Inquiry and Innovation
Social Studies, Science, & SEL (Social Emotional Learning)
Social Studies, Science, & SEL (Social Emotional Learning)
Students will independently
independently use their learning to construct an explanation, design a solution, and/or explain their role/impact in their community.
Students will understand that …
Effective communication skills are necessary for a successful life: personally, socially, educationally, and professionally
Inquisitive thinking leads to exploration, investigation, and learning, opening doors to a world that might not be visible.
Curious people desire to understand the world around them.
Matter is anything that takes up space and has mass.
Individuals make a difference.
Maps tell a story.
Students will keep considering …
How can we best understand the world around us?
How do we communicate effectively?
Why should innovators always keep wondering and learning?
Students will know …
communication allows individuals to express ideas and thoughts
the importance of appreciating others’ perspectives.
ways to communicate ideas.
learning grows and changes with a positive mindset.
matter can be described and classified based on physical properties (color, size, weight, texture, flexibility, etc.).
people and events can have an impact on a community.
responsibilities of a citizen.
locations of places and regions (community, state, nation).
Students will be skilled at …
formulating questions and seeking answers
using age-appropriate tools and models to investigate and observe the natural world.
collecting and comparing data using pictures, numbers, and words.
making predictions based on patterns.
communicating/expressing ideas based on knowledge, experiences, and observations and providing reasons.
solving problems.
researching new ideas and subjects
Micro Inquiry A
Government. Students:
2.8 (A) identify functions of governments such as establishing order, providing security, and managing conflict
2.8 (B) identify governmental services in the community such as police and fire protection, libraries, schools, and parks and explain their value to the community
2.9 (D) identify how citizens participate in their own governance through staying informed of what public officials are doing, providing input to them, and volunteering to participate in government functions.
Micro Inquiry B
SC.2.6 Matter and its properties. Students:
(A) classify matter by observable physical properties, including texture, flexibility, and relative temperature, and identify whether a material is a solid or liquid
(B) conduct a descriptive investigation to explain how physical properties can be changed through processes such as cutting, folding, sanding, melting, or freezing
(C) demonstrate that small units such as building blocks can be combined or reassembled to form new objects for different purposes and explain the materials chosen based on their physical properties
SC.2.5 Recurring themes and concepts. Students:
(A) identify and use patterns to describe phenomena or design solutions
(C) measure and describe the properties of objects in terms of size and quantity
Micro Inquiry C
History. Students:
2.1(B) identify and explain the significance of various community, state, and national landmarks such as monuments and government buildings
2.2 (B) describe how people and events have influenced local community history
Geography. Students:
2.3 (A) identify and use information on maps and globes using basic map elements such as title, cardinal directions, and legend
2.3 (B) create maps to show places and routes within the home, school, and community
2.4 (B) locate places, including the local community, Texas, the United States, the state capital, the U.S. capital, and the bordering countries of Canada and Mexico on maps and globes
SS.2.11 Citizenship. Students:
(C) identify symbols such as state and national birds and flowers and Uncle Sam