Inquiry Based Unit Plan

Liz Delzell / EDU 776, Fall 2016

Title & content area: Animal Investigation (Language Arts / Science)
Grade level: Grade 2
Essential questions: How do living things meet their needs?
What are some ways animals have adapted to their environments?
How does being part of a group help animals survive?
CCSS Standards Addressed:
*Reading Standards for Informational Text*
CC.2.R.I.1.
Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a
text.
CC.2.R.I.2.2.
Identify the main topic of a multiparagraph text as well as the focus of specific paragraphs within the text.
CC.2.R.I.4.
Determine the meaning of words and phrases in a text relevant to a grade 2 topic or subject area.
CC.2.R.I.5.
Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic menus, icons) to
locate key facts or information in a text efficiently.
CC.2.R.I.8.
Describe how reasons support specific points the author makes in a text.
*Writing Standards*
CC.2.W.2.2.
Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a
concluding statement or section.
CC.2.W.5.
With guidance and support from adults and peers, focus on a topic and strengthen writing as needed by revising and editing.
CC.2.W.7.
Participate in shared research and writing projects (e.g., read a number of books on a single topic to produce a report; record
science observations).
CC.2.W.8.
Recall information from experiences or gather information from provided sources to answer a question.
*Speaking and Listening Standards*
CC.2.SL.1.
Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small
and larger groups.
CC.2.SL.1.a.
Follow agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care, speaking one
at a time about the topics and texts under discussion).
CC.2.SL.1.b.
Build on others' talk in conversations by linking their comments to the remarks of others.
CC.2.SL.1.c.
Ask for clarification and further explanation as needed about the topics and texts under discussion.
CC.2.SL.2.2.
Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.

Objectives/outcomes: Students will be able to generate a topic, select information to satisfy an information need, and share their learning with an
authentic audience.
Assessment: During the course of the project, student groups will present their information using Popplet during a conference with their teacher.
The final assessment of student learning will be based on short video presentation of their research as it relates to an agreed upon criteria for
success.
Materials needed:
1. Books on animals by author Gail Gibbons; examples include Alligators and Crocodiles; Bats; Spiders; Beavers; Cats; Chicks and Chickens;
Sharks; Wolves
2. Informational text related to a variety of animals
3. Writing/drawing implements
a. Pencils
b. Markers
c. Crayons
4. Anchor chart paper
5. A variety of graphic organizers including but not limited to:
a. General Facts (What does the animal look like; how does it move; what sounds does it make; what does it eat?)
b. Babies (How is the animal born; what do the animal babies look like; how does the baby change when it grows into an adult?)
c. Interactions (How does the animal communicate; who are its enemies; how does it protect itself?)
d. Habitats (Describe where the animal lives; how is it adapted to living there?).
6. Internet access
7. Web-enabled devices (laptop, Chromebook, or iPad) for each student group (i.e. multiple devices)
8. LCD projector/Apple TV for shared activities, presentation of final product
Prerequisite skills:
Students must be able to:
1. Identify main ideas and key details in a variety of informational text and restate this information in their own words (paraphrasing)
2. Use a checklist, storyboard, rubric, or criteria for success to maintain focus and self-evaluate progress
3. Log into a web-based resource to access or share information
4. Collaborate in both a whole- and small group setting to ask questions and share information
5. Effectively use a number of digital tools including PebbleGo, Padlet, G Suite apps, and Adobe Spark Video.
Lesson Procedures:

This unit is designed to last from 5-10 school days, assuming 1-2 hours of student involvement per day
Step/stage

Learning activity

Teacher role

Student role

Technology

Introduction/ anticipatory set

Students will begin this unit

with a series of nonfiction
read-alouds by author Gail
Gibbons and an opportunity to
explore the K-2 targeted online
database PebbleGo.

Reader; discussion facilitator

Students will listen to

the read-alouds and
view videos to get a
sense of what kind of
information about
animals is most
valuable/interesting
to them.

PebbleGo

Present the inquiry question or

the problem OR have students
identify these

Primed by their recent

exposure to a variety of
informational text and videos
about animals, students will
work with the teacher and each
other to create a Padlet entitled
What We Wonder About
Animals as well as an anchor
chart list of animals they are
interested in learning more
about.

Discussion facilitator; tech

trainer/support

Generate a list of
questions/wonders
about animals

Padlet

Form hypothesis

The anchor chart will be

converted into a Google Form
so that students can vote for
the animal they would like the
class to research together;
students can see results
displayed in a pie chart.
Students will then be divided
into smaller groups to conduct
research together on one of the
wonders identified by the
class. Before they begin, the
group will work together on a
KWL chart, leaving the L
section blank. This section will

Facilitator; modeling, support

Use a Google Form to

vote for an animal and
review the resulting
data; create a partial
KWL chart with input
from group members

Google Forms

be part of a future formative

assessment.
Gather, research and display
data

Students will gather

information on the selected
animal using curated websites
housed in Symbaloo along with
the K-2 database, PebbleGo
(reception scaffold). Students
may use graphic organizers
(paper) to guide their research
and organize their findings.
Each area of research
(wonder) will be assigned
their own Padlet to record their
information for other groups to
review.

Conduct informal
student-group conferences and
monitor progress in Padlets
(checkpoint)

Researchers;
recorders

Symbaloo,
PebbleGo /
Padlet

Analyze data in order to assess

the hypothesis

Once the research phase of the

unit is complete, students will
enter their L data (what they
have Learned during the course
of their research) into a Google
Form. The class with reconvene
as a whole group and discuss
what information is most
important and should be
included in their report. They
will also determine the order in
which the material should be
presented.

Facilitator; presenter

Report findings; make

decisions about key
information (need to
know vs. good to
know); develop a plan
for sharing
information

Google Forms

Present findings & make

generalizations

The whole group with use an

anchor chart to co-create a
storyboard (production
scaffold) for their final
presentation - an Adobe Spark
video about the animal. Each
group will produce 2-3 slides to

Facilitator; recorder; director

Co-create plan for

final product; design
and write scripts for
slides; produce 2-3
slides with the
material gathered
during research phase

Adobe Spark
Video

share their information with a

larger audience.
Analyze the inquiry process
(metacognitive step)

After the final product has been

edited and produced, students
will view the piece and reflect
on their learning by answering
questions including:
What did I enjoy about this
unit?; What was difficult for
me?; Did I learn the answer to
any of my wonders?; What
kinds of things did I learn
about?
Students will record these
answers in a common Padlet
with an opportunity to view the
answers of other students as
well.

Guide students in reflection,

modeling the ways in which
they can think about their own
thinking and learning; monitor
reflections on Padlet and
request clarification and
elaboration as necessary.

Spend time reflecting

on the activities in the
unit and on their own
learning; answer
questions about their
process and
take-aways from the
experience

Padlet

Adaptations/modifications/supports for students with disabilities: This project is designed in such a way as to allow students of all abilities to
contribute to the final product in a meaningful way. Students with specific needs will be encouraged to participate in ways that are most
appropriate to those needs and will be grouped in mixed-ability situations so as to provide opportunity for independence and participation.