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
21st 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 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”).
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]”).
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?