Process Page for Inquiry Project

Small-Group Inquiry Model For Inquiry Project

Stage Teacher Role Student Role
Immerse
Invite curiosity, build background,
surround with materials, modeling,
thinking-aloud



1. Introduce the task to the students
and answer questions.
2. Let them peruse the pile of books
about state and federal
government.
3. Talk about what the three branches
of government are; come up with a
class description of each on the
Smartboard.
4. Show the video: This is Our
Government on Discovery Ed and
hand out exit cards, explaining what
to write on them (explain one thing
you learned about each branch from
the video).
5. Ask students to pick which branch
they would like to continue
researching- Have 3 designated
areas for students to go in the
room, based on the titles of the
three branches.
6. Create research groups, based on
choice/groupings and become
experts on one specific branch of
1. Look through books and try to
figure out which branch you see
yourself working under. Think
about why.
2. Share your ideas and rationale in
your small group (table group).
3. Watch the video and write down
one thing you learned about each
branch (3) from the video.


***Students will share thoughts and
ideas with their group.

government. Explain that each
group will continue researching for
their inquiry project.

Investigate
Develop questions, search for
information, discover answers, modeling
strategies, guide discussions, conferring
1. Read a part of State Government
by Ernestine Giesecke and model
how to take notes and ask questions
using sticky notes.
2. Allow time for students to use
sticky notes and explore the books
provided. Multiple copies of the
titles will be provided. A few titles
that I will push students to use are:
The Branches of Government, State
Government, and Local Government.
3. Teach/Model the 3-2-1 Strategy
using State Government by
Ernestine Giesecke.
4. Show students the websites and
video links gathered for this unit
and allow time for students to
continue researching and taking
notes.
5. At this point, students must have
be able to answer why they would
be fit for a position in that branch.

1. Write down a few things you
already know about this topic and
questions that you have (2-3).
2. Look through the selected texts
(all of the texts on
government/branches of
government) and use your sticky
notes to capture anything
important or of great interest to
you.
3. Use the 3-2-1 strategy
worksheet. Pick any of the
selected books/websites to
collect information from.
4. Share with a partner why you
would be fit for a position in that
branch. Each student should have
one branch as a focus and be able
to explain why they would be the
best candidate for an open
position, within the branch.
Stage Teacher Role Student Role
Coalesce
Intensify research, synthesize
information, modeling organization and
evaluating sources, identify key ideas,
conferring
1. Now that student groups have been
selected and they have the branch
of government they will be
researching and are able to
articulate why they have chosen
that branch, it is time to move
forward:
a. Allow students to select
books based on their branch
of government.
b. Hand out I-Chart so that
students can follow along, as
I model.
2. Demonstrate how to use an I-Chart
using the text The Branches of the
U.S. Government by Michael Burgan.
3. Create a compare/contrast chart
from state and federal. Talk
together about some of the
similarities and differences.
a. Remind students that we are
focusing on the State
branches only
b. Give an example: I should not
see anyone wanting to create
a campaign to become
president. You could,
however, be campaigning to
become the Governor.
4. Model for students how to use a
1. Use the I-Chart worksheet to
help guide your research for your
presentation.
2. Follow along and participate in
the discussions relating to the
two strategies used: I-chart and
Compare/Contrast.
3. Students will watch a few
example campaigns created by
other students.
4. Students should begin writing
their lines and rehearsing them.
5. Begin looking for photos online
that you can use in your iMovie
ad.
6. Create your campaign ad using a
video camera or iMovie.
7. As a small group, meet with
teacher to review campaign
presentation and to ask any
questions.
8. Ask for student volunteers to
share some qualities of an
effective speaker. Role play if
possible.
9. Choose the order in which
students are going to present.
video camera and iMovie
5. Model for students how to write
lines and share example campaigns.
6. Allow students time to prepare
their campaign ad, by researching
(using texts and websites provided),
or record/search for images they
would like to add to the video.
7. Continue working with students as
they need assistance. Help them to
organize their information and
create their iMovie (meet with each
small group).
8. Teach students skills of an
effective speaker.
9. Give students time to practice
presenting.
Go Public
Share learning, demonstrate learning in
a variety of ways, understand, reflect,
create new questions
1. Share the campaign ads with the
class.
2. Explain the rubric and answer any
lingering questions students have
about the final presentation and/or
grading.
1. Students present their campaign
ad via video camera or iMovie.
2. Review rubric to make sure you
meet all requirements for the
assignment.
3. Students complete a self-
evaluation and group members
evaluations.