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Inquiry Projects
Grades 3-5Tuesday, February 19, 2013
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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
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Overview/CollaborationGPS Inquiry Model
• Common Core Standards, AASL standards for 21st learning, Lead 21 Inquiry Projects, SBAC.
• Classroom Teachers and Media Specialists
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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
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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 J anuary February March April May J une
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Inquiry Projects
• What are the essential differences between a research project and an inquiry project?
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Inquiry Approach vs. Coverage Approach
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Essential Elements of Inquiry ProjectsGrade 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)•
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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 Draw evidence from literary or informational texts to support analysis, reflection, and research.– CCSS.ELA-Literacy.W.4.9a Apply grade 4 Reading standards to literature (e.g.,
“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].”).
– 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”).
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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 Draw evidence from literary or informational texts to support analysis, reflection, and research.– CCSS.ELA-Literacy.W.5.9a Apply grade 5 Reading standards to literature (e.g.,
“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]”).
– CCSS.ELA-Literacy.W.5.9b Apply grade 5 Reading standards to informational 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]”).
•
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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
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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.
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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.
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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
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Wrap Up and Evaluation
• What pieces of the inquiry project can best be supported in the library?
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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
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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?
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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?
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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?
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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?