We’ve had a great start to sixth grade. I’m excited to share our first inquiry project. In science, we’re studying ecology. As an extension, we dove into a biome inquiry project.
We started by discussing the “Types of Student Inquiry” poster by Trevor MacKenzie and Rebecca Bathurst-Hunt. At the end of the year, we conduct a free inquiry on our personal passions. I really wanted students to see inquiry as a journey, something that is process as well as a product. The student’s perceptions and discussions about the poster were deep and targeted. They left the session feeling confident and supported. I was pleased with their level of engagement and understanding.
We started by discussing the “Types of Student Inquiry” poster by Trevor MacKenzie and Rebecca Bathurst-Hunt. At the end of the year, we conduct a free inquiry on our personal passions. I really wanted students to see inquiry as a journey, something that is process as well as a product. The student’s perceptions and discussions about the poster were deep and targeted. They left the session feeling confident and supported. I was pleased with their level of engagement and understanding.
I introduced biomes through this video. After watching the video, we developed questions using the Question Formulation Technique. (The Right Question Institute at rightquestion.org is a valuable resource.)
Here is the sequence that we followed.
-Students wrote questions individually.
-In groups, students compiled their questions onto a poster.
-I created a Google doc with all the class questions.
-In groups, students categorized the questions as open or closed. (Document here.)
-In groups, students changed several open ended questions to closed questions and vise versa.
-Students finished the process by choosing three questions they were most interested in answering individually.
Here is the sequence that we followed.
-Students wrote questions individually.
-In groups, students compiled their questions onto a poster.
-I created a Google doc with all the class questions.
-In groups, students categorized the questions as open or closed. (Document here.)
-In groups, students changed several open ended questions to closed questions and vise versa.
-Students finished the process by choosing three questions they were most interested in answering individually.
It was such a powerful experience watching students interact with their peers and ask questions. Their collaboration skills were excellent.
I created my own tally sheet of questions students were interested in answering. With student interests and content standards in mind, I created a choice board of essential questions for students to use for their inquiry.
When we introduced the inquiry project, students were instructed to choose four questions from the choice board to research. (Document here.) Because this was a controlled inquiry, I provided three templates for students to use. (Templates here, here, and here.) Each template had the same components: title page, four essential questions, captivating image, quote, map, and resource page. The required components were the title page, four questions, and resource page. The image, quote, and map were available for students that wanted to “level up”. Most students completed some or all of the additional options.
Part of my workflow to monitor students and their progress was for students to fill in the cells of the questions they would answer on their choice board and send me their Google slide link using a Google form. We also created a crowd sourced resource page for students to use. Additionally, I had a poster of the choice board where students wrote their names by the questions they would be answering. This became a support when students needed assistance with a particular question.
Students spent about 5 class periods researching, taking notes, writing their responses, and completing their slide deck. Experts in particular areas emerged during the week and became valuable resources to classmates. Some students shared how to insert links and images, other students were eager to share sites they found, while others shared how to use text boxes and word art on the map.
I created my own tally sheet of questions students were interested in answering. With student interests and content standards in mind, I created a choice board of essential questions for students to use for their inquiry.
When we introduced the inquiry project, students were instructed to choose four questions from the choice board to research. (Document here.) Because this was a controlled inquiry, I provided three templates for students to use. (Templates here, here, and here.) Each template had the same components: title page, four essential questions, captivating image, quote, map, and resource page. The required components were the title page, four questions, and resource page. The image, quote, and map were available for students that wanted to “level up”. Most students completed some or all of the additional options.
Part of my workflow to monitor students and their progress was for students to fill in the cells of the questions they would answer on their choice board and send me their Google slide link using a Google form. We also created a crowd sourced resource page for students to use. Additionally, I had a poster of the choice board where students wrote their names by the questions they would be answering. This became a support when students needed assistance with a particular question.
Students spent about 5 class periods researching, taking notes, writing their responses, and completing their slide deck. Experts in particular areas emerged during the week and became valuable resources to classmates. Some students shared how to insert links and images, other students were eager to share sites they found, while others shared how to use text boxes and word art on the map.
The final products were informative and scholarly. Just as important was the amount of student agency that developed during the unit. Because students were involved in determining the questions being used and choosing their own template, their engagement was high. We have a flexible seating environment and students regularly collaborate with peers. These structures amplified student success.
Take a look at some of our inquiry projects. (Links here, here, and here.)
Next on our agenda is a guided ancient civilizations inquiry. If you’re on an inquiry journey, I’d love to be tagged in your posts. Trevor and Rebecca have an active community using the #InquiryMindset hashtag. Be sure to give it and them a follow.
#MuchLove . . . Marilyn ❤
Take a look at some of our inquiry projects. (Links here, here, and here.)
Next on our agenda is a guided ancient civilizations inquiry. If you’re on an inquiry journey, I’d love to be tagged in your posts. Trevor and Rebecca have an active community using the #InquiryMindset hashtag. Be sure to give it and them a follow.
#MuchLove . . . Marilyn ❤
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