Process Page for Inquiry Project

Stage
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

Small-Group Inquiry Model For Inquiry Project

Teacher Role

Student Role

- Introduce Unit by asking driving question: How would our

- Engage in discussion

lives be different if a certain person in history had never

about contributions of

been born?

certain historical figures

(Model thinking by giving two examples of historical

figures and their impact: Abraham Lincoln would the union
have been restored or slaves been freed?; or Dorothy

Hodgkin what kind of outbreaks might have occurred or

illnesses been left unchecked, if penicillin and insulin had not

- Peruse list of possible

Michigan historical
figures and text
resources (see book list)

been developed? - Discuss)

-Choose historical
-View video of Top 10 Inspirational people
https://www.youtube.com/watch?v=VBGqlflIH5s
- Explore the Smithsonians top 100 Most Significant

figures and make note of

small group members
-Respond in a short

Americans of All Time Article, and discuss the contributions

reflection in which they

of the historical figures listed

can name one historical

http://www.smithsonianmag.com/smithsonianmag/meet-100-

figure mentioned in the

most-significant-americans-all-time-180953341/

video or article, and

explain briefly how the

- Connect exploration to the unit task of researching a

historical figure from Michigan

world would be different,

if they were never born.

(Formative Assessment)
-Discuss task and display list of historical figures from which
students can choose including text resources.

Investigate
o Develop questions
o Students search for
information &
discover answers
o Modeling strategies
(teaching), thinking
aloud
o Students collect
information from
websites & texts
o Guide discussions

- Confirm small groups and historical figures being

- Work cooperatively in

researched (record on class list for future reference)

small groups to perform

research tasks within

-Discuss effective collaboration (How Proficient

chosen/assigned roles

Collaborators Think and Act - Harvey and Daniels) and assign

(or provide choice of) roles for students in groups

- Find resources that are

http://www.readwritethink.org/files/resources/lesson_imag

both primary and

es/lesson277/cooperative.pdf

secondary in nature and

record required

- Present books, websites, videos and other resources.

bibliographical

Review strategies for effective research in each medium.

information and

(Effective Searching - Kingsley and Tancock)

explanation for type on

provided graphic

- Review the difference between Primary and Secondary

organizer

Sources through the sharing of examples and showing of the

(Formative Assessment)

following video.
https://www.youtube.com/watch?v=cqXHO7bTPnw

- Utilize provided graphic

organizer to record

- Provide and explain a graphic organizer for recording

whether a source is primary or secondary (with proof) and

found information

one for information collection

(Model using the graphic organizers with one of the

- Ask questions of peers

or teacher when

examples from the Unit Introduction Lincoln or Hodgkin

assistance or guidance is

using both a primary and secondary source) (Twin Texts

needed

KWL/Webbing - Camp)
- Circulate and assist in the research process as needed

Stage
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 Role
- Conference with groups to check-in on research progress
and offer midpoint feedback and guidance and record
anecdotal notes (Formative Assessment)
- Teach effective strategies for synthesizing information
from multiple sources and with requirements in mind; 2
Primary Sources, 3 Secondary Sources, 1 Video, and a
convincing argument about why the historical figure is
significant and should be inducted into the Hall of Fame
(I-Chart In Class Materials)
- Explain culminating presentations and provide the Prezi
tutorial if needed
https://www.youtube.com/watch?v=ArGh6FurR0Q

Student Role
- Continue research using
appropriate cooperation
within chosen/given roles
- Synthesize gathered
information in an effort
to prepare for
presentation
- Create a Prezi project
to display research
findings and support the
argument that their
groups historical figure
made such an impact in

Michigans history, that

* Potential special guest speaker John Green, Detroit

they deserve to be

Historian and author of Negroes in Michigan History (1985)

inducted into the

http://digitalcommons.wayne.edu/dapg/9/

Michigan Hall of Fame

and/or share website of interview about continuing work:

http://www.blacdetroit.com/BLAC-Detroit/February-

* Engage with guest

2013/Black-History-Buff/

speaker by asking
questions, etc. (if able to
come)

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

- Provide and discuss the rubric for the culminating Prezi

- Present Prezi project

presentations

as a group, in alignment

(*Summative Assessment see rubric)

with the task, as if

presenting to a panel of

- Model taking on the role of a Michigan historian on the

historians in an effort to

panel of judges for the Michigan Hall of Fame

have the chosen

historical figure inducted

-Ask questions to encourage deeper thinking and more

into the Michigan Hall of

complex reasoning

Fame.

-Provide and explain self-reflection and peer-feedback forms - Engage in discussion

prompted by questions
-Assess student presentations according to rubric criteria

from the panel

-Complete Selfreflection and peerfeedback forms

(Formative Assessment)

Strategy Rationale
What We Know About Collaboration (Harvey and Daniels)

How Proficient Collaborators Think and Act Chart

Before beginning group work, I would want to ensure that my students were familiar with some guidelines for
successful collaboration. I would use the chart provided in Harvey and Daniels as a starting point for our
discussion, and then hopefully create a class anchor chart with some student-driven guidelines.
Harvey, S. & Daniels, H. (2009). Inquiry circles in action. Portsmouth, NH: Heinemann.

Internet Inquiry (Kingsley, Tancock)

Foundation for Effective Searching, Determining Credibility, and Concept Maps

In order for students to be successful in their research and completion of the culminating task in the form of a
Prezi presentation, they need to know how to navigate their online resources. I would begin with a Nuts and Bolts
lesson suggested in the article, and gauging my students background knowledge as we go, continue into brief minilessons on how to determine credibility through triangulation, checking for source information, etc. The video and
explanation of Primary and Secondary sources is something I would also show and discuss during these lessons.
Finally, I would suggest some effective ways to record information while researching, which will dovetail into those
I suggest for information found in print materials as well. (KWL, Webbing/Concept Map, I-Chart)
Harvey, S. and S. Tancock. (2013) Internet inquiry: Fundamental Competencies for Online Comprehension. The Reading Teacher 67: 5.
p. 389399. International Reading Association. DOI:10.1002/TRTR.1223

It takes two . . . (Camp)

Twin Texts with KWL

Students use text sets or multiple resources to organize thinking, making a column for what students in the group
already know, what to know, and finally, have learned through their research. All group members could participate
in adding background knowledge, questions, and learned information. The chart could be used to select topics that
seem worthy of further exploration for the task of endorsing the groups historical figure for the Hall of Fame.

Twin Texts with Webbing

Students use text sets or multiple resources to construct a complex web of information relating to their historical
figure, from which they can select important or repeatedly emphasized topics (ie. Corroborating information, or
that which is found in multiple sources can be considered more credible and central to the contributions of the
person). This strategy allows for all group members to be involved as each person contributes to one large web.

Camp, D. 2000. It takes two: Teaching with twin texts of fact and fiction. The Reading Teacher, 53: 5; pg. 400
In-Class Materials - I-Chart (Inquiry Chart)
This strategy allows students to take the information they have gathered from multiple sources and begin to
synthesize it within parameters that are set by both themselves and their teacher. I would plan to include the
driving question and some categories pertaining to important contributions and who/what would have been affected
as categories on their chart. There would also be categories left for the students to fill in with questions or topics
they think would be helpful with the end task and presentation in mind. Since this strategy uses a graphic
organizer that serves to condense information, this would be an effective tool for students to use to reorganize
their research in a way that will help them prepare for their presentations.
Hoffman J. 1992. Critical reading/thinking across the curriculum: Using I-charts to support learning. Language

Arts 69: 121-127.

Differentiation
Throughout the course of this Inquiry Unit, differentiation will occur through instructional techniques, student
choice, small group collaboration, access to a variety of research sources and mediums, and creativity involved in
the presentation of the final project. When providing instruction, I will utilize a wide range of print and media
formats and strategies, to activate prior knowledge and interest, as well as guide students in their research of
their chosen historical figure using an array of graphic organizers. Student choice will be a primary focus of the
unit, as students are able to initially choose what historical figure to research, which strategies and sources to
use, and ultimately how to organize their information into the final Prezi presentation.

Formative Assessments

-Respond in a short reflection in which they can name one historical figure mentioned in the video or article, and
explain briefly how the world would be different, if they were never born.
- Find resources that are both primary and secondary in nature and record required bibliographical information and
explanation for type on provided graphic organizer
- Conference with groups to check-in on research progress and offer midpoint feedback and guidance and record
anecdotal notes
- Student Self-Reflections and Peer Feedback forms

Summative Assessment
-Rubric (see below and separate embedded file)

Research

Outstanding (3+)

-Utilizes strategies for

Use of Sources
Social Studies 3-H3.08
Iste.nets-s Technology 3.b.
CCSS.ELA-LITERACY.RI.3.9

effective research inprint and online

-Uses provided graphic
organizers
-Compares multiple
sources for credibility

Progressing
(2)
-Somewhat
utilizes
strategies and
graphic
organizers
-Choice and
comparison of
multiple sources
is questionable

Unsatisfactory
(1)
-Sources do not
seem to be
carefully chosen
or compared
-graphic
organizers are
incomplete

Comments:

Written Reflection
on Source Types &
Purposes
3-H3.02

Collaboration
Research Roles and
Cooperation
Presentation
Synthesis and
Presentation of
Learning
CCSS.ELA-LITERACY.RI.3.10

Prezi Presentation
(3 secondary sources, 2 primary
sources, 1 video)

-Identifies types of
sources (Primary or
Secondary) along with
convincing evidence and
purpose for use
Outstanding (3+)
-Fulfills their role(s)
during research and
cooperates effectively
Outstanding (3+)

-Identifies types
of some of the
sources with
partial evidence

-Written
reflection is
incomplete or
inaccurate

Progressing
(2)
-Somewhat
fulfills research
role and mostly
cooperates
Progressing
(2)

Unsatisfactory
(1)
- Role and
cooperation are
inconsistent or
nonexistent
Unsatisfactory
(1)
-Information is
disorganized or
incomplete
-Unable to
answer
questions
effectively

-Synthesizes and
communicates
information clearly and
can answer questions;
confirming
comprehension

-Presentation of
information is
inconsistent
-Can answer
some questions

-Well-organized
presentation with the
required elements, and
a convincing argument

-Presentation is
disorganized or
unconvincing

-Presentation is
missing multiple
requirements

Progressing
(2)

Unsatisfactory
(1)

Collaboration

Outstanding (3+)

Self-Reflection and
Peer Feedback
Forms

-Completes selfreflection and all peer

feedback forms with
care and thoughtfulness

- Self-reflection
and feedback
rushed or
partially
incomplete

-Self-reflection
and/or multiple
feedback forms
incomplete

Comments:

Comments:

Comments:

Name:_____________________________
____________________________

Historical Figure: