Inquiry Projects Grades 3-5 Tuesday, February 19, 2013

Agenda

• • • • • • Introductions-Successes and Struggles with Inquiry Projects Overview Pacing Chart Essential Elements of Inquiry Projects Inquiry Charts by grade level Wrap Up and Evaluations

Overview/Collaboration GPS Inquiry Model

• • Common Core Standards, AASL standards for 21 st learning, Lead 21 Inquiry Projects, SBAC.

Classroom Teachers and Media Specialists

Lead 21 and Requirements

• • • Grade 3: Unit 3 and 6. The Shape of the Land and Extreme Environments.

Grade 4: Unit 2, 4 and 6. Green Future, Space, and America’s Heartland.

Grade 5: Unit 2, 4 and 7. Exploration, Changing Earth and American Democracy

Pacing Guide/When Units Happen

Grade:_________________________________________________ Pacing Guide for Lead 21 Units Inquiry Projects in Grade 3 are Shapes of the Land and Extreme Environments Inquiry Projects in Grade 4 are Green Future, Space, America’s Heartland Inquiry Projects in Grade 5 are Exploration, Changing Earth, American Democracy September October November December January February March April May June

Inquiry Projects

• What are the essential differences between a research project and an inquiry project?

Inquiry Approach vs. Coverage Approach

• • • • • •

Essential Elements of Inquiry Projects Grade 3

Inquiry Project Grade 3: Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.3.7

Conduct short research projects that build knowledge about a topic.

CCSS.ELA-Literacy.W.3.8

Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

(W.3.9 begins in grade 4)

Grade 4

• • • • •

Inquiry Project Grade 4: Research to Build and Present Knowledge

CCSS.ELA-Literacy.W.4.7

Conduct short research projects that build knowledge through investigation of different aspects of a topic.

CCSS.ELA-Literacy.W.4.8

Recall relevant information from experiences or gather relevant information from print and digital sources; take notes and categorize information, and provide a list of sources.

CCSS.ELA-Literacy.W.4.9

to support analysis, reflection, and research.

– CCSS.ELA-Literacy.W.4.9a

“Describe in depth a character, setting, or event in a story or drama, drawing on specific details in the text [e.g., a character’s thoughts, words, or actions].”).

Draw evidence from literary or informational texts Apply grade 4 Reading standards to literature (e.g., – CCSS.ELA-Literacy.W.4.9b

Apply grade 4 Reading standards to informational texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text”).

Grade 5

• • • • •

Inquiry Project Grade 5:

S.ELA-Literacy.W.5.7

Conduct short research projects that use several sources to build knowledge through investigation of different aspects of a topic.

CCSS.ELA-Literacy.W.5.8

Recall relevant information from experiences or gather relevant information from print and digital sources; summarize or paraphrase information in notes and finished work, and provide a list of sources.

CCSS.ELA-Literacy.W.5.9

support analysis, reflection, and research.

– CCSS.ELA-Literacy.W.5.9a

“Compare and contrast two or more characters, settings, or events in a story or a drama, drawing on specific details in the text [e.g., how characters interact]”).

Draw evidence from literary or informational texts to Apply grade 5 Reading standards to literature (e.g., – CCSS.ELA-Literacy.W.5.9b

texts (e.g., “Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point[s]”).

Apply grade 5 Reading standards to informational

Grade 3

1. Student generated questions based on Lead 21 unit.

2. Gather information from digital and print resources to answer questions.

3. Take notes.

4. Sort into categories.

5. Share

Grade 4

1. Student generated questions based on Lead 21 unit.

2. Gather information from digital and print resources to answer questions.

3. Take notes.

4. Sort into categories.

5. List Sources.

6. Share.

Grade 5

1. Student generated questions based on Lead 21 unit.

2. Gather information from digital and print resources to answer questions.

3. Take notes.

4. Sort into categories.

5. List Sources.

6. Share.

Working in Grade Level Groups

• • • • • Groups need to be the same grade level and have at least one media specialist.

Work on template for your grade level based on the last units of Lead 21.

Grade 3: Extreme Environments Grade 4: America’s Heartland Grade 5: American Democracy

Wrap Up and Evaluation

• What pieces of the inquiry project can best be supported in the library?

Welcome to Part 2 of Inquiry Projects

• • • • The essential pieces of your role in the inquiry project: Resources for inquiry questions Note taking Citing Sources

Resources for Inquiry Questions

• • • • Working with the teacher to guide them with inquiry questions?

Finding resources for questions?

Can you post them on Library Webpage?

Teacher finding sources vs. kids finding sources? How is this scaffolded?

Notetaking

• • • How do you best teach note taking?

Is there a difference in note taking for video vs. print?

How do you scaffold note taking?

Citing Sources

• • • • What is essential to citing sources?

Do you teach kids how to cite using a cite maker?

What do they have to know to use a cite maker?

How do you scaffold citing sources?

Pacing Guides for Grades 3-5

• • • Looking at the flow of Lead 21 Units how does this mesh with library pacing/curriculum maps?

What are the essential pieces??

Does it make sense to build a map?