Laura Kennedy

Process Page for Inquiry Project

Michigans Natural Resources
Stage
Teacher Role
Student Role
Immerse
1. Create 3-2-1 Strategy
1. Complete 3-2-1 Strategy
o Invite curiosity through
chart to use with
chart while following along
Protecting our Natural
to read aloud of Protecting
a motivational
Resources.
Our Natural Resources.
approach (activity,
2. Model 3-2-1 Strategy with 2. Participate in discussion
strategy, text, video,
Protecting Our Natural
on natural resources and
etc.)
Resources.
share 3-2-1 Strategy chart
o Set up an engaging
3. Distribute 3-2-1 Strategy
responses.
environment; surround
chart and allow students
3. Listen to and follow along
with materials
to complete while reading
with introduction of task,
o Build
Protecting Our Natural
reflect on the task and
background/activate
Resources.
record questions in
schema
4. Guide whole group
research journal.
o Modeling and/or
discussion about natural
4. Ask clarifying questions
thinking-aloud
resources as students
about task.
o Strategy work
5. Complete I See, I Wonder,
share 3-2-1 Strategy
(teaching)
I Know graphic organizer
o Create passion &
charts.
5. Introduce task to students.
while following aloud to
curiosity
6. Allow students time to
read aloud of All Around
discuss task and record
Michigan: Regions and
questions in research
Resources.
journals, respond to
6. Participate in discussion
student questions about
on Michigans regions and

Laura Kennedy

task.
resources and share I See,
7. Create student groups for
I Wonder, I Know graphic
task.
organizer responses.
8. Create I See, I Wonder, I
7. Meet with group and
Know graphic organizer to
decide which region of
use with All Around
Michigan to research the
Michigan: Regions and
natural resources for.
Resources.
9. Model I See, I Wonder, I
Know Strategy with All
Around Michigan: Regions
and Resources
10. Distribute I See, I
Wonder, I Know graphic
Organizer and allow
students to complete while
reading All Around
Michigan: Regions and
Resources.
11. Lead student sharing of
I See, I Wonder, I Know
graphic organizers and
discussion about
Michigans regions and
resources.
12. Allow student groups to

Laura Kennedy

Investigate
o Develop questions
o Students search for
information & discover
answers
o Modeling strategies
(teaching), thinking
aloud
o Students collect
information from
websites & texts
o Guide discussions

1.

2.

3.

4.

choose the region of

Michigan they would like
to inquire about for task.
Introduce various books
for students to use while
researching their regions
natural resources (see
student book list on
resources page). Model
taking notes and
developing questions as
students take notes in
research journals. Record
modeling on anchor chart
so students can refer back
to it.
Model Collaborative
Listening-Viewing Guide
with Pure Michigans
Sandy Beaches video.
Distribute Collaborative
Listening-Viewing Guide to
students.
Allow students to
complete Collaborative
Listening-Viewing Guide

1. Listen to book
introductions, recording
questions and known
information about region,
develop questions about
region.
2. Share developed questions
with group and class.
3. Complete Collaborative
Listening-Viewing Guide
for Pure Michigans Sandy
Beaches video.
4. After completing
independent piece of
Collaborative ListeningViewing Guide, share with
group and then with whole
class.
5. Work with project group to
research natural resources
in chosen region of
Michigan.
6. Watch additional Pure

Laura Kennedy

5.

6.

7.

8.

for Pure Michigans Sandy

Beaches video
individually, and then
share with their project
groups.
After project groups have
discussed Collaborative
Listening-Viewing Guide
for Pure Michigans Sandy
Beaches video, discuss
strategy whole group.
Allow students time to
work in project groups
researching their region in
provided books.
Allow students to watch
additional Pure Michigan
videos with project groups
while researching, provide
additional copies of
Collaborative ListeningViewing Guide for student
use with videos.
Provide project groups
with anchor chart to
record research on their

Michigan videos, taking

notes or using
Collaborative ListeningViewing Guide to begin
thinking about final task
video.
7. Record research on project
groups anchor chart in
order to keep all project
group members aware of
individual group members
research findings.

Laura Kennedy

Stage
Coalesce
o Intensify research:
websites, texts, videos,
articles, etc.
o Synthesize information
o Modeling organization
and evaluating sources
o Identify key ideas
o Effective group
discussions
o Groups organize their
findings
o Teaching strategies to
pull information
together

1.

2.

3.
4.

5.

6.

7.

8.

region.
Teacher Role
Introduce students to
various websites (see
website list on student
resources page) and texts
to be used for research.
Model screening a website
for the information
students are looking for.
Model finding and using
quality images for video.
Review task, including
requirements and rubric
for video.
Model for students
creating a script and
storyboard for video task.
Allow students time to
complete research and
create script/storyboard
for video task.
Monitor student
scripts/storyboards, assist
when necessary.
Review the use of iMovie

1.

2.

3.

4.

5.

Student Role
Listen to website
introductions, noting
websites that would be
particularly useful for
project group.
Actively listen as teacher
models website and image
screening, asking
clarifying questions when
necessary.
Record notes as teacher
models script and
storyboard creation.
Work with project group to
complete research and
create script/storyboard
for video task.
Work with project group to
use iMovie to create video
task.

Laura Kennedy

9.

Go Public
1.
o Share learning with
others (who is
audience?)
o Demonstrate learning in 2.
a variety of ways
3.
o Reflect, create new
questions
o Learning to be an
4.
audience member
o Self-evaluation

5.

and answer student

questions about video
creation.
Allow project groups to
begin work on videos,
monitoring groups and
assisting when necessary.
Review audience
expectations and
developing questions
about videos.
Introduce project groups
and show videos to class.
Record new questions for
each project group on
anchor chart.
Provide students with selfevaluation and project
group evaluation to
complete.
Evaluate task videos.

1. Participate in review of
audience expectations and
question development.
2. Watch other project group
movies, recording
questions while viewing.
3. Share new questions for
project-groups to be
recorded on anchor charts.
4. Self-assess with project
group using task
description, requirements,
and rubric to ensure all
requirements have been
met.
5. Complete self-evaluation
and project group
evaluation.

Laura Kennedy