hearing about bonsai trees. Do they find it interesting, maybe not. However, they have the information to build on later in life. Teachers wanting to talk about the trees might find the web sites I gathered helpful. Someone just starting the process of working with bonsai trees might find some of the information useful, especially the videos. I also will have all the information gathered to take care of the bonsai tree I now have.

History + Life Cycle + Type & Care + Design & Art = Bonsai Tree

I have all this information now what do I do? I know so little about bonsai trees, so I really am starting from scratch. How do I combine what I have to make it flow and be understandable….I have gone through the books that I got from the library, and many of them are technical on how to care for the bonsai tree. Checking through the websites, some of them just do not have all the information I need. Can I believe the information? How can I combine some of the areas to make it easier to understand? 

      I have been asking myself what was I thinking selecting bonsai trees?
How can I research and gather the information I need to fully explore and answer my questions. How can I organize the questions into some sort of format to make the research easier?

      Starting my search I  turn to google, by entering site:edu “bonsai trees” I am able to get some of the information I need. From there I have searched through the library for books and images that would be helpful in my research. I have turned to the I for most of my research.
I need to stop and think what possible sources are available to get the information I need. Locating a video that demonstrates how to work with bonsai trees would be good. Also locating a club or periodical would be good for current information. Turning to “inspire: will help generate additional resources. 

By breaking down my research into four areas, I can now have a game plan on what to research.

I have tweeked the questions some and added others because of this break down.

log in the questions underneath each heading.

Materials used to help connect ideas:

Books: Successful Bonsai by David Squire 

 Outstanding American Bonsai by Randy T. Clark   

Video:   http://www.bonsaigardener.org/bonsai-videos/bonsai-history-video.html

Websites: http://www.bonsaisite.com/history1.html         http://www.phoenixbonsai.com/bonsaihistory.html          

   http://ezinearticles.com/?History-of-Bonsai&id=92025

Books: Outstanding American Bonsai by Randy T. Clark

ebook: http://bonsaiforbeginner.com/

Websites: http://www.bonsaigardener.org/type-of-bonsai-trees.html

http://americangardens.suite101.com/article.cfm/bonsai_trees   

 http://www.typesofbonsaitrees.com/

Video:

  http://www.bonsaigardener.org/bonsai-videos/bonsai-tree-types-video.html

  The videos and the books can be used as my primary sources, the websites will be more secondary in my research. I need to process for myself what I read and what I already know. Daniel Callison talks about the three rules of Critical Literacy, to not believe everything: question what you read, go beyond information you already know; locate different views and ideas, and use what you learn to help others in their search.  

After thinking about Bonsai trees, I came up with many questions. I used “4Teachers” (4teachers.org) a web site to help add to my questions. One of the tools is called “Think Tank”, this is a program that helps guide you to different questions. You type in a topic and you are prompted for different subtopics.

I started with how do you take care of a bonsai tree, and came up with the following questions while in “Think Tank”

How are the trees made?

Where did they come from?

Where could I find more information?

What might happen if I over water or trim to close?

What causes the tree to stay so small?

How long will they live?

What tools do I need?

Do any of the trees flower?

Do the leaves fall off in winter?

Do the leaves still change color?

Do I keep the tree outside?

Where can I buy these trees?

How mall will it get?

Are there clubs and information on the Internet?

Finding out more about the process of making a bonsai tree will help me understand how it reacts to its surroundings. Learning more about the history and what is required in the care of a bonsai tree will help answer many of the questions.
“Inquiry is part Scientific Method: posing a question and testing various hypthetical propostitions until a seemingly reasonable conclusion can be found” (Callison) 

Bonsai Pathfinders and Webquests and Information

http://www.brusselsbonsai.com/

http://www.sfusd.edu/schwww/sch618/japan/Flowers/Bonsai.htm

http://www.wuhsms.org/teachers/Bango/pathfinders/pathfinders08/desmeules_pathfinder.html

Callison, Daniel and Leslie Preddy. The Blue Book On Information Age Inquiry, Instruction and Literacy. (2006)

I find that having some sort of a visual helps me brainstorm. Just holding it up and comparing this small “Japanese Juniper” to the larger trees in the background makes your mind wander to many questions. How did this practice start? Where did it begin? What is the process you need to go through to make a bonsai tree? How long does it take? What is the purpose? Children can be led to question: Big and little, Why is it little?, How does it compare to other trees?, How does it feel? How does it compare to a larger Japanese Juniper? How do I make one? Have I seen one before? Where?

Barbara K. Stripling and Sandra Hughes-Hassell in Curriculum Connections Through the Library talk about inquiry based learning that ” students are expected to ask questions and seek new understandings; teachers are expected to change their roles from providers of information to provokers and guides of student learning”. This bonsai tree can be a starting point to help children question their environment, their effect on it, and can be used in many other areas of study. 

A good site to explore bonsai trees and learn to work with them is:

http://how2no.com/bonsai/bonsai_for_children.html

I had so many thoughts on what I wanted my blog to be about.

Castle living, Crayons, Amish living, Candy making etc. ect. Then it hit me, I have always wanted to know more about bonsai trees. The trees are just magical, perfectly formed minature trees.

I am already excited about the research, and cannot wait to start.