Carol Denovchek and Karen Forsyth

Brief Project Description

In the Spring of the 2019-2020 school year, students will explore biodiversity by using pond water samples. During the two day lesson, students will create a children's book after their science inquiry investigation.

Project Outline

Provide an overview of the lessons and activities:

Day 1: Science Inquiry

ENGAGE-

Using a picture of a local small pond, ask the class what they think they would find? (Question #1)

Using Think-Pair-Share , generate various responses.

(Note: Each 7th grade student will be paired with a student from 8th grade)

EXPLORE-

Provide a brief overview of the activity to students (we will be exploring what we can learn from pond water from a local source).

Have one student from each group gather a small sample in a petri dish. Observe and record what you see in science notebook. (Question #2)

Using the Question Formulation Technique (QFT), students will formulate a question based on what they would like to explore using their pond water sample. This part of the lesson could be guided by the teacher to end up focusing on the life cycle of aquatic insects.

Choose one question to focus the investigation (teacher will reinforce the idea that it must be testable). (Question #3) Students explore the sample in their group and record the types of species discovered with the use of an identification guide. Data will be collected in their notebook and a conclusion of their observations will be made using the Science Writing Heuristic model from Negotiating Science.

Day 2: Literacy:

EXPLAIN-

Students will return to their groups and discuss what they learned about their focus investigation. Students will/can investigate further using the computers as they will be encouraged to use content specific vocabulary and information.

They will tell the story of what they learned.

Carol will discuss the children's book that students will create with their partner. They will have the option of creating a nonfiction children's book or a fictional book--fictionalize the subject matter--tell the story of the pond (what they learned.)

Carol will review techniques for sharing thoughts, feelings, descriptions from the point of view of the students' main characters--including: Use of Adjectives in Descriptions, Dialogue and Narration. (Review as a reminder, not instructive)

EXTEND- Not included in this lesson.

EVALUATE-

Students will be given booklets to use to create books and computers for research and to type and/or find pictures. They can modify text to fit on pages and cut out pictures or graphics if the choose. Students are welcome to draw their own pictures and graphics. Use of color is required unless discussed with teacher. Neatness and creativity are highly encouraged.

Provide a list of opportunities for data collection:

Identify different types of species found in pond water samples.

Provide a list of key formative and summative assessments

Formative Assessment:

Think-Pair-Share after asking Inquiry Question #1.

Using the Question Formulation Technique (QFT), students will formulate a question based on what they would like to explore in their pond water sample.

Summative Assessment:

Create a children's book to explain the results of their pond water investigation created by each pair of students.

Additional Resources:

Presentation room in school building

Pictures of a pond

Pond water and petri dishes

Paper for questions

Computer carts

Either pre-made booklets for students to use or have paper ready for students to make booklets

Pens, markers, construction paper, and other ancillary materials