Immerse Invite curiosity, build background, surround with materials, modeling, thinking-aloud
The Teacher will plan instruction centering on the movement of water, and bodies of water in our world. Provide resources and collect a variety of materials on the topic of water movement and bodies of water and flooding. Build background knowledge by introducing read alouds Comparing Bodies of Water and A Drop Around the World and conducting think alouds throughout the text to demonstrate inquiry Model making comparisons by completing a comparison chart Model inquiry throughout read aloud through completing a Thinking Journal where she will brainstorm, predict and record learnings after reading. Demonstrate how to ask questions about the water cycle, water movement, and bodies of water. Form small groups and pairs that are balanced and work well together. Meet with individuals and pairs to discuss progress and hear their responses in their Thinking Journal Facilitate Word Splash Activity before reading the read aloud texts. Activate prior knowledge on flooding through the use of a KWL
Students will work in small groups to respond to the text by making a poster showing the features of a specific body of water based on the read aloud. Posters will be displayed and students will use the posters to complete a comparison chart that describes the characteristics of various bodies of water. Students will discuss in pairs or small groups their current understanding of how water moves throughout the world. They will record questions they have about water movement and potential sources they could use to find answers to their questions. Students will respond to reading Comparing Bodies of Water using a Thinking Journal. Students will respond to the read aloud A Drop Around the World using the Collaborative Listening- Viewing Guide.
Investigate Develop questions, search for information, discover answers, modeling strategies, guide discussions, conferring Teacher will display national geographic video on flooding to build background knowledge and model thinking aloud as she creates a cluster word web about the video. Teacher will model how to record information during the inquiry investigation Teacher will demonstrate using web based sources and the types of information to collect through think aloud and note taking. Teacher will pose inquiry question on flooding in our community and introduce the task. Teacher will show Diane Sawyer News clip on causes of floods and model how to form a hypothesis and gather information about the topic. (Research and record) Teacher will work to supply students with resources for their research in response to the task Teacher will divide students into pairs and allow teams to research and record information. Teacher will demonstrate how to use a web to organize various causes of flooding and information surrounding those causes.
Student will utilize a Cluster Word Web to gather information and record interesting and important words from the video to develop vocabulary about water movement and flooding. Students will share their clusters in groups and report out to the group their most interesting word, and the word they dont think any other group found. Students will begin the inquiry process by developing hypothesis for what could be causing the flooding and recording it in their learning log. Students will conduct research in pairs utilizing online resources to seek out answers and information to support or disprove their hypothesis. Students will record information gained on a graphic organizer. Students will discover answers to their question and find specific facts and details to support their opinion of why the flooding happened in Grand Rapids. Students will Read, Remember and Retell a web based article.
Stage Teacher Role Student Role
Coalesce Intensify research, synthesize information, modeling organization and evaluating sources, identify key ideas, conferring Teacher will model how to synthesize information and demonstrate how to select one main reason (or combination or reasons if applicable) that the flooding is happening and list out specific facts and details from their research that support that reasoning. (Identifying key ideas from their research log and graphic organizer on flood causes) Teacher will model how to use graphic organizer containing synthesized information to create a final presentation product. Teacher will model various examples of project types and share rubrics for how the project will be graded.
Students will select the one (or two) main causes they believe are responsible for the flooding that happens in Grand Rapids each spring. They will then use a graphic organizer to summarize this cause and list out several facts and details that support their reasoning. Students will confer and share their consolidated information with a partner and in small groups and will use peer feedback to continue to develop their ideas and research Students will conduct more focused research on the one cause they believe is responsible for the flooding to find greater support for their reasoning using text and web based resources Students will utilize graphic organizer information to develop a final presentation tool to communicate their findings to the Grand Rapids council. Students will practice presenting their information to a partner.
Go Public Share learning, demonstrate learning in a variety of ways, understand, reflect, create new questions Teacher will model the sharing of learning with the class, demonstrating proper volume, pace, and preparation.
Teacher will model reflection and how one inquiry can lead to another through think aloud and specific examples from web based resources that lead to further questions and peeked curiosity.
Teacher will record new questions in learning log.
Students will conclude their research by centering on how to prevent or prepare for flooding. They will use a graphic organizer to log their top three most important things to do to be prepared or prevent a flood.
Student will formulate a final presentation using Gloggster, Powerpoint, a poster or a word document to display their information.
Student will use a rubric to ensure they have included all necessary information and ideas to answer the inquiry question.
Student will present their findings and final project to the class City Council