Process Page

Small-Group Inquiry Model For Inquiry Project

Stage Teacher Role Student Role
Immerse
Invite curiosity, build
background, surround with
materials, modeling, thinking-
aloud


Gather students to introduce task and view video
of
http://www.youtube.com/watch?v=SZEUWTUi1YI
and read aloud (Rissman, R., (2009) Is It Living
or Nonliving.: Acorn Read-Aloud) to activate
background knowledge and build interest.
o After viewing the video and reading
the book ask students what makes
something living using chart paper.
Scribe students thinking and come to a
consensus on the guidelines of what makes
something living and what makes something
nonliving. Post in the room.
Sort students into groups based on need of
students to complete a living and nonliving
sort.
Ask closing question So are we living?
Are animals living?
Hmmm what do you think they need in order
to survive. Make a list! Revisit the list before
After video and read aloud,
students will Turn and Talk
with a partner about what they
noticed about the video and
about the read aloud.
What makes something living?
Student will complete a
living and nonliving sort in
small groups.
Student Groups will then
present one living and one
non-living thing to the
class.



the next lesson.


Investigate
Develop questions, search for
information, discover
answers, modeling strategies,
guide discussions, conferring

Have students watch the Youtube video What
is an insect? Scribe what characteristics
insects have.
6 legs
3 body parts (not mentioned in video) Head,
Thorax , Abdomen
2 Antennas
One Jaw
Model how to use the Venn Diagram
Organizer with students comparing insects
and non-insects.
Modeling the use of a Venn Diagram
o Teacher will model whole group with
2 different objects: one being and
insect one being non-living. (Pictures
will be posted at the front of the
class. A bird and a ladybug. Hmmm
which side would each one of these
animals go on? What do they have in

In small groups (the same
as above), students will use
supplied pictures to
decided if the pictures are
either insects or non-
insects. Then students will
have to cut and glue them
or the appropriate sides
and draw how the two have
something in common.
(Pictures will be labeled
such as Bee 1 and Spider 1.
There will be a 1 in the
middle of he Venn Diagram
so students can draw by
the one how they are alike.


common?
o Teacher will model thinking out loud
and ask students to help her figure
out what to draw in the middle
section of the venn diagram. Ahh,
they both have wings!
o (Teacher can ask a successful
student to help her write what she
is drawing.
o Guide students with one example and
then release students to work in
small groups using 2 more insects
and non-insects.
o Insect: Bee, Ant
o Non-Insect: Spider, Penguin
o Compare Bee and Spider, Common
part legs. Compare Ant and Penguin
common part eyes.
Close the lesson with findings from previous
lesson. What do all these animals need in order
to survive, even if their an insect or not an insect.
Listen for correct student answer and redirect
thinking if need be.


Stage Teacher Role Student Role
Coalesce
Intensify research,
synthesize information,
modeling organization and
evaluating sources, identify
key ideas, conferring
Now since we have learned all about living and
nonliving thing we are going to continue on our
journey and become expert myrmecologists!
Hmmm what do you guys think a myrmecologist
is? Scribe what students already know! Show
youtube video Amazing Ant Facts!
So what does a Myrmecologist do? (Write with a
different color on the chart paper what a
Myrmecologist does.) Now Im going to be sharing
this book Ants! By R. Rissman. Ive covered some
words in this book, so Im going to need your help
to help me figure them out.
Model Guess the covered word strategy.
First, I will read the entire page and zip my lips
together for the covered words.


Students will be
participating whole class in
the guessed the covered
word.














Then, I'll go back and read the sentence again. I
would then ask the class "What word would make
sense?" I would be doing this strategy with 3
words in this book. For each word I
would compile a class list of what word we think it
would be. We would then go back and see which
one of our guesses makes sense and re-read the
sentence again moving through the book.


Wow we learned a lot about ants yesterday!
Today we are going to see how much we know
about the body parts of ants. If you think you
know a lot give me a thumbs up. If you dont think
you know a lot, turn it to the side, and if you
really dont know just turn that thumb upside
down.
Today we are going to start by doing a matching
sort of ant body parts. Ill show you!















Students will be matching
pictures to ant body parts
with a partner. After
students will engage in asking
questions during a read aloud
and will get to act like the
current ant body part of the
day.


(Student will start by matching pictures of body
parts of an ant with labels corresponding to an
ant anatomy picture.)
Texts will be around the room (see Print
Sources) for students to reference during
this activity. Students will be working in pairs
or groups to match the words with the
pictures.

Gather students back together and discuss
questions and what they discovered. Scribe all
of the students questions.

Each main body will correspond with a new lesson
(antennae, legs, head, thorax, abdomen, compound
eyes, mandibles). One body part per day will be
discussed in more detail!

Read aloud text from Life and Times of the Ant
pp.14-15
Have students ask questions about anything they
dont understand in the text.

Have students in small groups discuss what they
noticed, while you paused your read aloud.

























Start an anchor chart of an ant with each part,
and discuss how it functions. (Slowly add to
this anchor chart with each body part you
cover.)
Close the lesson with students pretending to be
different body parts of the ant. (Do this at
the end of each lesson, students will
increasing have more and more body parts to
choose from.)
Share with students that you will be going more
in depth with this insect talking about
different body parts of ants!



Students will then revisit what ants need in order
to survive.
Wow we talked a lot about the different parts of
our ant but I still dont know exactly what
then need in order to survive? Can anyone help
me? Scribe student answers. Lead students to
food, water and shelter and reference a text
if necessary.


















Students will share out what
animals need in order to
survive.






Today we are going to be learning about the food
ants like to eat, because they need food in
order to survive!
Show students powerpoint of Ants diets and have
them draw 4 things ants like to eat.
-Fruit /Vegetables
-Honeydew
-Seeds
-Meat (other animals)

Revisit
So what do ants need in order to survive?
-food
-water
-shelter
Just like all the animals on earth!

Oh no, we didnt talk about shelter. Dont worry
we will get to that next time.



Today we are going to be learning about an ants
shelter? Hmmmm, shelter? What does that
word mean? Scribe students thinking.






Have students draw the
four different types of
food ants like to eat of
worksheet divided into
four parts.










Have students paint a
picture of an ant habitat
that they found in one of
the texts in the classroom.
Revisit a class favorite text showing a great
example of an ants shelter. Connect humans
shelters and ant shelter. Make a Whole class
venn diagram. Share with students that they
will be painting a picture of an ants shelter or
habitat. Make sure to go over the meaning of
habitat.
Have pages marked with sticky notes so students
can then paint a picture of an ants shelter/
Habitat using watercolors.




Meet with students daily and assist with
multiple drafts of the ant drawing and ant
fact. Students will have access to internet
resources (See Web sources page) as well as
multiple copies of the print texts around the
classroom.
































Students will get to
investigate multiple Ant
texts, via internet or
hardcopy and decide what
they want their ant fact to
be. Students will first
work on doing multiple
drafts of their ant
drawing. Then when that is
complete students will
move into drafting their
ant facts. After each day,
the teacher will look at all
students work and
conference during their
work time the next day.
When students come to
their final days of their
ant drawings and facts,
students will be given a
checklist to see if they
are meeting all the
criteria. If not students
will have the opportunity
to correct their ant fact
and drawing to meet the
checklist.

Go Public
Share learning, demonstrate
learning in a variety of ways,
understand, reflect, create
new questions
Students will present their ant drawing and a
fact that helps ants survive to a first grade
class. Ex: My ant uses it antennae to smell.
Below will be an accurate drawing of an ant.

Teacher will help students will positive
feedback and opportunities to do multiple
drafts of their writing and illustration.

Students will present their
final drawing and ant fact
to a first grade class!