Focus on Inquiry Unit Plan
Phase Time Strategies Resources Supporting Others
Reflecting on Please note the time allocations are for
the Process instruction of the lesson, but lapses between
lessons and additions of supporting lessons will
1-2 adjust the overall length of the unit plan.
Overall, this inquiry should take 2-3 weeks.
a. understanding minute Teachers:
that inquiry is a blocks Using the Smartboard, we will explore Smartboard
personal the Inquiry Model on the Wiki – Wiki –
learning process (Block 1 MyDigitalIdentity. Students will be Wiki – Inquiry Model MyDigitalIdentity.wikispaces.com
and 2) guided through planning an event
b. understanding using the Inquiry Model framework to Parent Letter Wiki – Metacognitive Skills
that the inquiry demonstrate how we use the Inquiry
process is Model in our lives. Research Notebooks Chart paper – Brainstorming coping
transferable to strategies
other learning Student Handout –
situations My Inquiry Project
The introduction will be led by AISI Students:
c. developing lead where needed. PowerPoint – Inquiry
their Based Instruction Wiki – Handouts
skills – thinking Poster of Inquiry Model is displayed in
about thinking the classroom for easy reference
about feeling Parents:
d. developing Letter – to inform parents of the project
Ask students what strategies they use
strategies for and the Wiki
when they get frustrated or stuck when
enhancing their doing a project. Brainstorm things Research Notebooks:
thinking and they can do.
feelings Students will create research
notebooks to organize all stages of the
inquiry model in
a. building 1-2 To build background knowledge ask: Smartboard or Wiki - definitions
background 47 minute 1. What is identity? whiteboard
knowledge 2. What is a public digital identity? KWL Chart Use to brainstorm the topic “digital
(Block 3 identity”
b. establishing Topic: What is your public digital identity? Research Journal Students write for 5 minutes about
topic of interest what they think their digital identity is.
c. developing a Ask students to identify questions they Research Journals or Research journals – write all questions
good question have about digital identity. Chart Paper they have in their research journals, or
brainstorm as a group and post on the
wall using chart paper.
d. identifying Brainstorm various sources for locating Chart Paper or Wiki – Examples of Resources
information information about our digital identity. Smartboard Record on chart paper to display in
e. identifying School wide project – presenting in a Poster Template Use or modify
audience and poster format and posted in the hallways
sharing format and classrooms.
f. establishing Review the rubrics you will use to assess Rubrics Wiki – Teacher Resources – Assessment
assessment this: Use or modify
criteria for both - Poster Rubric
product and - Research Process Rubric
g. reflecting on Students respond to reflection questions Student Handout Respond to the following questions and
the process and submit for mark. review their inquiry process:
Chart Paper with - Would I have chosen this
Questions Posted question? If so, why would you
choose this question? If not,
what question would you have
- How will what I learn be of use
to me later?
- What were my feelings as I
worked through this phase?
a. developing an Students will identify what information Student Handout – Students use research journals to
information they need and how they will get it (i.e. Developing an record information about the quality of
retrieval plan phone someone to interview, internet information Retrieval their resources.
search, etc.) Plan
During this phase, guide students in
b. locating and Students will identify where needed Research Books – distinguishing between relevant
collecting resources are located and how they will record pertinent (generally related) and pertinent
resources retrieve them information about (directly related) information; self-
retrieval check strategies (i.e. “Is this
information even remotely connected
c. selecting Students will identify which resources Research Books – to my questions?”); critical reading
relevant contain information which is relevant to working document – skills (skimming and scanning); critical
information their questions and topic (they actually make anecdotal notes thinking skills (comparing and
have to skim through material and contact and eliminate contrasting); and interviewing skills
possible interview persons to ensure it resources which are and protocols. (Alberta Education,
works for their topic and is available) not good/highlight Focus on Inquiry, Chapter 7, p. 7)
resources which are
d. evaluating Students will create a Pathfinder in Handout – Pathfinder Students will use the Pathfinder to
resources Microsoft Word. They will focus on giving organize thoughts and information
a summary of what their research topic is regarding their inquiry questions.
about, defining search terms, and citing
e. reviewing and Teach students to gauge feelings and Wiki – Metacognitive Refer back to the Affective and
revising the plan coping strategies, such as generalizing or Cognitive Domains – a chart in the
for inquiry twigging, or asking for help (Focus on room may be helpful for easy reference
Inquiry, Chapter 7, p. 56)
f. reflecting on Handout – Checklist Handout: Checklist for Reflecting on the
the process for Reflecting on the Process (used at each stage of the
Teach students to ask:
- Which resources are most
- Where did I find the most useful
- Will my topic focus still work?
a. establishing a 2 x 47 During this phase of the inquiry, support Making Notes Lesson If you need lessons, check with AISI
focus for inquiry min. students by reviewing/extending lessons lead for suggestions. There are many
blocks in the following areas: KWL Chart great lessons to support this phase in
b. choosing - Evaluating information sources Comprehension and Collaboration,
pertinent (using a variety of sources) Graphic Organizers Harvey & Daniels (2009)
information - Evaluate Internet sites, using for note taking
specific criteria Grade 5 – 8 – Placemat organizer
c. recording - Ask and answer questions based
information on illustrations, photographs, Grade 5 – Interview questions
audio and video clips, etc. Grade 6 – Activity Sheet
d. making - Use a variety of graphic organizers Grade 7 – Interview Sheet
connections and to take notes from the information Grade 8 – Interview Sheet
inferences sources they are using
- Choose an appropriate graphic
e. locating more organizer given the type of
information information needed to explore
- Connect new information with
previous knowledge by talking to
others and reflecting on the KWL
f. reviewing and Students review this phase to see what Handout – Refocus Students will complete Refocus (first
revising the plan worded well/didn’t work. Students look at section) to guide their analysis of their
for inquiry their original inquiry plan and decide if it inquiry plan and make changes if
is still working or if they need to make any necessary.
changes at this point.
g. reflecting on Students answer reflection questions Handout – Checklist Teach students to ask questions such
the process for Reflecting on the as:
Process - From which format do I most
easily gather information?
- How do I organize and sort my
- What was most useful in
helping me determine my
- What skill did I learn that will
be most useful to me later?
1 x 47
a. organizing min Review the presentation format, rubric for Student handout –
information block assessment, and checklist for creating Creating Checklist
b. creating a Rubric – Final
c. thinking about
d. revising and
e. reviewing and Again, have students review their plan and
revising the plan see if any changes need to be made.
f. reflecting on Students respond to reflection questions Handout – Checklist Teach students to ask questions such
the process for Reflecting on the as:
Process - Why am I satisfied with my
- How well does my creation
address my focus?
- What other items can I consider
to include or exclude from my
a. You may want to have a class sharing prior Product Rubric
communicating to posting for the school wide project
b. presenting Checklist for Reflecting on the Process Teach students to ask:
new - What would I do differently in
understandings my next presentation?
Review how to be respectful when viewing - What strategies did I use to get
c. demonstrating others work myself ready for this
audience - What strategies did I use to get
behaviour and maintain my audience’s
attention that I can use again?
a. evaluating the Students will use the inquiry model, the Process Rubric Teach students to ask:
process affective and cognitive domains and - What was the highlight of this
handouts to help them reflect on the Handout – Reflecting assignment? Why?
b. evaluating the inquiry process and their presentation on the Inquiry and - What did I learn that I can
inquiry process the Presentation transfer to other tasks?
and inquiry plan
Handout – Checklist
c. reviewing and for Reflecting on the
learning to new