Antarctica and Shackleton’s Expedition

Small-Group Inquiry Model For Inquiry Project

Stage Teacher Role Student Role
Immerse  The inquiry project will begin with the instructor
o Invite curiosity engaging students in the subject material
through a surrounding the inquiry project. This will be done
“motivational” with “hooking” students right away with a visual
approach strategy.
(activity,  Strategy: Reading a Visual Image:
strategy, text,  The instructor will have an image prepared in
video, etc.) advance (from the following website:
o Set up an http://www.coolantarctica.com/Antarctica%20fact
engaging %20file/History/Shackleton-Endurance-Trans-
environment; Antarctic_expedition2.php ) which will be divided
surround with into 4 quadrants.
materials  The instructor will then direct students to obtain a
o Build
 Students will fold a blank piece of
blank piece of paper and fold it in such a way that paper into 4 equal squares and obtain
background/acti there are 4 equal squares on the paper. a writing utensil.
vate schema
 Then, students will be directed to takes notes as
o Modeling and/or
each quadrant of the photo is revealed in the  Students will work in partner pairs to
thinking-aloud corresponding box on their paper. take notes on predictions or thoughts
o Strategy work
 The instructor will explain that students will write as each quadrant photo is revealed by
(teaching)
down thoughts and predictions on their paper the instructor.
o Create passion &
before the whole photo is revealed.
curiosity
 Differentiation: Partner pairs (Hoyt Chapter 6).
Students will work in partner pairs for this
activity. This strategy increases learner
responsibility, provides problem-solving and offers
 a lower level of stress for ELL students.
 The instructor will finally reveal the whole photo to
the class and therefore reveal the topic for the
inquiry project- Antarctica & Shackleton’s
Endurance expedition.
 Next, the instructor will create a KWL chart on
the whiteboard.
 The instructor will ask students what they already
know about the subject material.
 Students will then offer final
thoughts about the photo reveal and
share with their partners and to the
class.
 Students will think about what they
know about the subject material
revealed by the instructor. They will
then share it to the class so that the
instructor will incorporate it into the
KWL chart.

Investigate  After the first column of the KWL chart is filled

o Develop out, the instructor will also ask students to share  Students will think about what they
questions what they want to learn or wonder about with this want to know about the subject
o Students search subject material and then fill in the second column material for the project. They will
for information of the KWL chart with their suggestions. then share it to the class so that the
& discover  The instructor will introduce the inquiry project instructor will incorporate it into the
answers website to students and will state that they will KWL chart.
o Modeling conduct extensive research in order to create an
strategies electronic storyboard.
(teaching),  The instructor will go over the task of the inquiry
thinking aloud  Students will start thinking about
project and will also show the various resources
Students collect what they want to use for research
o available on the project website that could be used
information from for their project.
for their research.
websites & texts  Next, students will be formed into pairs and begin
o Guide the research process for the project.
 Students will choose partners for
discussions their inquiry project
 Strategy: I see…I wonder…I know
Text to be used: Grill, W. (2014). Shackleton's  Students will complete I see…I
journey. Flying Eye Books. wonder…I know… activity with their
The instructor will pass out the corresponding partners by filling out the
graphic organizer to students and then begin the corresponding graphic organizer as
activity by showing students the front of the text the text Shackleton’s Journey is
and allowing students to write down what they read aloud to them.
think the book will be about. Throughout the book
read-aloud, the instructor will show pictures to
students before reading the passages. The  Students may draw pictures on their
instructor will also pause throughout the read- graphic organizers as well as take
aloud so that students may complete the activity notes if that is more helpful for
during the reading. them.
 Differentiation:
Students will be working with their partners
(chosen in previous part of the lesson) for the
activity. This activity will also include pictures
along with words in order to help ELL students.
This applies to the Hoyt’s suggestion to present
vocabulary in a meaningful context (Hoyt, Chapter
6).
Coalesce  Strategy: I-Charts
o Intensify Sample texts to be used:
research:  Goldsworthy, S. (2015). Antarctica. New York,  Students will begin the research
websites, texts, New York: AV2 by Weigel. process by completing the I-chart
videos, articles, activity with various texts provided
 Sheen, M. (2009). Arctic & Antarctic. New
etc. by the instructor. They will fill out
York: DK Pub.
o Synthesize the corresponding graphic organizers
 Walker, S. (2010). Frozen secrets Antarctica with their partners.
information
revealed. Minneapolis: Carolrhoda Books.
o Modeling
organization and  Kirkwood, R. (2008). Antarctica. Chatswood,  Students will then form groups of 4-
evaluating N.S.W.: New Holland. 6 and share their I-chart/research
sources  Petersen, C. (2015). Learning about Antarctica. findings with other group members.
o Identify key Lerner Classroom.
ideas
o Effective group
The instructor will allow students to begin the
discussions
o Groups organize research process by having them analyze
their findings various texts using the I-chart graphic
Teaching strategies organizer. Students will first complete the
to pull information activity with their partners, but will then be
together directed to form groups of 4 or 6 to share
their inquiry charts and research findings.

 Differentiation:
Students will be working in partner pairs as well
as jigsaw groups for this activity. Allowing
students to listen to different perspectives on
similar subject material can help ELL and
 struggling learners (Hoyt, Chapter 6).
 Students will be sure to take notes
 The instructor will then show an example of an on the instructor modeling to help
electronic storyboard so that students guide them in creating their own
understand what they will be assessed on at the storyboards with their partners.
end of the project. The instructor will also  Students will continue research and
model how to incorporate different components begin creating their storyboards with
into the storyboard on the Glogster website. their partners.
 The instructor will also briefly go over items
that are on the final rubric and pass out a copy
of the rubric to students.
 The instructor will check-in with pairs of
students to find out how they are progressing
in their research.

 The instructor will allow students to continue  Students will begin working on
research and then help guide them in creating electronic storyboards on Glogster
their storyboards. with their partners.

 The instructor will answer any questions while

students are creating their electronic  Students will ask questions if
storyboards and will be sure to remind them of necessary, but will continue to finish
the necessary items that need to be included in their electronic storyboards with
the projects. their partners.

Go Public  The instructor will then ask students to turn in  Students will also be sure to include
o Share learning their completed inquiry projects and will assess all of the required items in their
with others (who students’ projects by referencing the rubric. projects that the instructor provided
 is audience?)  The instructor will allow students to present their in the rubric.
o Demonstrate projects to the class.  Students will turn in their completed
learning in a  The instructor will ask students to share what they inquiry projects.
variety of ways have learned as a result of completing this inquiry  Students will present inquiry
o Reflect, create project and fill in the final column in the KWL projects with their partners to the
new questions chart. class.
o Learning to be  Students will share what they have
an audience learned throughout the process of
member the inquiry project and help the
o Self-evaluation instructor fill in the final column in
the KWL chart.