Process Page for Inquiry Project

Stage

Small-Group Inquiry Model For Inquiry Project

Teacher Role
Student Role

Immerse
o Invite curiosity through a
motivational approach (activity,
strategy, text, video, etc.)
o Set up an engaging environment;
surround with materials
o Build background/activate schema
o Modeling and/or thinking-aloud
o Strategy work (teaching)
o Create passion & curiosity

Teacher will display multiple

nonfiction texts that pertain to
growing plants around the
classroom.
Teacher will model the strategy
how to Read an Image using
various pictures from gardens
across the world.
Teacher will show students
pictures of the outside of the
school using the strategy- Read an
Image.
Teacher will model Story
Impressions Strategy with words
from the text How Plants Work.
Teacher will present students with
vocabulary from the text: The
Big, Bad Book of Botany.
Teacher will read aloud
introduction of the text: The Big,
Bad Book of Botany.
Teacher will plan field trip to the
Belle Isle Conservatory with a
special presentation from a Detroit

Students will have full access to

these texts during independent
reading time. The texts can also
be checked out to take home, and
returned the next day.

Students will record their thinking

on their Reading an Image
recording sheet. Students will
discuss with tables.

Students will create a Story

Impression using the words:
botanist, study, plants, soil, water,
air, and survival.
Students will discuss within small
groups the job of a botanist.

Students will view conservatory

botanist.
Teacher will model to navigate a
website and provide tips (nuts and
bolts) for reading this type of new
literacy, using the conservatory
website.
Teacher will model 3-2-1 strategy
following reading aloud If You
Plant a Seed.

Investigate
o Develop questions
o Students search for information &
discover answers

Teacher will present students with

the inquiry task and rubric.
Teacher will show students what a

website and prepare themselves

for field trip.

Students will complete 3-2-1

Strategy Guide on learned
knowledge following visiting the
Belle Isle Conservatory.

o Modeling strategies (teaching),

thinking aloud
o Students collect information from
websites & texts
o Guide discussions

video dairy is.

Teacher will pose the following
questions, and model how to
record them in her video dairy:
o What are plants need?
o Do all plants have the same
needs?
o Do you think some plants
will grow better than others
outside of our school?
Teacher will group students
according to ability. Students will
choose their role (navigator, writer,
actor, and recorder) daily.
Teacher will make an anchor chat
of how to be a good group
member.
Teacher will model

Listening/Viewing Guide after

viewing the first five minutes of
the video-Growing Plants:
Science in a School Garden.

Teacher will read aloud different

text daily to build additional

Students will begin video diary by

asking the posed questions, as well as
any additional questions they may
have.

Students will work alongside of the

teacher to complete the Listening
/Viewing Guide for the next six
minutes of the video, and then watch
the remainder of the video and
complete the guide by taking notes.
Students will share collected notes
with their groups and record new
learning in their video diary.

Students will use the 3-2-1 framework

background knowledge and

provide vocabulary support for
ELL students:
o How to Grow Plants
o From Seed to Flower
o Plant Growth
o Classroom Gardens

Stage

to record new learning prior to

discussion with their group.

Teacher will meet with groups to

check progress of diary and
research. Teacher will record
progress on Group Progress Sheet.

Teacher Role

Student Role

Coalesce
o Intensify research: websites, texts,
videos, articles, etc.
o Synthesize information
o Modeling organization and
evaluating sources
o Identify key ideas
o Effective group discussions
o Groups organize their findings
o Teaching strategies to pull
information together

Teacher will provide students with

additional tips (review nuts and
bolts, discuss additional website
text features) on how to tackle new
literacies, such as; reading and
navigating print on a website.
Teacher will stress the importance
of searching to answer previous
questions, and developing new
questions as new learning occurs.
Teacher will present students with
quality sites for group exploration.
Teacher will also display

Students will further their research

using websites, videos and texts
suggested by the teacher. Students
also have some freedom to gather
additional material at home and in
school, to share with the class.

additional texts around the room

for students exploration.
Teacher will continue to confer
with groups, scaffolding where
needed.

Students will review their video

Teacher will model how to create a
diagram. Teacher will present the
diagram in presentation form.

dairy and compose a diagram of a

garden to present to the study
body.

Teacher will review with students

criteria for presentation.
Teacher will present the audience
to the students.

Go Public
o Share learning with others (who is
audience?)
o Demonstrate learning in a variety
of ways
o Reflect, create new questions
o Learning to be an audience
member
o Self-evaluation

Teacher will invite Belle Isle

Students will be given opportunity

Conservatory Botanist back for a

follow up in school field trip,
possibly to present before the
assembly.
Teacher will plan school assembly.

Students will present their

to ask unanswered questions.

Students will gain tips from expert
on how to present.

diagrams, and action plans to the

student body.
Students will record a list of things
they would try differently when
creating a garden in the future.

 Students will continue dairy by

asking further questions.