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Process Page for Inquiry Project

Stage

Small-Group Inquiry Model For Inquiry Project


Teacher Role

Immerse
Invite curiosity, build background,
surround with materials, modeling,
thinking-aloud

Student Role

Strategy: Collaborative Listening


Viewing Guide

Brainstorm and talk about what


Preview: Tell students we are
they know about different kinds
going to explore things about
of pollution and energy usage.
different kinds of pollution and
energy usage. Before we start
watching a video introducing
pollution, lets find out what you
already know. Pass out the guide
and ask students to firstly talk in
small groups, then brainstorm as a
whole class about what they know.
As students are talking, write
down important points they made
and ask students to do the same
in their guide.
Observe the teachers modeling
Record: Show the video What is
of how to take ideas from the
Pollution & its Types and
video. Watching the video
Prevention to students.
carefully and jot down
Students will be asked to jot
important/interesting points.
down brief points/phrases they
find interesting or important

Investigate
Develop questions, search for information,
discover answers, modeling strategies,

while watching the video. The


teacher will use the first two
minutes of the video to demo how
it works by doing think aloud, and
write down ideas on the sample
paper.
Synthesize: after watching the
video, bring the class together
and ask them to share what they
recorded and to synthesize their
collection of information. And
students will also be encouraged
to share any lingering questions
afterwards.
Display posters, images and
texts around the classroom for
students to refer to and to draw
inspiration from during the whole
inquiry project.
Differentiation for ELLs:
posters, images and flashcards
with keywords will better
support their understanding
visually when first introduced to
this topic.
Strategy: Annotating Text
Distribute the printed article:

As a whole class, share their


findings/ideas of the video and
try to synthesize all of them
together by making a
diagram/chart.
Ask if there are any other
related questions.

Look around the classroom with


all the hints and information
conveyed through the displays.
In and after class, have
discussions about what they see
and think.

guide discussions, conferring

Pollution from National


Geographic Society to students.
Prepare: Bring the class
together to come up with an
annotation key for all to use and
write them on a chart paper for
future use. Model the first
paragraph of this article with
the whole class using the
strategy with the annotation key
created.
Read the Article and Annotate
the Text: Students now will
read and annotate in the margins
for the rest of the first section
of this article. They can work
either independently or with a
partner.

Brainstorm as a whole class to


come up with the annotation key.

Read the article carefully


independently or with a partner,
and annotate the text with the
annotation key created.

Debrief: After students finish


Discuss the article with the
reading, go through the section
annotation keys used with
and have a class discussion about
classmates.
where and why did they use the
annotation keys, and also their
thinking about this section of

this article. Tell them the rest


of it can be used as an extra
resource for further
investigation after they are
divided into groups on different
topics.
Divided students into three
Start to work in groups and
groups based on their interests
investigate based on the topics
(water usage/pollution, air
they are interested in and
pollution and energy usage) to
answer the three questions on
start their investigation. Three
their specific topics. Explore
questions will be given to initiate
resources provided
their thinking: What is the
comprehensively.
problem? What causes the
problem? What it is like here in
Greenville?
Students can use the resources
provided (videos, online texts and
books) to investigate the three
questions.
The teacher will circulate and
Ask the teacher questions or
check each groups progress and
make clarifications if there is
provide feedbacks and
any.
suggestions when needed.
Differentiation for ELLs: while
grouping students, intentionally
group them with students with

higher reading and writing level


to help them with their
understanding. Provide different
modes of exploring and different
levels of materials. Check their
understanding frequently while
they are investigating.

Stage
Coalesce
Intensify research, synthesize information,
modeling organization and evaluating
sources, identify key ideas, conferring

Teacher Role
Strategy: I-chart
Model the strategy with the book
Power Up to Fight Pollution and
how to organize and synthesize
their thinking while answering the
following questions:
1. What is the problem?
2. What causes the problem?
3. What does the local situation
look like?
4. What is the solution to the
problem?
5. What can we do to help
minimize the problem?
The teacher will have
conversation with each group to
check their progress and provide
feedbacks.
After most of the groups finish,

Student Role

On their own charts, students


should further synthesize their
findings and draw conclusion
based on the questions.

Using resources provided,


students will intensify their
research by organizing their
ideas and findings and
synthesizing with the strategy
I-chart.

Come up with ideas of how to

Go Public

Share learning, demonstrate learning in a


variety of ways, understand, reflect, create
new questions

bring the class together and


brainstorm what the
characteristics an environmental
protection film should have.
Every film students make should
have the following elements
included: identify the problem,
state the reason that causes the
problem, and how we can
minimize the impact the problem
makes on our environment.
Differentiation for ELLs:
provide various options for them
to do their investigations and
allow them to use computers to
type instead of write for I-chart
and even script for the film.
The teacher will lead the class to
talk about how to watch a selfmade film efficiently with a
purpose by taking notes.
Direct each group to show their
film one after another.
Pause between each film and
have a class discussion on what
they think they did well, points
they made, and what lingering

make an environmental
protection film both effectively
and creatively.

Students will then make their


own environmental protection
film within the time limit at
school or even at home and in the
local community if possible.

Brainstorm about what an


environmental (educational)
protection film needs.
Show what they made to their
classmates.

Generate questions, comments


after each group finish.

questions/comments they have.


If possible, play the films made
as schools Friday announcements
to better serve with a real
educational purpose.

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