Kristi Larsen’s Inquiry Lesson FOCI 270 PLANNING THE LESSON Grade: __6_____________________________________ Title of the Lesson: ___________________________ Curriculum Area: _Science and Technology___________ Unit of Study: _Diversity of Living Things___________ Background Information: Where does this lesson fit into your overall unit planning — introductory, middle, culminating? - science: culminating (have already been studying characteristics of a variety of living things; aware of upcoming project) - inquiry: introductory/middle (have some experience with jot notes, but not with a research project of this size) Learning Expectations: What skills, knowledge, attitudes/values do you expect your students to learn? Academic: Social: - teach students to take organized notes from more than one source so that - demonstrate a positive attitude towards they can complete a research project on an animal of choice inquiry and project-based learning - formulate questions about and identify the needs of different types of - take ownership of chosen topic animals, and explore possible answers to these questions and ways of - show initiative in brainstorming ideas and meeting these needs finding information related to topic Assessment Strategies: How will you assess the learning expectations? Observation Learning Log/Journal Presentation/Performance Anecdotal Notes Self-assessment Audio/Video/Technological Presentation Work Samples Peer-assessment Project (in the end) Interview/Conference Rubric Oral Reports Checklist Indicators: How will you know that your students have achieved the expectations? What will achievement look like? - students will hand in their jot notes along with their completed project - I will be asking for student input throughout the lesson Modifications: How will you change the lesson to meet the needs of individual students? Increase time, space, amount Scribe Use manipulatives Decrease Oral explanation Include visuals Change Peer tutor/Partner Extend Materials/Resources: What will you need to prepare in advance? Teacher Resources Human Resources Student Materials Equipment - overhead of short (1/2 - short (1/2 page) non-fiction - overhead projector page) non-fiction excerpt excerpt about an animal about an animal - highlighters - overhead of mind map - graphic organizers - overhead on which to write notes made from excerpt - handout: graphic organizer Personal Notes/Reminders/Homework/Other Considerations: (continued) Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke. DELIVERING THE LESSON Timing Grouping* Mental Set: Materials/Resources W S I - ask students about the kinds of questions that they may have as a result of the information they’ve been learning about the X diversity of learning things - remind them that they will be completing a research project on an animal of their choice where they will have the opportunity to find the answers to their questions Sharing the Purpose/Objectives: - let students know that in this project they will be required to use more than one source of information as such they will need to learn some ways to organize their information so that it will be X easier to write the final product Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke. X Body: (Input, Modelling, Check for Understanding, Guided Practice, Independent Practice) Activity Before Learning: - handout: non-fiction - give each student a copy of the short non-fiction excerpt about excerpt an animal - read excerpt aloud as a class - have students highlight the information that they feel would be important for a project like the one they will be doing (they are already aware of the assignment, and have learned how to take jot notes) - overhead projector - have a class discussion to summarize the points that they - clear overhead and highlighted, which the teacher will write in point form on a clear marker overhead - when finished, discuss why it might be difficult or easy to organize their notes from different sources when writing the rough draft of their project New Learning: - model ways to organize notes with the class (on the overhead) - clear overhead using the same animal excerpt, using suggestions from the (now with notes on it) students - teach the following organizational ideas: Create a mind map of the subjects/topic headings that - overhead with mind they would like to find out about their animal (review) map on it In the circle of each topic, have students brainstorm important questions that they want to answer Circle each topic with a different colour so that notes can be colour-coded Use a different page for notes from each resource Write the resource at the top of the page so that they do not forget When taking notes, write the page # in the left margin and highlight with the colour that represents the category it relates to (this makes it easier to locate similar information later) Model this process using the excerpt on the overhead with coloured markers Show students that when they are writing their rough draft, they can cross out the coloured page # after they have included it in their writing (this process will be a separate lesson when they reach that stage) - provide students with reproducible graphic organizers or let - graphic organizers them make one that works for them Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke. I Closure: - allow students to begin working on mind map (i.e. choosing a - graphic organizers topic, subtopics, questions, etc.) *Grouping: W = Whole class; S = Small group; I = Independent Creating the Dynamic Classroom: A Handbook for Teachers by Susan Schwartz & Mindy Pollishuke.