First Grade Science



Process Page for Inquiry Project

|Small-Group Inquiry Model For Inquiry Project |

|Stage |Teacher Role |Student Role |

|Immerse |Display books about frogs around the classroom. |Students build their curiosity about frogs by participating in a ‘walk around the|

|Invite curiosity, |Give students some time to do a ‘walk around the room’ to build curiosity and to generate |room’ looking at the different book covers. |

|build background, |background knowledge regarding frogs. |Students watch the video, Frogs and toads: Northern leopard frog. |

|surround with |Show the students the one minute video, Frogs and toads: Northern leopard frog: |Students help to generate a list of ‘wonders’ about frogs (this list can be added|

|materials, modeling,| throughout the students’ investigation process). |

|thinking-aloud |hern_leopard/ |Students participate in the I See…I Wonder…I Know activity using the text: From |

| |After the video, have the class discuss some questions they have about frogs. Write down the |tadpole to frog by Wendy Pfeffer (1994). |

| |questions on a large piece of butcher paper labeled, What We Wonder about Frogs. Model some |Each student fills in an I See…I Wonder…I Know chart. |

| |possible questions to get the students thinking: How do frogs eat? What do frogs eat? How do |Students explore the topic, formulate questions, and search for answers from the |

| |frogs breath? |text. |

| |On the big screen, project the cover page of the book: From tadpole to frog by Wendy Pfeffer |The students learn about the project task. |

| |(1994). |The students are introduced to our class tadpoles, and they observe how to feed |

| |Demonstrate and model how to fill in the three sections of the: I See…I Wonder…I know…chart. |the tadpoles. |

| |Begin by looking at the cover illustration and title of the book. Model filling in the first |They learn that they will be responsible for feeding the tadpoles on certain days|

| |section (I See…) by talking through a few observations you have made from the title and cover |(feeding chart for the class). |

| |illustration. Write these down on your chart so that the students can see. As a whole group, |The students learn that they will be expected to: |

| |continue to fill in the “I See…” section by calling on students and writing down their |Do research on frogs and the life cycle of frogs. |

| |responses for the whole class to see. Next, Model filling in the “I Wonder…” section by |Record data about the tadpoles’ development in journals. |

| |talking through some questions you may have based off the title and cover illustrations. Then,|Take photos of the tadpoles’ development. |

| |as a whole group, continue to fill in this section by calling on students and writing down |Make flipbooks about the life cycle of frogs to organize their research. |

| |their questions for the whole class to see. | |

| |Have the students move to the circle area and read the book—From tadpole to frog—to the class.| |

| |While reading, point out the answers to questions when they arise in the story. When you are | |

| |finished reading, have the class move back to their seats so that the class can fill in the “I| |

| |Know…” section of the chart. | |

| |The teacher will model filing in the “I Know…” section by picking a ‘wonder’ or question from | |

| |their list and recalling the answer from the text. The teacher can find the answer in the text| |

| |to further facilitate the students’ understanding. Finally, the teacher will write the answer | |

| |in the “I Know…” column—preferably across from the question addressed. Then the teacher and | |

| |students will work together to fill in the rest of the “I know” section. The teacher can call | |

| |on students, use the book to reference responses, and write answers so that the class can see | |

| |and follow along. | |

| |Explain the project task to the students. | |

| |Show the students the aquarium with the tadpoles in it. | |

| |Show the students the feeding chart and model how to feed the tadpoles. | |

| |Explain to the students what they are going to need to do for this project. | |

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|Investigate |Pass out class journals for this project. Model how to record the data for each day: Write a |Record data in journals—write and draw. |

|Develop questions, |sentence or two about the tadpoles and then draw a picture to accompany the text. Make sure to|Observe the tadpoles’ development over time. |

|search for |date and number each entry. |Students take turns feeding and photographing the tadpoles throughout the |

|information, |With the classroom camera, model how to take photos of the tadpoles in their aquarium. Explain|project. |

|discover answers, |to the students when they are assigned to feed the tadpoles is also when they are assigned to |Students will watch the video: |

|modeling strategies,|photograph the tadpoles. |Students will participate in a think, pair, share about more questions they may |

|guide discussions, |Upload pictures to computer, and attach to the class’s online journal entry for the day on |have about frogs after watching this video. |

|conferring |PENZU. Model writing your observations from your personal journal in the online journal so the|Students will participate in a group discussion about how the movie may have |

| |information can be shared with Mrs. O’Conner, the Wildlife Biologist. Call on students to |answered some of the class’ previous questions regarding frogs. |

| |share their observations to be added to the online journal entry. |Listen to the book, Starting life: Frog by Clair Llewellyn (2003). |

| |Show the students the video: to generate more |Fill in their own 3-2-1 worksheets while the teacher models the steps. |

| |questions regarding frogs to add to the list, while possibly answering some questions |Read texts on frogs and fill out The 3-2-1 Strategy worksheets with a partner for|

| |previously listed. Facilitate a think, pair, share to generate more ‘wonders’ about frogs. |each text. |

| |Facilitate a group discussion regarding possible answers to previous questions from the movie.|Share their group 3-2-1 worksheet with the class. |

| | |Suggest new vocabulary from their research to be added to the “All about Frogs” |

| |Read the students the book, Starting life: Frog by Clair Llewellyn (2003). Demonstrate and |word wall. |

| |model The 3-2-1 Strategy using this text. Talk yourself through the steps—listing 3 things you|Recite the poem, Five little tadpoles. |

| |discovered from the text, 2 interesting things, and 1 question you still have. |The students will do a Word Splash activity prior to watching a video using key |

| |Give students time to do research with a partner—split-up the text on frogs among the groups |vocabulary from the video. |

| |(consider reading difficulty when passing out the text). |Watch the video, Life cycle of a frog! |

| |Explain to the students that they will be using The 3-2-1 Strategy with partners during their |After watching the video, talk with partner about possible vocabulary that you re|

| |research. |still struggling with—not sure what it means. |

| |Do another demonstration of how The 3-2-1 Strategy works if students need additional help. | |

| |Hang the 3-2-1 Strategy sheets around the room to assist the students with their research. |Write vocabulary that they are still struggling with on an exit slip. |

| |Show the class the “All about Frogs” word wall area with some example words from the texts you|Students label the different stages a frog’s development while playing the game, |

| |have read to the class. Have the word accompanied by a picture/image. The teacher can ask the | |

| |students to help define the word. |Explore approved websites with a partner and fill out a 3-2-1 Strategy sheet for |

| |Explain to the students that when they come across new vocabulary in their own research, they |each. |

| |should write it down to share with the class. |Share the 3-2-1 Strategy sheet with the class. |

| |Recite the Five little tadpoles poem to the class and have them repeat after you. | |

| | You can add motions (hold up fingers while| |

| |counting and act out lyrics: swimming, growing, smile, etc.) | |

| |Explain to the students that before we watch a video we are going to do a teacher generated | |

| |Word Splash activity—make-up sentences using selected vocabulary from the video (the video is | |

| |set to music with words that come up in the screen describing what is happening). We have | |

| |already been doing research on the life cycle of frogs; so many of the words should be | |

| |familiar to the class. The teacher can demonstrate how to make the first few sentences, and | |

| |then call on students to come up with the rest. | |

| |Show the students the video, Life cycle of a frog! | |

| |With their partner, have the students quietly discuss the vocabulary from the video, and tell | |

| |the students to write down the words (vocabulary) they are still struggling with on an exit | |

| |slip. | |

| |Collect the exit slips to assess what you as the teacher need to address further. | |

| |Have students play the game, as a | |

| |station during research time. | |

| |Show the students the websites that you found for them to use during their research. Model how| |

| |to find information on each website. Allow the students time to explore these websites with a | |

| |partner as a research gathering station. Have the students fill out a 3-2-1 strategy sheet for| |

| |each website that they explore. | |

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|Stage |Teacher Role |Student Role |

|Coalesce |Show/read the flipbook that you created to the students. Point out how you organized the |Learn about what they need to include in their own flipbook about the life cycle |

|Intensify research, |content and used both illustrations and text. |of frogs. |

|synthesize |Explain that each page of the book will represent a stage of a frog’s life cycle—with the |Organize supplies and information for flipbook. |

|information, |title of each stage (egg, tadpole, froglet, adult frog), illustrations, and a sentence |Make flipbook—one page for each stage of a frog’s life cycle (egg, tadpole, |

|modeling |describing the stage. Remind students that they will use the information they gained from the |froglet, and adult frog). Add a title to each page, an illustration, and |

|organization and |websites, videos, and printed texts to create their books. They can also refer to their 3-2-1 |description of the stage. |

|evaluating sources, |Strategy sheets, journals, class discussion posters, and the “All about frogs” word-wall for |Check off each category on the flipbook rubric when the goals are met. |

|identify key ideas, |help. | |

|conferring |Go over rubric with the class for the Life Cycle of a Frog Flipbook. Go through your own | |

| |flipbook and show the class how you fulfilled each of the goals on the rubric. | |

| |Assist and observe as students create their own flipbooks about the life cycle of frogs. | |

| |Express how important it is for the students to make their flipbooks accurate so they can | |

| |compare their research with the live data that they collect. . | |

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|Go Public |Have the students share their finished flipbooks with their table groups—passing them around |Share flipbooks with table group and give positive feedback to members of your |

|Share learning, |and taking turns giving positive feedback to each member of the group. Model how this activity|group. |

|demonstrate learning|will look and sound for the students before they begin. |Take picture of your flipbook to share on live journal with Mrs. O’Conner. |

|in a variety of |Upload photos of flipbooks to live journal. |Use flipbook as a reference while observing and collecting data from our |

|ways, understand, | |classroom’s tadpoles. |

|reflect, create new | | |

|questions | | |

Strategies:

Strategy #1:

I See…I Wonder…I Know…

This strategy will work as a beginning hook that draws the class into the first stage of our discovery and research of frogs. The students will participate in a group discussion about the text: From tadpole to frog by Wendy Pfeffer (1994). The students will have a chance to pull from their prior knowledge about frogs, formulate new questions, and begin to find the answers to these questions through reading. This format will be one that continues through out our research—constantly generating new questions and answers.

To begin this strategy the teacher will project the cover page of the book onto the big screen—showing the title and illustration to the class. The teacher can then demonstrate and model how to fill in the three sections of the: I See…I Wonder…I know…chart. First, model filling in the “I See…” section by talking through a few observations you have made from the title and cover illustration. Write these down on your chart so that the students can see. As a whole group, continue to fill in the “I See…” section by calling on students and writing down their responses for the whole class to see. Next, Model filling in the “I Wonder…” section by talking through some questions you may have based off the title and cover illustrations. Then, as a whole group, continue to fill in this section by calling on students and writing down their questions for the whole class to see.

When this is done, have the students move to the circle area and read the book—From tadpole to frog—to the class. While reading, remember to point out the answers to questions when they arise in the story. When you are finish reading, have the class move back to their seats to fill in the “I Know…” section of the chart. The teacher will model filing in the “I Know…” section by picking a ‘wonder’ or question from their list and recalling the answer from the text. The teacher can find the answer in the text to further facilitate the students’ understanding. Finally, the teacher will write the answer in the “I Know…” column—preferably across from the question being addressed. Then, the teacher and students can work together to fill in the rest of the “I know…” section. The teacher can call on students, use the book to reference responses, and write answers so that the class can see and follow along.

This strategy benefits the students because it gets them questioning and searching fro answers within the text. They will continually be working through these steps while doing their own research.

Strategy #2:

The 3-2-1 Strategy

This strategy is used a number of times throughout this project, both with information found in texts and on websites. The teacher introduces the strategy to the class with the book Starting life: Frog by, Clair Llewellyn (2003). The teacher can demonstrate and model The 3-2-1 Strategy using this text. First, talk yourself through the steps—listing 3 things you discovered from the text, 2 interesting things, and 1 question you still have. Then, the teacher can give students time to do research with a partner—splitting up the text on frogs among the groups (consider reading difficulty when passing out the text). Explain to the students that they will be using The 3-2-1 Strategy with partners during this research. The teacher can do another demonstration of how The 3-2-1 Strategy works if students need additional help. Finally, the 3-2-1 Strategy sheets can be displayed around the room to assist the students with their research.

I chose this strategy to be used through out this project because the format is simple and accessible for first graders. The students have set purpose and goals while reading, and they are also continually asking more questions and seeking out the answers.

Differentiation:

• Scaffolding of strategies throughout the project—continuing to demonstrate strategy to address individual student’s needs.

• Introduce students to multiple and varying ways of exploring, observing, researching, and discovering topic (videos, poem, nonfiction texts, video game, real life example).

• Supply students with texts that are at varying levels of difficulty.

• Students work individually, with a partner, and in whole group activities throughout the project.

• Use of both text and image when defining vocabulary

• Offering extra practice with concept if needed—have students play the computer game:

Online Sources:

All about frogs for kids and teachers (n.d.). In Kiddyhouse. Retrieved November 26, 2013, from



Frogs (2013). In Kidzone. Retrieved November 26, 2013, from

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Frog poems and songs (2013). In Kidzone. Retrieved November 26, 2013, from

Identify frog life cycle stages (2013). In Softschools. Retrieved November 26, 2013, from

Life cycle of frogs (n.d.). In Tooter4kids. Retrieved November 26, 2013, from

[pic]

Videos:

Frogs and toads: Northern Leopard frog [Online video]. National Geographic. Retrieved November 26, 2013, from

[pic]

San Diego zoo kids - Frogs! [Online video]. San Diego Zoo. Retrieved November 26, 2013, from



(2012). Life cycle of a frog! [Online video]. Retrieved November 26, 2013, from

Text (two mentioned in the process page):

Llewellyn, C. (2003). Starting life: Frog. N.p.: NorthWord Books for Young Readers.



Pfeffer, W. (1994). From tadpole to frog. N.p.: HarperCollins.



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