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. Lead students to the rug, and allow them to explore the books set out on
the ledge. They may explore by themselves or in pairs.
2. Explain to students that readers who read Non-Fiction text are actually
explorers, finding information. Today explorers, I will give you your
first tool to discover and it is called Cover the Word. As I read there
will be words covered up and it will be your job to illustrate a picture of
what you think that word means.
3. Stop at each word so students can show the picture they drew that
corresponds to the group.
4. Have students share out about their pictures by using turn and talk,
drawing sticks, etc.
5. Ask questions about the story, invite the students to ask questions back.
6. After reading the text the students will break into small groups where
one center will be focused on a new strategy called Word Splash with
the same words used from the book read earlier.
7. After model Word Splash activity.
8. Include words that were used in the Cover the Word strategy. Words
will include: egg, tadpole, froglet, and frog, change, and grow.
9. Chose the word egg from the word box.
10. Write the sentence: An egg is the first step to growing a frog.
11. Have students respond to the word on the lines below. On and Above
Level Students will be writing sentences, and ELL and Below Grade
Level Students will be illustrating stories with the words, and attempt to
label.
12. Start the students out with 2-3 words and then have them rotate to the
Finish it Up Table in order to complete the other words
independently, or with their group members.
13. Students will continue to rotate until all groups have met with me, and
1. Find a partners
and explore the
books.
2. Ask questions.
3. Draw
vocabulary
words on the
white boards.
4. Share your
picture.
5. Ask questions.
6. Participate in
small group
Word Splash.
7. Complete Word
Splash Activity
independently.
8. Ask questions
and become
involved about
the brainpop jr.
video.
9. Share out
10. Become part of
a Frog Cycle
Group.
11. Get excited
about the task
learned Word Splash.
14. Engage students with a brainpopjr video:
http://www.brainpopjr.com/science/animals/frogs/preview.weml
15. Bring Students back to the rug to share the exciting news/ task.
16. Read to them their task as Scientists.
17. Put students in groups.






as a scientist.
Investigat
e
Develop
questions,
search for
information,
discover
answers,
modeling
strategies,
guide
discussions,
conferring
1. After breaking students into groups, allow them to build their frogs home.
Allow them to choose what they want to put into the tanks.
2. Have students sketch a picture into their Researchers Notebook.
3. Use the Frogs. (n.d.). BrainPOP Jr.. Retrieved July 13, 2014, from
http://www.brainpopjr.com/science/animals/frogs/preview.wemland have
students complete the comprehension strategy with you in whole group.
4. Model your thinking aloud, and have them fill in the 3, 2, 1 Strategy Sheet.
Later, they can save this and use it as an example when they make their own.
5. Students split into small groups to do a choral reading of Moffett, M. W.
(2008). Face to face with frogs. Washington, D.C.: National Geographic.
6. Pose questions, have a small group discussion.
7. On an Exit Ticket, have students draw one stage of the life cycle of a frog and
share a loud one new fact from the text.
8. Use the computer lab to have students visit the websites tabbed under favorites,
Sheppard Software's Frog Life-Cycle Game: Learn about the frog's fascinating
journey to adulthood. (n.d.). Sheppard Software's Frog Life-Cycle Game: Learn
about the frog's fascinating journey to adulthood. Retrieved July 13, 2014,
from
http://www.sheppardsoftware.com/scienceforkids/life_cycle/frog_lifecycle.htm
Frog Life Cycle. (n.d.). Lesson for Grade 1. Retrieved July 13, 2014, from
http://www.turtlediary.com/grade-1-games/science-games/frog-life-cycle.html
1. Build frogs home,
and care for it daily.
2. Keep at
Researchers
Notebook.
3. Join in the class
discussion on the
Brainpopjr video
Frogs.
4. Actively participate
in the model of the
3, 2, 1, Strategy.
5. Complete your own
3, 2, 1, Strategy
Sheet.
6. Read aloud in the
choral reading, take
turns, follow along.
7. Complete an Exit
Ticket.
8. With supervisor
interface. (n.d.). interface. Retrieved July 13, 2014, from
http://www.harcourtschool.com/activity/science_up_close/212/deploy/interface
.htmlLife Cycle of a Frog. (n.d.). Life Cycle of a Frog. Retrieved July 13, 2014,
from http://allaboutfrogs.org/weird/general/cycle.html Life Cycle of frogs.
(n.d.). Life Cycle of frogs. Retrieved July 13, 2014, from
http://www.tooter4kids.com/Frogs/life_cycle_of_frogs.htm, explain to students
that they are doing some frog research about what it is like for a frog to grow
up.
9. Use the websites given, and utilize parents to come in and guide students to
find information, and conversation.
10. If parents are comfortable, encourage the children to create a KWL chart in
small group after the computer lab visit.
11. Give students one last time to meet in their groups and do picture walks, and
book talks about the following books: Bishop, N. (2008). Frogs. New York:
Scholastic Nonfiction. Bishop, N. (2008). Frogs. New York: Scholastic
Nonfiction. Bentley, D., & Yoon, S. (1999). The icky sticky frog. Santa Monica,
Calif.: Piggy Toes Press; Kalman, B., & Smithyman, K. (2002). The life cycle
of a frog. New York: Crabtree Pub. Co. Faulkner, K., & Lambert, J. (1996).
The wide-mouthed frog: a pop-up book. New York: Dial Books for Young
Readers. Zoehfeld, K. W., & Kuhn, D. (2001). From tadpole to frog. New
York: Scholastic Reference. Vern, A. (2001). Where do frogs come from?.San
Diego: Harcourt, Inc. Seeger, L. V. (2007). First the egg. New Milford, Conn.:
Roaring Brook Press.

explore the
websites under the
favorite tabs.
9. Complete KWL
chart with small
group and parent.
10. Review books, and
talk with group
members about
discoveries made
about frogs.
Stage Teacher Role Student Role
Coalesce
Intensify
research,
synthesize
information,
modeling
organization
1. Students will be grouped into six sets of table, and use centers as a way to
explore a frogs life cycle. At each station students will work hands on with
creating the four stages of their groups frogs life cycle.
2. They will create a page for each stage in their Researchers Notebooks. The
page needs to include and drawing, and explanation, or prediction of what
will happen when their frog reaches that stage.
3. Students will be expected to update their notebooks at given times as the
1. Rotate through the
centers.
2. Create a page in
your Researchers
Notebook for Egg,
Tadpole, Froglet,
and Frog.
and evaluating
sources,
identify key
ideas,
conferring
frog moves through his life cycle process.
4. Students will discussion and share with the teacher in small group of their
frogs progress.
5. Daily we will make note of any changes, or thoughts about how many days
it will take.
6. Each group will predict how long it will take their frog to go through the
entire life cycle.
7. Lastly, students will create a poster to present the class on their frogs cycle.

3. Write about each
stage, and keep
track of the frogs
progress.
4. Check in with
teacher.
5. Make a group
prediction.
6. Work with group
members to create a
poster.
Go Public
Share
learning,
demonstrate
learning in a
variety of
ways,
understand,
reflect, create
new questions
1. Explain to students that they will presenting the research they did with their
frog, they will have five minutes to discuss their poster, and any cool
information they discovered.
2. Remind students it is their job to know every stage of the cycle and they should
be prepared to answer questions: How long was your frog a tadpole? Froglet?
Explain what your frog looked like when you first received him. What types of
items did you put in his home? Why?
3. Explain the purpose of a checklist, and how it is to aid them in making sure all
of the information they need should be on their poster.
4. Assign a speaker for each stage.
5. Pick a volunteer to read out some important work from their Researchers
Notebook.
6. Model using the checklist each group was provided with the questions. Making
note to point on your poster where you included the information.
7. Make sure to encourage to students to share all that they now know!





1. Pick a presenting
job.
2. Practice speech
about the part of the
life cycle you
chose.
3. Make sure
Researchers
Notebook is
complete.
4. Complete checklist
before presentation
day.
5. Smile, have fun,
show what you
know!