PV 2020-2021

Sea Turtle Inquiry

RESPONSIBILITY CHOICE EDUCATE LEAD

The Experience:

Students will be intrinsically engaged in this work because: (Explain the Learning Experience)

Throughout this nonfiction study, students will be given the opportunity to become experts on a topic and showcase the synthesis and connection of ideas utilizing their creativity and voice. By allowing the work to be bigger than the main idea + key details, students are empowered to share their new ideas and connections with a broader audience for an authentic purpose. As readers and thinkers, we know we have to approach nonfiction differently. As readers and thinkers of nonfiction, we understand that writers choose a topic they know about, care about, and wonder about. To ensure their message about the topic is delivered, authors intentionally organize their writing (text structures). As readers, it is our job to recognize how nonfiction text is organized, and when we do, it is easier to navigate and understand. By recognizing main ideas and key details we are better able to determine what the author believes about the topic (author’s message).

The Woven Work

Inquiry Framework
Standards
Enduring Understandings
Universal Constructs (throughout the process)

Inquiry Framework (Trevor McKenzie)

*Process is woven and not always linear, it’s heavy and light in pieces change in priority as the work evolves*

Standards:

*woven throughout the work...connected to enduring understandings...not isolated..authentic and organic...purposeful....DOK drives the THINKING and HOW students are expected to wrestle with the work*

Grounded in ENDURING UNDERSTANDINGS:

*woven throughout the work...connected to enduring understandings...not isolated..authentic and organic...purposeful....DOK drives the THINKING and HOW students are expected to wrestle with the work*

Learning Sequence "The Process"

#1 Building Background - As nonfiction readers WHY is it important to INFORM? We have a RESPONSIBILITY to EDUCATE (ourselves), LEAD with our actions and voices, we have CHOICES. We begin to explore our topic. What is our WHY/PURPOSE? Citizen scientists act and behave in a CURIOUS ways. They ask “big” questions and from the big question and research, more questions emerge. They can analyze, pivot, adapt, synthesize, re-question, and evaluate continuously.

During this time students attach to the work, they become invested and empowered to make a difference, this is the time where they begin to BELIEVE "yes, I can...". "I can" be part of the solution, "I can" solve hard problems, & "I can" provoke change. They releaize that school is NOT within the four walls where they work, but it is everywhere, our hard work and thinking on the "inside" helps make a better "outside".

#2 Reliable and Accurate Resources - Citizen Scientists use a variety of sources. E-books, National Geographic magazine articles, primary resources, and videos are all used to gather information.

Universal Constructs & Standards:

Critical thinking: *Select informed approaches to complex problems using systems thinking * Engage in metacognition to improve the quality of thinking by analyzing, assessing, and reconstructing it

Close-read and understand, drawing conclusions and inferences from text

Defend and Justify conclusions with evidence from the text
Organize understanding using main ideas and key details
Ask and Answer Questions

#3 Collect, Organize and Articulate - After considering and comparing information and data among resources, we build understanding together as we begin to organize information, looking for similarities and differences, and engage in meaningful discussions about the topic.

Universal Constructs and Standards:

Communication: *Exchange complex communication and ideas: Design and/or prepare for messages that are *organized *logical *thorough *based on sources that are credible and relevant

Use information gained from illustrations (eg, maps photographs) and the words in a text to demonstrate understanding of the text (eg, where, when, why, and how key events occur)
Compare and contrast the most important points and key details presented in two texts on the same topic
Engage effective in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

#4 Synethsize - Students effectively comprehend, process and synthesize information in order to create a new product that showcases information in a new venue/platform. Facts and ideas become internalized for the student and the audience in order to meet a specific goa/purpose.

This is NOT just a report or identification of main idea/key details. While students must build on this skill, their work moves forward to allow the synthesis and transfer of ideas for a greater purpose of moving learning and ideas forward.

Universal Constructs and Standards:

Creativity: *Blend knowledge, skills, and style to create a unique work or idea by: *taking risks, * viewing failure as an opportunity to learn, *developing self-awareness* and creative confidence

Career Connections

Agriculture, Food & Natural Resources

Agribusiness Systems
Animal Systems
Environmental Service Systems
Food Products & Processing Systems
Natural Resources Systems
Plant Systems
Power, Structural & Technical Systems
Architecture & Construction

Assessment Opportunities & Desired Outcomes

What does DONE look like?

*Assessment is ongoing and throughout the process. We can call these "micro-checks" - the check doesn't stop and isolate the work, just like direct instruction, it is embedded within the process. Students are essentially being assessed every day as they navigate their way throught the work. As the work unfolds it is necessary for students to be able to determine main ideas and key details, they must be able to ask and answer questions to take their thinkng deeper, and students must be able to critically evaluate, analyze, compare/contrast, and facilitate converstations around the content.*

Students can effectively comprehend, process and synthesize information in order to create a new product that showcases information in a new venue/platform. Facts and ideas become internalized for the student and the audience in order to meet a specific goa/purpose.