B.

Rieth Spring/Summer 2013 Process for 3rd Grade Animal Adaptations Inquiry Project Stage Immerse
Invite curiosity, build background, surround with materials, modeling, thinking-aloud

Small-Group Inquiry Model For Inquiry Project Teacher Role Student Role 1. Before project begins, teach 3LS
unit on plant and animal characteristics and adaptations. 1. Participate in 3LS science unit learning to acquire background knowledge about animal characteristics, defense, behavior, and habitats 2. Begin thinking about what it takes to provide an animal with the proper environment and care in a zoo exhibit by playing the Build a Panda Exhibit game: 3. Complete Quick Write summary of what an animal needs in a zoo exhibit. 4. View possible animal additions in the Zoo Research power point to review choices 5. Select three possible animal candidates of interest and respond via Google Forms at Animal Research Response Form.

2. Lead discussions about zoos and

animal care, incorporating the importance of learning about the animals habits in its natural environment.

3. Collect Quick Write, review for

understanding

4. Explain the idea of a simulationcompare to other simulations with which students are familiar (ex. Sim City, video games, etc.) Direct students to Zoo Research Power Point. Facilitate student use of Google Forms to make animal selections

5. Divide students into cooperative

research teams of 2 or 3 students by animal interest survey results, intentionally forming groups to support all learners needs.

Investigate
Develop questions, search for information, discover answers, modeling strategies, guide discussions, conferring

1. Model Collaborative Listening/Viewing Guide using short Brainpop video: Vertebrates Next facilitate use of Collaborative Listening/Viewing Guide while students watch TLC Elementary School: What is a Living Thing to review vertebrate classes and prompt thinking about animal characteristics 2. Show Voice Thread instruction of Animal Research notes organizer discuss and answer questions Provide hard copy models of sample completed notes (Water Dragon) 3. Gather and provide print materials Arrange and facilitate computer research sessions Model online research strategies, i.e. scan and skim, extracting and recording pertinent info using Water Dragon notes 4. Advise/guide students during research phase 5. Monitor groups for digital and social skills, coaching teams to peer teach where skill sets differ 6. Confer with groups for formative assessment of progress and understanding

1. Review vertebrate classification by watching the first segment of TLC Elementary School: What is a Living Thing using a Collaborative Listening/Viewing Guide to help gather and process information 2. View Voice Thread lesson about Animal Research Notes organizer 3. Using Animal Research Notes organizer, begin in-depth research into habitats and physical characteristics of the selected animal using print and web sources. 4. Work collaboratively with team members to collect all needed information and record accurately 5. Communicate effectively with team members to share responsibility and information 6. Meet with teacher to share progress, ask questions

Stage Coalesce
Intensify research, synthesize information, modeling organization and evaluating sources, identify key ideas, conferring

Teacher Role
1. Facilitate computer time using lab hours, netbook cart, and 2 classroom computers. 2. Display hard copy poster format to serve as a model of all that needs to be included in the final presentation. 3. Supervise digital production, reviewing previously used programs as necessary 4. Schedule additional help on digital production days (assistants, parents) 5. Meet with groups to monitor progress and check for understanding. 6. Model presentation style/tone/content 7. Facilitate presentation practice

Student Role
1. Gather graphic images/video to enrich animal data 2. Work collaboratively to compile information into a digital presentation format, designing text, graphic, and layout together. Choose from Prezi, Powerpoint, or a Google Document. (Teacher will consider alternate forms of presentation.) 3. Use Animal Research Organizer to be sure that the team includes all necessary information. 4. When digital work is complete, plan out oral presentation and practice with team

Go Public
Share learning, demonstrate learning in a variety of ways, understand, reflect, create new questions

1. Schedule and facilitate sharing sessions, assembling adult reviewers consisting of volunteers from school and parent community (Consider recording student presentations for critique) 2. Assess work using a rubric of required outcomes-provide

1. Present digital work to a panel of reviewers using best voice, eye contact, poise, and group cooperation. Be as professional as you can! 2. Reflect and self-evaluate

feedback on all major stages of project-research, digital presentation, oral presentation, team work 3. Facilitate student self-evaluation, modeling thought process and procedure 4. Digitally publish student presentations on class website