Transcript Document 7137873

Mastering Content
Through InquiryBased Learning
Stages of Inquiry in Service
Protecting the
Learning
Rainforest?
 Encountering the Issue
Raising money for
 Task Analysis
earthquake victims?
 Investigating Information
 Reasoning with Information
 Acting on Decisions
Helping children in need?
Working with animal shelters?
Alford, 2000
Teaching & Learning
Events
Begin to design reading activities
that will help your students
comprehend the content of complex
text and reach the benchmarks and
Standards for reading and science
or social studies.
Goals/Standards: (#’S)
State Goal 17. Understand world
geography and the effects of
geography on society, with
emphasis on the United States.
Standard A. Locate, describe, and
explain places, regions, and
features on the Earth.
Benchmark
Benchmark
State Goal 1. Read with
understanding and fluency.
Standard A. Apply word
analysis and vocabulary skills
to comprehend selections
Standard B. Apply reading
strategies to improve
understanding and fluency.
Standard C. Comprehend a
wide range of reading
materials.
Read a variety of non-fiction
materials to identify, describe
and locate important
information about trees
Emily Alford, 1998
CONTEXT
Engaging the Learner
In modeling the opening we:
People interact with their
environment to create cultures. If
civilization depends on natural
resources then their demise may be
the result of overuse; Students
explore cultures that collapsed
because of this mistake. Teachers
use an apple to represent the Earth
and slice away portions that
represent resources.
CONTENT
Teaching and Learning Events*
• students read letter and complete task
analysis; ask questions based on opening
activities and letter
• inquiry begins with students reading articles provided
by teacher
• jigsaw information in teams, organize and share with
class
• mini lessons begin
Vocabulary activity
• activity
• activity
• activity
• activity
Student teams are asked to
populate an international village
Note taking with graphic organizer
• activity
based on current population
figures. They must then “feed” the • activity
• activity
village based on what they think
the people will need.
Final Team Performance
Teams create infomercials
promoting sustainable growth
strategies and base their
reasoning on analysis of
historical patterns of human
growth and development.
Individual Student Assessments
*Numbers after Teaching and Learning Events refer to assessments
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Authors: Lori Ufkes, Carthage Schoo l District; Becky Cowser, Peoria Schoo l Dist rict
Title: Trees or Us
Grade Level: 2nd
Goals/Standards: (#ΥS)
State Goal 12: Understand the
fundamental concepts, principles and
interco nnectons of the life, physical and
earth/space sciences
Standa rd A. Know and apply conc epts that
exp lain how li ving things func tion, adapt
and change .
Standa rd B. Know and apply concep ts that
describe how living things func tion, adapt
and change .
 Ana lyze the tree as a living system
and determine the fun ction of it s
parts
 Determi ne the growing pa tterns
and need s of plants
 Predict and verify the lif e cycle of
plants
 Use the parts of trees to de termi ne
the species
 Describe how trees impact our
daily lives and judge their value
State Goal 1. Read with understanding
and fluency.
Stand ard A. Apply wo rd analysis and
vocabu lary skill s to comprehend selection s
Standa rd B. Apply reading strategies to
improve unde rstanding and fluen cy.
Standa rd C. Comprehend a wide range of
reading ma terials .
 Read a variety o f non -fiction
materials to identif y, describe and
locate important info rmation about
trees
Emily Alford, 1998
CONTEXT
Engag ing the Learne r
The teache r brings in a bird nes t,
produc ts from trees, a broken
branch , etc. Teams are asked to
brainstorm relationsh ips between
the items.
The Park Rang er speaks (and s ends
a letter) to the class exp laining that
he/she c an protect the trees that are
within the forest preserve but no t the
trees outside of the preserve.
Children are harmi ng the trees by
carving on them, clim bing on them,
naili ng things to them, breaking o ff
leave s and branche s, etc.
The Range r will ask the class to
make a book for other children to
help them unde rstand the importance
of trees and their need s.
Final Team Performance
The ch ildren will make a trade book
about trees to be sha red with lower
grade chil dren. The book:
 exp lains the impo rtanc e of the of
trees and their parts
 provides info rmation abou t need s
and protection of trees
CONTENT
Teaching and Learning Even ts*
Note: prior to beginning un it studen ts received instruction in the
QAR (Question and Answe r Relationsh ips)
 identif y e ssential ques tions and cu rrent thinking abou t our trees
and plants including their importance , parts and systems;
organ ize ques tions (1)
 Reading Strategy: Making Connections, open or closed
wor d sorts
 inquiry begins with studen ts seeking information from books,
internet and observa tions of trees
 Reading Strategy: Questioning; review “right there” and
“think and search” questions, students practice and become
proficient in answering these types of questions using nonfiction materials.
 teams jigsaw info rmation, record important facts and sketch
trees show ing major parts; share with class; hypo thesize how
parts of the tree serve the whol e system
 Mini l essons on lif e cycle: teams grow Fast Plants (U. of Wis c.);
(2); studen ts will observe p lants growing, draw and label
pictures and describe growth pa tterns
 Sort parts (root, stem, leaf, flower, seed) and “expe rt” teams
locate info rmation about func tion and phys ical cha racteristics
 Mini l esson: use celery and food coloring in w ater to show how
plants distribute water and nut rients; expe rts write team
summary statement; sha re results orally (3)
Individu al Studen t Assessme nts
(1,3) Pre-test on tree parts and their func tions .
(2) Pre-test in which stud ents sequen ce pictures of the li fe cyc le of a
plant.
(4) Post test: studen ts sequence pictures of the li fe cyc le of a plant
(5) Narrative writi ng p rompt: S easons in the Life of a Tree
*Numbers after Teaching and Learning Event s refer to assessments
And then there is the v
of w
. If w
were any less s
, it would be less stable and
could therefore disrupt delicate c
activities.
But if w
were more v
, it would prevent the
movement of large m
necessary for c
division.
6
Brainstorm: what’s this unit about?
It’s “Monday” morning, let’s begin...
• In the year 2000 our planet celebrated the birth of a symbolic child
• That child represented the _________ billionth human birth
• Let’s imagine that Earth can be represented by an apple. . .
=
Review: Step One
The “HOOK”
8
Open Word Sort
beliefs latitude carrying capacity
architecture soil arable
consumption
demographics
agglomeration longitude
land use
population die-off
clothing government industries
language homes
climate
education overshoot crash
collapse drawdown
Step Two: Optional
Vocabulary
Any Guesses???
• Is this unit about...
or
Next step: Any guesses?
10
AUDUBON COUNCIL OF ILLINOIS,
INC.
A COUNCIL OF NATIONA L A UDUBON SOCIETY CHAPTERS
Dear Coulterville Students,
“Rover was reported to us as a juven ile del inquent hanging around a trailer park near
Burlington. The kind woman who called us was concerned tha t he would get into trouble if we
didn’t take hi m somewhere safe – as he had no fear of people . After bringing the i mmature
goose back to Fellow Mortals, we quickly rea lized tha t he was a human i mprin t, raised by a
human and not a goose”. One animal, one story…there are many , many more to tell.
Originally, the Audubon soc iety was es tablished to protect birds pushed toward extinc tion
because of human act ivities. More recently we have recognized the need to address the driving
force behind threa ts to all forms of wildlife: humanity ’s unpreceden ted population growth.
Nation Wildlife Federation President, Mark Van Putten states, "Simply put, more people, taking
up more space, needing to use more natura l resources, and engag ing in ever-gro wing material
consumption, create profound challenge s for our ability to protect the resources on which all life
depends. Since 1950 , world population has grown more than in the previou s four million year s."
I am asking for your assistance with inves tigating this issue. We believe the re are a number of
major var iables invo lved in sustaining human popula tions . We would lik e for you to iden tify
the variable s that impact population grow th around the world. Is there a rela tionship between
areas in which people live and population gro wth? You may find clues in mankind ’s past.
Why are ancien t civilizations called “ancien t”? Where did these com munities go?
People in your com munity can help if they can better unders tand the ways in which continued
growth into farmlands and undeve loped areas in Il linois have impacted local wildlife l ike
songbirds and Monarch butte rflies. Approximately 25 percent of the world's mammals and 11
percent of its birds currently are at sign ificant ri sk of extinction. Some estimate that two-third s
of all species may di sappear by the end of this century.
We believe that people your age can be more effective in communi cating with other young
Next step:
adults. Pleas e create an infomercial that dramatizes the need for public support for
Letter announcing
organizations like Fellow Mortals. Remember tha t each one of us can make a difference. The
partnership and most critical component is public invo lvemen t in shaping a sustainab le futur e for both humans
tasks.
and animals.
Thank you for assisting us with this important is sue,
Bob Lippold, President
Complete Task Analysis
Ask, “What are we expected to do”?
Record responses on chart paper
Define the Task
Create infomercials so that
our community can better
understand:
• Population sustainability
• Impact of human population
on wildlife and the
environment
• Connections to and clues
from ancient civilizations
• The need to support
organizations that take care
of our environment and
endangered animals
Next: Task Analysis
Ask Questions
What questions do we
have now?
•
•
•
•
•
•
Inquiry Begins!!!
Next: Let them begin!
Semantic Features Chart
Description: Resources Culture:
Location,
history,
place
etc.
Maya
Mesopotamia
Easter
Island
Anasazi
Modern
World
Note-taking organizer
Disappearance
Implications
Essential Question:
How do interactions between
people and the environment
lead to the development or
decline of a civilization?
16
What strategies do we
use to comprehend text?
What is TCP ?
The Thermal Conversion Process, or TCP, copies the geological and
geothermal processes of nature. The technology emulates what occurs daily
in the earth's subduction zones, but uses an accelerated process. This
process converts industrial waste and low-value streams into fuels, oils,
gases and carbons, with no hazardous emissions into the environment.
TCP mimics the earth's system; however, TCP takes only minutes to do what
nature does over thousands of years. By controlling the temperature and
pressure of this man-made system through the use of pipes, TCP produces
high quality products, including valuable oils that do not contain any tars or
asphaltines. The solid component is also produced the way nature would
recycle its elements. TCP reforms even heavy metals into oxides that are
safe and non-leachable and pass TCLP (leaching) standards.
Anything Into Oil, Discovery Magazine, 2004
Seven Comprehension
Strategies
Stages of Inquiry
in the Classroom
Encountering the Issue
• getting the “big idea”
• making connections
Task Analysis
• defining the task
• asking questions
Making Connections
 Text to text, text to self, text to
world
 Open and closed word sorts
Investigating Information
• seeking, organizing, analyzing,
• applying to project
Determining Importance
 Features, structures of text
 Note taking, graphic organizers
 Facts to main ideas, summaries
Reasoning with Information
• evaluating, creating, judging,
inferring, visualizing
• making decisions
Acting on Decisions
• synthesizing
• communicating findings
Inferring and Visualizing
 creating models
 using text clues and prior knowledge
 using implicit and explicit information
to reach conclusions (author and you)
Asking Questions
 Right there, think and search
 Author and you, in your head
Synthesizing
 text to text, self and world
• applying to new settings and contexts
• in your head
Why is it important to
read nonfiction text?
It is estimated that
___% of direct
instruction is
provided for reading
nonfiction materials in the
primary grades…
___% of the time
spent reading and
writing as adults is
nonfiction.
MakingConnections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
Making Connections: THE HOOK
Take a guess
THE HOOK
The teacher introduces the unit by having teams
participate in a taste test; one cup is chocolate and
water, one is chocolate and milk, and one is
chocolate mixed with salt water. They must rate
the three drinks and give their preference. Then
students read Goldilocks and the Three Bears
(reader’s theater). Following the
reading teams look on the bottom
of the glasses to reveal a picture of
Venus, Earth, and Mars. Earth is
considered the Goldilocks
Planet and it is their task to
discover why.
26
AUTHENTIC CONNECTION: Levels of
Authenticity
1.Someone from within the classroom
2.Someone from within the school
3.Someone from the local community or
from outside the community
AUTHENTIC CONNECTION:
Highest Level of
Authenticity
Student-generated connections
• If students have had other inquiry experiences in which a letter
delivered the challenge then it is most appropriate to use another
form of invitation
• Students with high competency levels in using inquiry strategies can
be challenged to explore connections to up-coming unit topics and
advise the class about possibilities
• The teacher could also encourage teams of students to work on
different projects connected to authentic needs in the school,
community or world at large.
Introduce the Young Producer’s Contest from
www.earthsky.org/Teachers/YP/
The Young Producers Contest
What is the Young Producers Contest?
The Young Producers Contest is an annual event sponsored by the Earth & Sky
radio series and the National Science Foundation. Each year, students around the
world create their own science radio programs. We choose the five best and air
them on the Earth and Sky program in the spring.
Teams will share scripts with fifth grade students who are
studying the planets to help them learn about space and to get
feedback before submitting their scripts.
Conclude with reader’s theater, The Goldilocks Problem.
30
Student Decision Making: Levels of
Empowerment
1.Staff member requests help in some aspects
of planning
2.Staff member and students collaborate
during planning and implementation
3.Students assume leadership with feedback
and suggestions from staff
4.Students define issue, develop and
implement action plan and operate within
parameters established by teacher and class
•Letters MUST be authentic, not fiction. Unless the students
are told it is a simulated event, you cannot move forward as if
the partnership between the class and the designated
connection were real. Otherwise, it becomes an ethically
questionable process whereby students are lead to believe the
letter is real when it is not.
• The teacher must reach out to people in the community to
move the content beyond the constraints of a textbook.
•The letter should outline the need that will be served and
introduce the target audience.
•Information needed by the audience should be outlined and
the format for presentation specified (PowerPoint, etc.).
32
Genetics and The Cell
The Belvidere Human Society would like
people to understand the genetic problems
pure breeds may encounter. They would
like help in advertising information about
the value of adopting mixed breed dogs.
Their hope is that people will want to adopt
a dog or cat as a pet.
33
Belvidere Humane Society
Dear Students,
As a representative of the local humane society, I work with animals that have been cast off by
society. Day after day I walk past cages of animals whose eyes follow me no matter where I go.
Often at night, I imagine I can hear their whines and cries as I’m trying to fall asleep.
The objective of the humane society is to find homes for these animals. We need your help to
accomplish this overwhelming task. We are especially concerned about placing our canine
friends. While the cute, cuddly purebred dogs are the first to get picked, the mixed-breed dogs are
often left behind.
We feel that the community would respond to an internet guidebook on dogs more that just a letter
from us. Perhaps you could create a guidebook to make the public aware of the desirability of
adopting mixed breed dogs as well as purebreds. If at all possible we would like your guidebook
to include the results of a community survey on ownership of purebred dogs versus mixed-breed
dogs.
We know from past experiences that the internet is a powerful communication tool. Please include
information about the value of mixed breed dogs. It would be helpful for people to understand the
genetic problems pure breeds may encounter. What are the probabilities of dogs inheriting hip
dysplasia? How are traits inherited? While we think propaganda strategies are important tools to
use, don’t go down a pathway that will be censored before you finalize your guidebook.
Thank you for your willingness to help on this project!
Sincerely,
The Humane Society
34
Belvidere Humane Society
Dear Students,
As a representative of the local humane society, I work with animals that have been cast off by
society. Day after day I walk past cages of animals whose eyes follow me no matter where I go.
Often at night, I imagine I can hear their whines and cries as I’m trying to fall asleep.
The objective of the humane society is to find homes for these animals. We need your help to
accomplish this overwhelming task. We are especially concerned about placing our canine
friends. While the cute, cuddly purebred dogs are the first to get picked, the mixed-breed dogs are
often left behind.
We feel that the community would respond to a guidebook on dogs more that just a letter from us.
Perhaps you could create such a book to make the public aware of the desirability of adopting
mixed breed dogs as well as purebreds. If at all possible we would like your guidebook to include
the results of a community survey on ownership of purebred dogs versus mixed-breed dogs.
Please include information about the value of mixed breed dogs. It would be helpful for people to
understand the genetic problems pure breeds may encounter. What are the probabilities of dogs
inheriting hip dysplasia? How are traits inherited? A better understanding of these issues will lead
to better decision making and more successful adoptions.
Thank you for your willingness to help on this project!
Sincerely,
The Humane Society
35
American Red Cross
Of Greater Chicago
Mundelein Community Facility
536 North Lake Street
Mundelein, Illinois 60060-1826
Dear sixth grade students of Virginia Lake School,
Just this past January hundreds of people were killed and many more were left homeless in Mexico Every year children
all over the world lose their homes, family members and schools simply be living on this earth. Each time these events
occur, the Red Cross is there to help nations around the world by providing services to families who are victims of our
ever changing earth.
Each time there is a disaster me must rely on individual citizens to reach out their helping hands to provide support. We
can’t take care of the victims alone. Would you be willing to help our organization by creating infomercials targeting
countries most heavily impacted, to help educate people in your area and inspire them to volunteer and make donations to
the Red Cross?
No one is immune to the effects of the interactions of our ever-changing earth. In creating your infomercial, you will
need to identify these interactions and explain the effects that they have on human populations and implications for our
future. Earthquakes around the Ring of Fire, shifting plates under the Earth’s surface causing volcanoes that are “island
eaters” are constant threats to humanity. On the other hand, our earth provides needed resources found within its layers.
Although the earth’s movement can be destructive, these changes are needed in replenishing these natural resources.
We have chosen your age group because you will have the greatest impact on the future of this planet. By presenting the
infomercials that you create to adults in your community, we hope they will be moved to support our organization. By
increasing our pool of volunteers, and the amount of donations, the Red Cross will continue to respond to the events that
occur because of our ever changing earth.
Sincerely,
Pat Stejskal, Community Outreach Manager
Together, we can save a life
Serving the seven counties of
Northeastern Illinois
36
Vocabulary Connections: Open Word Sort
beliefs latitude
carrying capacity
architecture soil arable
consumption
demographics
agglomeration longitude
land use
population die-off
clothing government industries
language homes
climate
education overshoot crash
collapse drawdown
Vocabulary Connections: Closed Word Sort
beliefs latitude
carrying capacity
architecture soil arable consumption
demographics
agglomeration
longitude land use population die-off
clothing government industries
language homes
climate
education overshoot crash
collapse drawdown
Categories:
• Location and Place
• Human Interactions
• Sustainability
• no clue
Vocabulary Connections: Closed Word Sort
latitude longitude
soil arable
demographics
climate land use
population
architecture
clothing government
industries
agglomeration
language homes
beliefs education
Location and Place
Categories:
• Location and Place
• Human Interactions
• Sustainability
• no clue
Human Interactions
consumption
drawdown overshoot
carrying capacity
crash die-off collapse
Sustainability
Making Connections
With Words
latitude
longitude
soil
arable
demographics
climate
land use
population
architecture
consumption
drawdown
overshoot
carrying capacity
crash
die-off
collapse
and
clothing
government
industries
agglomeration
language
homes
beliefs
education
are connected because
Fruit Bats: Word Splash
SCREAM
FRUIT
RADAR
36 inches
FLOWERS
largest
Continuing Word Connections:
Word
Use in Text
Page
Continuing Word Connections:
Vocabulary Word
1.
Write about it…
2.
Write about it..
3.
Write about it…
4.
Write about it…
5.
Write about it…
C. Samojedny, 2004
My Definition
Dictionary
Definition
Use in Text
Making Connections:
Anticipation Guides
Team Text
Mosquitoes eat plant nectar and pollinate
plants.
Mosquitoes make great food for fish.
Honeydew is a favorite food of the
male mosquito.
The larvae do not breed successfully in
water that has fish or frogs.
Mosquitoes are the most dangerous
Animal in the world.
Journaling Connections...
I am really connecting with Niagara Falls again. It is a very beautiful place. In
the future, I wish to go there again and take a lot of pictures. As my parents
said, “You would make a great photographer, Andrew.” I really enjoy it for its
looks (physical characteristics) and the beautiful things people have done with
it (human characteristics) like tunnels and stunts. It fits all your vacation
needs, great hotels and scenes. Once I see more landmarks I will visit
Niagara Falls again.
Earlier this week we made a list of things that were part of physical geography
and human geography. The human list largely outnumbered the physical.
This has made me realize how much we are changing the environment to suit
our (humans) own needs. I have changed my environment in my living room
to suit my own needs. I moved all the furniture, the treadmill, and the
trampoline so I could dance and practice. My mom made me put it all back. I
wish we could make humans put at least some of it back.
More
connections...
I am Spanish, Mexican. In the last week I have learned many things about the
Spanish. I have learned that they discovered many lands for Spain, although
the Spanish and Mexican had war. They might not like each other, but I am
still proud of being Mexican and Spanish. The prejudice doesn’t make me
ashamed of being who I am. I keep the Spanish Mexican Blood with the
honor.
In Social Studies this week I read an article about the Europeans and Native
American trading. I read that a lot of Native Americans were killed by germs
that Europeans brought. It reminded me of the virus going around in
mosquitoes. My dad told me though, that a lot of people don’t die from that. It
makes them real sick, but if they get treated quick they won’t die. I wonder if
the Native Americans could have been helped by doctors. I think my dad is a
Pathfinder because he always goes out of his way to make sure I know what is
going on in the world.
And one more...
The famous place I’m researching is the Alcazar Castle. My neighbor,
who’s from Spain, has visited the castle. Last night, we went over to
his house and he gave me some pictures and information about the
Alcazar Castle. A thing that I thought was very neat that he told me
was that Walt Disney World copied the Alcazar castle’s top. I think that
my neighbor is a Pathfinder because he told me things I didn’t know
about the Alcazar.
Explain how _________(topic of the day) plays a part
in your life.
Write a sentence telling how knowing about
________(new topic) might be useful to you
personally.
How do you think your feelings about ________(new
topic) is different from your teachers (or friends or
parents)?
Guided Practice: planning
connections for your unit
Please include
 articles for the opening jigsaw
 vocabulary activities
Optional:
 anticipation guides
 structure journal writing (format and stems)
=mandatory
 = optional
49
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
What have core samples revealed about early plant life on Easter
Island? Underline your answer in pencil.
What events led to the collapse of the civilization? Highlight your answer.
In what ways might Easter Island serve as a metaphor
For conditions on our planet?
What demigods are worshiped by groups in our culture?
In the Book (Gathering Information
Right There:
The island was heavily forested
with a giant now-extinct palm.
Think and Search:
• Lumber was used for housing, fires
and for moving and erecting the
moai
• Deforestation
• Land erosion, topsoil washed into
sea
• Crop failures
• Scarce food supply
• Battles for scarce resources
• Hunger
• Rapa Nui culture collapsed
In Your Head (Inference)
Author and You:
In what ways might Easter
Island serve as a metaphor for
conditions on our planet?
On Your Own:
What demigods are worshiped
by groups in our culture?
Question/Answer Relationship (QAR)
IN THE BOOK
Right There:
 answer in text, easy to
find; words used in
question and used in
answer are in same
sentence
IN MY HEAD
Author and You:
 answer not in text; must
think about what is
known, what text is
saying and how it fits
together (inferring)
Think and Search:

words and answers
come from different
parts of text (or
books)
On My Own:
 using experiences
(schema) to answer
question
Write Team Questions
Want Milk? Get Goats
(Mother Earth News June/July 2002)
• Students write questions based on their reading of a text
(one Right There and one Think and Search)
• Student reads one question to a group
• Student calls on a volunteer
• Volunteer answers and now reads one of his/her own
questions
• Continue until everyone has asked and answered once
http:/ /www.un esco.org/courie r/1998_08/uk/dossie r/txt24.h tm
Do you think only ancient civiliz ations can colla pse? Check out this sit e. Where in th e heck is Newfoundl and
anyw ay? What happened in 1992 in Newfoundl and?
http:/ /endange red.fws.gov/ wildlife.html #Specie s
So the Easter Islanders chopped do wn a few trees and ate a lot of fish, b irds and th eir eggs. We know b etter
than that! Don’t we? Go to this site and scroll down to “How many a nd which species…” Then click “List”.
Name 10 anima ls that are threatened that you didn ’t know about.
http:/ /ecos.fws.gov/ tess_pub li c/TessStatReport
How many sp ecies are threatened in the United States?
http:/ /cgee.hamline.edu/fr ogs/science/photos.html
http:/ /www.np sc.nb s.gov/n arcam/ pictures/looklike.htm
Could this happen to u s? Go to both sit es and look at the pretty p ic tures. (You mu st scroll down and c li ck on
the hyp erlink s unde r li mb ma lformation.)
http:/ /www.ihpra.org/deformed_frogs.h tm
But why ? What explanation do s cientists give for the d eformities?
http:/ /data.pca.state.mn.us/hot/frog-bg.html
Yeah, w ell who cares about frogs anyw ay? Why shou ld we be concerned?
http:/ /www.childenvironment.org/factsheets/ma le_reproduc tive_h ealt h.ht m
I still don’t unde rstand wh at this has to do wit h me. (Men, ch eck out the site listed above. )
http:/ /www.childenvironment.org/factsheets/childrens_vu lnerabil ity.htm
Look at what you hav e alre ady b een th rough.
http:/ /www.childenvironment.org/factsheets/endocrine_disruptors.htm
What’s in the water?
http:/ /news.bbc.co.uk/1/hi/ sci/tech/3430481.s tm
ItΥs just a bird. They don Υtund erstand anyth ing o r have fee lings. Why shou ld people protect them?
http:/ /www.alexfound ation.o rg/
What can p eople do to he lp?
http:/ /www.scorecard.org/
How does Illi nois rate?
http:/ /www.fno.org/nov97 /toolkit.html#anchor173647
What is an Essentia l Question?
Generate an Essential Question for your unit .
http:/ /www.fno.org/nov97 /toolkit2.html#anchor186984
What is the d iffe rence between an Essential Question and a Telli ng Qu estion (also call ed Coaching Questions)?
What part of your unit design (Inquir y-Based Learning Template) will assist you in dev eloping Tell ing
Questions?
List you r Telli ng o r Coaching que stions.
How will you introduce your studen ts to you r Essential and Tell ing qu estions?
created by E. Alford, 2003
Essential Question:
How do interactions between
people and the environment
lead to the development or
decline of a civilization?
Goals/Standards: (#’S)
CONTENT
Teaching and Learning Events*
CONTEXT
Engaging the Learner
No questions = no inquiry!
State Goal 17. Understand world
geography and the effects of
geography on society, with
emphasis on the United States.
Standard A. Locate, describe, and
explain places, regions, and
features on the Earth.
In modeling the opening we:
• students read letter and complete task
People interact with their
analysis; ask questions based on opening
environment to create cultures. If
activities and letter
civilization depends on natural
• inquiry begins with students reading articles provided
resources then their demise may be
by teacher
the result of overuse; Students
• jigsaw information in teams, organize and share with
explore cultures that collapsed
class
because of this mistake. Teachers
• mini lessons begin
use an apple to represent the Earth • Vocabulary activity
and slice away portions that
• activity
represent resources.
• activity
• activity
• activity
Call it directed research.
Benchmark
Call it project-based learning.
Student’s continue asking questions and
seeking answers throughout the unit.
Benchmark
State Goal 1. Read with
understanding and fluency.
Standard A. Apply word
analysis and vocabulary skills
to comprehend selections
Standard B. Apply reading
strategies to improve
understanding and fluency.
Standard C. Comprehend a
wide range of reading
materials.
Read a variety of non-fiction
materials to identify, describe
and locate important
information about trees
• Note taking with graphic organizer
• activity
• activity
• activity
But, do not call it inquiry-based
learning!
Emily Alford, 1998
Final Team Performance
Teams create infomercials
promoting sustainable growth
strategies and base their
reasoning on analysis of
historical patterns of human
growth and development.
Individual Student Assessments
*Numbers after Teaching and Learning Events refer to assessments
Guided Practice: planning
questioning strategies for your
unit
Please include:
introduction or practice using the QAR
a Cyberhunt
planned opportunities for students to
continue inquiry by asking and seeking
information to their questions
your essential and coaching questions
Optional:
•Request activity
59
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
The Features
of Nonfiction Text
•
•
•
•
•
•
Table of Contents
Index
Titles, Headings
Font Size
Font Style
Tables, Graphs, Charts, Diagrams,
Labels, Captions
Nonfiction
Text Structures
•
•
•
•
•
•
•
Cause-Effect
Problem-Solution
Compare/Contrast
Description
Chronological Sequence
Episodic
Definition
Nonfiction
Text Structures
Ironically, a big contributor to high gasoline prices
has been good environmental intentions. A web of
regional clean-air regulations require that up to a
third of all gas sold in the U.S. be blended in complex
ways for cleaner emissions. The regulations are
strictest in California, where, not surprisingly,
gasoline is most expensive. Blending costs an extra
nickel per gallon in the Golden State and .3¢ in smog
zones in other parts of the country. Because there
are more than a dozen types of “reformulated”
gasolines, every refinery faces added costs.
Nonfiction
Text Structures
Cau s e/ Eff ec t
Ev ent :
Ev ent :
Ev ent :
Ev ent :
Clean-air regulations
1/3 of all gas is blended
Blended costs .5 in California
More than a dozen types reformulated
Ev ent :
Every refinery faces added costs
resulting in higher gasoline prices
E. Alf ord, 2002
Nonfiction
Text Structures
Ca u s e / Eff e ct
Even t:
Describe the aurora
borealis
Even t:
Even t:
Read: Northern Lights
Even t:
Even t:
Melted metal makes up part of Earth’s core.
Moving metal creates a magnetic field
around the planet.
The field pulls and pushes metals.
The field traps fast moving particles from
the Sun.
The particles make Earth’s gases glow.
The glowing gases make colorful bands of light called
auroras.
E. Alf ord, 2002
Visualize...
P r ob le m/ So lu ti on
High gas prices.
Environmental mandates.
OR battery cars run out of gas
Nonfiction
Text Structures
Emissions regulations sparked interest
in all-electric vehicles.
Sexy Fuel Sippers, Discover, April 2000
Battery-powered cars run out of juice
quickly, take long time to recharge,
energy packs expensive.
Hybrid cars: the biggest automobile
innovation in a century.
Consists of small gas engine linked to a
compact, direct-current electric motor. A
computer directs their interaction.
Hard driving uses both systems; at cruising
speeds, gas goes it alone. While slowing or
rolling downhill electricity is sent to battery.
E. Alf ord, 2002
P r ob le m/ So lu ti on
Text Structures: Compare/Contrast
Topic: _________________
Economy
North
South
Alike
Different
labor
goods
services
working
conditions
resources
Text Structures: Description
Topic:
Detail:
Detail:
Detail:
Detail:
Detail:
Main i dea or summ ary :
E. Alf ord , 2002
Article Organizer
Problem:
Major Historical Figures:
Key even ts in chronological order :
Where:
MOTIVATION
PEOPLE
Historical
Episode
When:
Outcome:
LessonsWHAT
learnedHAPPENED?
fro m history:
TIME
Qu i ck Ti me ™ an d a TIFF (Un co mp re ss ed ) d ec om pres so r a re ne ed ed to se e thi s p ic ture.
Structured Note Taking Formats
• Notable formats assigned (Concept
Mapping, Power Notes, Cornell Method,
etc.)
• Formats created to fit the unit (Five
Themes of Geography)
Str u ctur ed N o t e Tak ing
Top ic:
Fa ct ua l
I n for m at io n
Ad d iti on al
Dat a
Exa m p les
I m p o rta nc e
P o siti o n or
h y p ot h es is
Str u ctur ed N o t e Tak ing
Top ic:
Water supply and quality
Fa ct ua l
Su p po rt
•Populations grew near rivers
• water is being pumped from aquifers to meet
increased demand (enough to raise sea levels)
• populations are growing
• aquifers are slow to recharge (15,000 years)
• per capita consumption is 2x’s population
Ad d iti on al
Dat a
• water is scarce if more than 20% of flow
is diverted for local use
• in 1995, more than 1/3 of world pop.
of 5.7+ billion lived in such areas
• 70% of earth’s surface is water, 96.5 is
salty; 2% is ice; 1% available
Exa m p les
• Pakistan and India fight over boundary
waters
• Western States compete for water
• 22 countries deptendent on water from
other nations (Egypt, Pakistan, India)
I m p o rta nc e
• Conservation will be expected in areas
that have adequate supplies
• researching inexpensive ways to
desalinate seawater should be supported
• limiting population growth should be a
priority
P o siti o n or
h y p ot h es is
•We must conserve and restrict wate usage.
Structured Note Taking Formats
• Notable formats assigned (Concept Mapping,
Power Notes, Cornell Method, etc.)
Organize into groups of three.
Each person read one of the three articles.
Compare the article to the note-taking
format that accompanied the article.
Share your article using the notes.
Compare note taking formats.
Cor ne ll Met ho d
Questions
Main Ideas
Wha t are the benefits of
 accepts almost any
using a thermal
carbon-based feedstock
depolyme rization process?
Detail s
 a 175-pound man
would come out the
other end as 38 pounds
of oil, 7 pounds of gas,
7 pounds of minerals,
as we ll as 123 pounds
of sterilized wa ter
 sewage and turkey o ffal is
turned into oil
 large chunk of the
 clean up waste and
world's agricultural,
distribute the generation
industrial, and
of oil all over the world.
municipal wa ste may
someday go into
thermal
depolymerization
machines scattered all
over the globe
 most toxic wa ste
problems become
history, so wo uld
imported oil
 converting all the U.S.
agricultural wa ste into
oil and gas would yield
the energy equivalent of
4 billion barrels of oil
annually
 in 2001 the United
States imported 4.2
billion barrels of oil
 process handles mixed
wa ste
 ground-up appliances,
 the perfect process for
destroying pathogens
 takes apart materials at
computers, refrigerator,
municipal sewag e,
PVC, wood, fiberglass,
metal
the molecular level
 pathological vectors
will be completely gone
Po w e r N o t es
Question: How is oil produced naturally and by thermal depolymerization?
P1 Ea rt h ha s a p r o ce ss f o r t ak i ng hyd r o ca r bon - ba sed w a st e i n t o o il and ga s.
P2 cr ude o il c o m e s fr o m one -c e ll ed p l an ts and an im a ls t ha t d i e , s e ttl e t o
o cean fl oo rs, de co m po se , and a r e m a shed by sli d i ng t e ch t on ic p l a t e s
P2 dead cr ea t u r e s’ l ong po l y m e r c ha i n s (hyd r ogen oxygen
and c a r bon)
de co m po se i n t o s ho rt-c ha i n pe tr o l eu m hyd r o ca r bon s
P2 The p r o ce ss t ake s t hou sand s o r milli on s o f yea rs
P3 sub t e rr anean hea t and p r e ss u r e c hange s a r e c hao tic
P1 The rm a l depo l y m e ri za ti on m a ch i ne s s peed up t h is p r o ce ss by r a isi ng hea t
and p r e ss u r e t o l eve ls t ha t b r eak t he f eed st o ck ’s (w a st e p r odu ct’s ) l ong
m o l e cu l a r bond s
P2 f eed st o ck (t u r key f ea t he rs, bone s, s k i n , b l ood , f a t, gu ts ) is d u m ped i n t o
t he m a ch i ne s’ first st
age g ri nde r and tr an sf o rm ed i n t o sl u rr y
P2 t he mi x t u r e is hea t ed and b r oken do w n
P3 p r odu ce s a h i gh - g r ade o il w h ic h is e ss en ti a ll y t he s a m e a s a mi x
o f ha lf f ue l o il and ha lf ga so li ne
It’s Your Turn
• The Change Over Time organizer can be used
to record any biological or mechanical process
• View the notes on the life cycle of a tree
• Read the article and respond to the question,
“What is the process that turns waste into
profitable and safe by-products”?
• Pair up, use one organizer and record notes that
respond to the question.
• Pairs, pair and share.
Change Over Time: Life Cycle of a Tree
Change Over Time: Life Cycle of a Tree
Mapl e key
(seed )
Mape l seed
sprout s
Seed ling
grows
Tree
matures
Tree di es
Falls
from
mature
tree.
Seed
inside
key
swells.
Stretche s
leave s to
sun.
Smooth
trunk
become s
rough.
Mapl e
canliv e
for 200
years.
Spin s
to
forest
floo r.
Seed
coat
spli ts
apart.
Leave s
make
chlorophyll
and food
Produce s
blo ssoms
which are
fertilized.
Many
hol es
made by
animals
lighten ing
Tiny root
creeps
into the
damp so il.
Become s
dormant
in winter.
Make s
more
maple
key s
(seed s).
Not
enough
sapc an
feed
growth.
Lies
unde r
leave s all
wint er.
super-hyd rate
the slurry
drives in
water
slurry is
dropped to
lower pressure
releases 90
percent of
the free
water
organic soup
sent to second
stage reactor
heated to
900 degrees
breaking
molecular
chains
in vertic le
distill ation
columns
hot vapo r
flows up,
conden ses,
and flows
out
uses heat
and p ressure
dehyd ration
via
depressuriza
tion is
cheaper
gases from
the top of
the column
cooking time
is usu ally 15
minu tes
minerals
settle out: a
perfect
balanced
fer til izer
ligh t oils
from the
upper
middle
Concept Mapping
What can this process accomplish?
How is this structure different from Power Notes?
Power Notes
How is oil produced naturally and by
thermal depolymerization?
Why would Power Notes be a good
strategy to teach your students to use?
Can be substituted with a listing format for
6th grade or younger.
Change Over Time
Cornell Method
Questions
Main Ideas
What are
the
benefits?
What are the benefits of using the
Cornell Method?
Details
What is the process that turns waste
into profitable and safe by-products?
85
Кwww.archives.gov April 21 , 2004К
Photo Analysis Worksheet
Step 1. Observation
A. Study the photograph for 2 minutes. Form an overall i mpression of the photograph and then examine individual
items. Next, divide the photo into quadrants and study each section to see what new details become visible.
B. Use the chart below to list people, objects, and activities in the photograph.
People
Objects
Activities
Step 2. Inference
Based on what you have observed above, lis t three things you might infer from this photograph.
Step 3. Questions
A.
What questions does this photograph raise in your mind?Κ
B.
Where could you find answers to them?
Designed and developed by the
Education Staff, National Archives and Records Administration, Washington, DC 20408.
http://www.archives.gov/digital_classroom/lessons/analysis_worksheets/photo.html
86
The paintings were first exhibited in 1858 with no title. However, the following inscription was attached:
"August the 4th--Have just heard that B--has been dead no more than a fortnight, so his poor children have
now lost both parents. I hear she was last seen on Friday near the Strand, evidently with no place to lay her
head. What a fall hers has been!"
The first of Egg's tryptich, this painting depicts the moment of a husband's discovery of his wife's
infidelity. Having just returned from work, he sits stunned, holding the letter in his hand that tells all.
The wife lies prostrate before her husband. The angle of her body suggests he has pushed her away from
him. Her face is buried in shame, hidden from her husband as well as the viewer. Note the paired bracelets
evocative of handcuffs or fetters. She has clearly just cut an apple in two, which apparently is rotten at the
core.
The two daughters have been building a house of cards, which at this moment is just starting to tumble. The
eldest, dressed a tad too gaudily no doubt, looks over in surprise. The house of cards is built up on a novel
by Balzac.
On the left hand side are two paintings, a small one of the wife and above it, a painting of Adam and Eve
being expelled from paradise. On the right hand side, there is a painting of the husband and above it, a
painting of a ship in a storm-tossed sea, entitled "The Abandoned."
Note the "skirt" of the table, raised to present the "legs" of the table to view.
Most intriguing is the lighting fixture, which is very evocative of the female reproductive system--two ovaries
and a uterus. It is thus telling that it is reflected in the mirror, underscoring women's (and female sexuality's)
false, vain, and duplicitous nature. Also reflected in the mirror is the open aperture to the space of this room,
which bestows upon the room a duplicitous, vaginal space. The door is open--the husband has just entered;
she will soon be shown out. All because the door has been open far too much.
One should note that the Victorian focus on infidelity and promiscuity was centered on women.
87
88
This painting is set several years later than the first one, yet at the same time as
"Past and Present 2." The adulterous woman is now homeless. She holds in her
arms the product of her illicit union. As Egg's note suggests, she is lost, as good
as dead. She has undergone what formed an obsessive concern during the
Victorian era--social death.
The setting would have been famliar to Londoners--the arches under the
Adelphi, a notorious refuge for the homeless. On the walls we see two posters
advertising plays, one for Victims and the other for The Cure for Love. There is
also a poster announcing pleasure excursions to Paris. These underscore
Egg's suggestions in the first painting about the cultural origins of immoral
actions.
The painting is set within the interior of a vaginal space, looking outward. It was
widely thought at the time that the desire of women ebbed and flowed, much
like the tides. Indeed, tides were an operative metaphor to describe aspects of
feminine sexuality. The setting here is at low tide, when desire has ebbed, and
yet the consequences remain to be dealt with. The setting also works to
suggest the corruption, decay and filth of this vaginal space, which is still
threatened by an array of phallic structures.
http://www.english.ccsu.edu/barnetts/courses/vices/Past3.htm
89
90
This painting is set several years later than the first one. The girls are grown now,
yet in impoverished circumstances. We are to assume (as Egg's note confirms) that
the father is now dead. The clothing of the daughters is much altered now, to plain
cloth and plain colors. Indeed, the black and white color scheme suggests the
absolute, binary nature of ethical dilemmas and their resolution.
Note that the two small paintings of the mother and father from the first painting
survive. The mother's painting is cast in deep shadow and a chair is before it, which
would keep the sitter's back to the painting. The father's painting is behind the
"vanity" mirror on the small table. That the "vanity" mirror is turned over to check
excessive self-admiration sugggests that the father's lesson has been taken to
heart. Thus we see not only the fate of the adulterous woman, but the utter
degradation and humiliation she wreaks upon her children.
The oldest daughter is--as we note in the final painting--staring at the same moon
that her mother is.
http://www.english.ccsu.edu/barnetts/courses/vices/Past2.htm
91
• determining importance by
eliminating trivial
information
• paraphrasing
• promoting understanding
Generating Interactions Between Schema and Text
Adapted from Cunningham, 1982
Antimosquito Coils Release Toxic Fumes
In places with nocturnal mosquitoes, many people burn
spiral-shaped strips of insecticide-treated plant matter near
their beds. These mosquito coils smolder through the night
to keep bugs at bay, but they can also cause asthma and
wheezing in children. Now, researchers have measured
several pollutants in smoke emitted from mosquito coils.
Formaldehyde is one example. A single burning coil can
release as much of the carcinogen as can 51 cigarettes. The
researchers report in an upcoming Environmental Health
Perspectives. Each coil can also emit PM2.5, or airborne
particles less than 2.5 micrometers wide. Particles that
small can carry toxic compounds deep into the lungs.
G.I.S.T.
Semantic Features Chart
History of
Cost factors Threats to
Availability
environment
use: past
and present
oil
coal
biomass
dams
solar
natural
gas
Open Word Sort
beliefs latitude carrying capacity
architecture soil arable
consumption
demographics
agglomeration longitude
land use
population die-off
clothing government industries
language homes
climate
education overshoot crash
collapse drawdown
Word
beliefs
latitude
carrying
capacity
architecture
soil
consumption
demographics
agglomeration
longitude
land use
population
arable
die-off
Use in Text
Page
Concept Definition Mapping
Graphic organizers help
students understand the
essential attributes, qualities,
and characteristics of a
word’s meaning.
Finding Important Information
Important Words And Concepts (IWAC)
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
P
Q
R
S
T
U
V
W
X
Y
Z
Reading Strategy: Determining Importance
Category
What is it?
Compare/Contrast
ANIMAL
Properties
Describe it.
What is it like?
HAS WINGS
BAT
MOUSE
MAMMAL
FRUIT
INSECTEATING
VAMPIRE
Illustrations: What are some
examples?
USES
“RADAR”
A bat is an animal similar
to a mouse. It is a mammal,
has wings and uses radar to
locate prey. Some examples
are fruit, vampire and insect
eating bats.
What is it?
What is it like?
Mathematical
Shape
Closed
Compare or
contrast
Circle
Plane Figure
Straight Sides
Polygon
Twodimensional
Made of Line
Segments
Pentagon
Hexagon
Rhombus
What are some examples?
Concept Definition Mapping
A polygon is a closed mathematical
shape. The line segments that make
up the sides of a polygon are straight.
It has two dimensions: height and
width. Some examples of polygons
are the five sided pentagon, the foursided rhombus, and te six-sided
hexagon.
Category
What is it?
SPECIAL
CLIMATE
Properties
What is it like?
less than 25cm
of rainfall
Comparison
RAIN
FOREST
DESERT
no cloud cover;
winds dry land
heat radiates
into dry air at
night
Mojave
Gobi
Sahara
Illustrations: What are some
examples?
A desert is a specific climate on Earth.
Unlike a rainforest, a desert has less
than 25 cm. of rainfall. It also lacks
cloud cover and has high winds. The
heat radiates into dry air at night. Some
examples of famous deserts are the
Mojave in California, the Gobi in Asia,
and the Sahara in Africa.
What is it?
What are the parts?
Compare or
contrast
Civil
War
What are some examples?
Category
What is it?
Properties
Describe it.
Compare/Contrast
What is it like?
Earth
Illustrations: What are some
examples?
conservation
Activities for
Determining Importance
•
•
•
•
•
Structures of Nonfiction Text
Taking Notes
Graphic Organizers
Vocabulary Activities: introduction to definition
“Reading” Pictures
Guided Practice for
Determining Importance
• Structures of Nonfiction Text
 Taking Notes
• Graphic Organizers
 Vocabulary Activities: introduction to
definition
• “Reading” Pictures
• = optional strategies to include
= mandatory strategies
Making Connections
Asking Questions
Determining Importance
Drawing Inferences
Synthesizing
“Synthesis at the highest level
goes beyond merely taking
stock of meaning as one reads.
A true synthesis is achieved
when a new perspective or
thought is born out of the
reading.”
Goudvis & Harvey, 2000
Supporting Students with
Synthesis
• Writing Experiences
• Effectively Using Technology to
Communicate
• Completing the Final Product:
Trees, Planets
Genetics
FINAL TEA M PERFORMANCE
Wha t understandings of genetics and behavior are essential for responsible dog own ership?
Each team will produc e a guid e to answer the essential question and p romote responsible dog own ership. Th e
guide will include the reasons such a guide is needed, a genetic comparison o f mixed breed and pu rebred dogs,
the g enetic characteristics of a particular breed and envi ronme ntal cond it ions necessary to “bring out the best”
in th e breed. These gu ides wil l be compil ed and pub lished on the school ’s web site. This will t hen serve as a
link from several humane societies’ websites.
A portfolio will be kept throughou t the un it to aid the studen ts in managing th e information n ecessary to
comple te the final project. Th e following forms will be used:





Reasons and s tatistics to suppo rt the publication o f the gu ide (#1)
Mixed breed dogs v s. purebred dogs and e ssentia l characteristics of both (#2)
Scientif ic explanation of genetics of team’s assign ed breed (#3)
Genetic disposition imperative for potentia l owners to consider in o wnership o f that partic ular
breed. (#3)
Envi ronme nt n ecessary for bringing out the “best of the b reed”.
115
Final Product Organizer
South Berwyn Schoo l District 100
Juli e Dyra, Ange lo Annor eno, Ka thy G rim es
The Nine Planets
Ahhh, itΥs just right!
Scenario
Qui c kT i m e™ an d a
Gra p hi c s d e co m pre ss o r
a re ne e d ed to se e t h is p ic t ur e .
Task
Product
Why is Earth the “Goldilocks”
planet?
There are nine planets in our solar system. Of those nine
planets Earth is the “Goldilocks” planet. It is your mission
to discover why this is true and to help other 3 rd graders
studying the solar system know why our planet is so special.
You will research each of the planets and comp are them to
each other and to the Goldilocks planet, Earth.
You w ill create a Power Point presentation and book
about a specific planet and compare that planet to
Earth.
Assessments
U
s
et
h
i
s
c
h
ec
kl
i
st
f
or
y ou
r
p
l
a
n
e
t
un
it
.
South Berwyn Schoo l District 100
Juli e Dyra, Ange lo Annor eno, Ka thy G rim es
Final Product Organizer
Questions
Here are some que stions to think about while
you are researching:
 Why does the d ist ance from the sun influence the
deve lopment of li fe on each planet?
 How does revo lution and rotation affect seasons,
days, and years?
 How do the size, atmosphe re, clim ate, and
unique feature s infl uence the d evelopment of lif e
on each pl anet?
Gather
Gather informa tion usin g internet sites and
book s.
Organize
Conclusion
Click on t he pencil and paper to organize
your research notes on a planning sheet.
Do you think
Earth is the
“Goldilocks”
planet?
Review your checklist to
make sur e you have
include d all the
information required in
your Power Poi nt
presentation and book.
Display your booklet in the Library Media Center
to share what you have learned about the
planets with students, parents and friends.
Let's have a class discussion...
Planet Power Point Checklist
Name: _________________
Qui ckTime™ anda
Gra phics decompressor
are needed to seethis picture.
Planet:__________________
Check o ff each step wh en it is done.
I have comple ted a chart that shows the dis tance
betwee n m y pl anet and the sun, and my planet and the
Earth.
I have defined revolution a nd rotation.
I have expl aine d how revolution affects the seasons
and y ears.
I have expl aine d how rotation affects ni ght and day.
I have described the size of my pla net.
I have described the atmosphere of my pl anet.
I have described the clim ate of my pl anet.
I have i ncluded at leas t two unique features of my
plane t.
My presentation inc ludes a t leas t one picture of my
plane t.
My presentation has my name on it.
My teacher has ch ecke d my wo rk a nd helped me to
save and print it.
I have shared my presentation with my class and my
first grade friends.
http://www.bcps.org/offices/lis/models/families/index.html
http://www.bcps.org/offices/lis/models/depaola/index.html
http://www.bcps.org/offices/lis/models/snow/index.html
http://www.bcps.org/offices/lis/models/life/index.html
http://www.bcps.org/offices/lis/models/weather/index.html
 Use the links to see how other teachers organize their inquiry
units.
 Click on the assessment component to view the student product
checklist.
 What will you include in a checklist to guide your students in
completing their Final Team Performance?
Ending the Unit:
As well as using the Harcourt Science Assessment, students will share their
research about the so lar system to counteract misconceptions in a format decid ed on
by the te acher or as a class. Possibilities include video , PowerPoint presentations,
books, or brochures. In the final project, students must clearly demonstrate
knowledge of the essential facts about the ir planet and expl ain reasons why high er
life forms cannot exist on their planet. They will explain why Earth is considered
the Goldilocks planet. See following rubric attached used to rate students on their
scripts and coope rative skills in a final video project.
120
Guided Practice
Your task:
 Use the template to describe the
final product that students are asked
to create for the authentic
connection/audience.
 Create a Word document which more
fully explains the ftp (final team
performance and place in your
desktop folder).
 Create a writing prompt to move
your students toward synthesis.
Assessment:
Individual Accountability
And
Team Responsibility
Holding Individuals Accountable
Information
Product: Final Team Performance
First individual assessment
Checks along the way…
Teams work on product
Second individual assessment
Checks along the way…
Teams work on product
Third individual assessment
Teams work on product
Unit Ends
Checks along the way…
Integrated Curriculum and Instruction Design: Inquiry-Based Learning
Author: Emily C. Alford
Grades: K - 12
Professional Teaching Standards
Content Knowledge
#1 The teacher understands the
central concepts, methods of
inquiry, and structures of the
discipline(s) and creates learning
experiences that make the content
meaningful to all students.
Instructional Delivery
#6 The teacher understands and
uses a variety of instructional
strategies to encourage students’
development of critical thinking,
problem solving, and performance
skills.
• identify elements of Integrated
Curriculum and Instruction Design
and inquiry for structuring teaching
and planning units of instruction
• identify content outcomes
for selected unit topic
• determine strategies for engaging the
learner and plan ways in which
students will demonstrate content
mastery
• analyze links between content,
benchmarks and standards and plan
teaching and learning events
• select format for assessing individual
readiness for completing team
product
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
CONTEXT
Engaging the Learner
Participants are introduced to
the goals for the workshop and
shares the unit organizer.
Stages of inquiry are introduced
by asking participants to share
steps in resolving everyday
activities in which information
is needed in order to make a
decision.
The instructor models a unit
opening using information on
energy costs and coal usage. A
letter of request from a town
leader to share information
about the topic is used to focus
the task.
Final Team Performance
Teachers create units using the
ICID template including targeted
Illinois Goals/Standards, strategies
for engaging students in real-world
contexts, teaching and learning
events and assessments.
CONTENT
Teaching and Learning Events*
• ICID training begins following modeling; PowerPoint is
used to guide work
• select unit topics, map concepts
• teams view examples of other teaching units with
interesting preparatory sets (hooks) and authentic
connections
• plan unit opening and complete the first part of the unit
organizer
• select format teams will use for the final performance and
write description which include concepts from map
• inquiry (internet search) to identify resources to
supplement textbook materials (activities, hot lists, web
quests, lesson plans, reading materials for students, etc.)
• mini lesson: writing local benchmarks; teams use concept
maps and power verbs to write outcomes; align to Illinois
Learning Goals and Standards
• continue inquiry into Energy; read short articles overnight
• teams jigsaw information, organize and share with class
• review stages of implementation using PowerPoint
• begin designing teaching and learning events for each
benchmark
Individual Student Assessments
• Each section of unit is reviewed by instructor.
• map and local benchmarks show higher level performances
for students
• the context for learning provides student the “big picture’ for
the unit and focused direction with the authentic connection
• benchmarks are differentiated; teaching and learning events
are aligned to benchmarks
*Numbers after Teaching and Learning Events refer to assessments
Content-Area Rubric
Knowledge Content information o r processes.
1
incomplete
major errors
2
incomplete
mino r errors
3
comple te
mino r errors
Unit Knowledge Elaboration
4
comple te
accurate
Key concepts, principles, themes, issues, facts, details, or processes (Process
examples: conflict-resolution, scientific inquiry, computation, surveying a
reading selection)
Example: Process of scientific inquiry, including prediction and testing out
prediction
Rule of thumb: KnowledgeΣ supplied by students will be the same from one
person to another.
Reasoning Analysis, evaluation and syn thesis of evidence.
1
2
3
4
incomplete
incomplete
comple te
comple te
major errors mino r errors
mino r errors
accurate
no rationale some r ationale
some r ationale strong
rationale
Unit Reasoning E laboration
Use of critical/higher-order thinking; presence and validity of
support/evidence/references for statements/opinions/conclusions;
consideration of all elements and the relationships/connections among them;
logic of interpretation/justification/explanation
Example: Observation/factual support is provided for prediction and for
findings after inquiry; relationships of all elements are considered; logical and
systematic application of plan to test prediction is evident
Rule of thumb: ReasoningΣ is the unique use of knowledge by each student,
though there may be common patterns.
Commu nication: Clear message, specific terms and
vocabular y wh ile comm uni cating know le dge and reasoning.
1
partly clear
clear
no terms
2
partly clear
3
mostly clear
4
totally
Commu nication E laboration
Key terms that students shou ld be able to use know le dgeably
Commun ic ation o f know le dge through:
Of reasoning through:
_____drawings
____ drawings
_____labels
____ labels
some terms
most terms
all t erms
_____orally
_____in writing
____ orally
____ in w riting
_____in Eng li sh
____ in Eng li sh
_____in ano ther langu age
____ other langu age
Rule of thumb: “If they can u se these terms and commun ic ate their
message, their la nguag e will ref lect le arning o f essential un it know ledge
and reasoning. ”
CONTEXT
CONTENT
Goals/Standards: (#’S)
Engaging the Learner
Teaching and Learning Events*
• use ratio and
proportion and
draw to scale
Final Team Performance
 = outcome is assessed
(Number refers to assessment)
Emily Alford, 1998
Individual Student Assessments
Return to your local benchmarks and
• create aAsk
garden
design
standards.
yourself::
“Howusing
will I know if
each
student has the
knowledge
and reasoning
measurements
given
for area
at a scale
to communicate an understanding of the
of 5:1; graph location of plants in
concept(s)?”
courtyard
using
given coordinates
Select a format
for checking
student
knowledge.
Guided Practice
• Use the design template to describe how you will know if students
have hit the targeted benchmarks and standard.
 Include individual student assessments and a rubric for judging the
final team performance in your folder.
 How will you evaluate the final team performance? Check out this
website. You must login first then follow directions to create your
own rubric. Include in your folder.
• http://rubistar.4teachers.org/ You must sign in to create a rubric..
 What about individual assessments? This site allows you to choose
from available assessments or create your own.
• http://nb.wsd.wednet.edu/big6/big6_resources.htm
Guided Practice
Include in your folder copies of
assessments designed for your unit.
Briefly describe them on the design
template.
Include your rubric for the final team
performance or create one using the
website provided.
Create individual assessments and
include them in your folder
129
Guided Practice
Include a bibliography in your folder (Title
of Book, author, publisher).
130