Standards and Curriculum Connection

One of the neat aspects of my inquiry topic, is that it could definately translate into the classroom. I could very easily have my students complete an inquiry project about a country or even a state that they would like to travel to. I could share my Australia blog and brochure as an example for my kids. I could talk to the tech department about purchasing Inspiration or allowing me to download one of the note taker sites. I would probably like to show the kids how they could make a Power Point as one of their choices, because that is a valuable and relatively easy tool.

I think that I would probably rely on using Dr. Lamb's 8W's for my 4th graders. I like the words that she has established for each step, and think 4th graders would get a kick out of "Wiggling," and I think they would understand "wondering and wishing, and webbing." "Weaving and Wrapping" may require some translation for me, but I like the 8 steps. In my classroom, I teach 90 min of Language Arts, so I think I would ideally spend at least two weeks, on the actual inquiry project and steps. Additional time would be required for obtaining resources, and creating the project. However, I think I could accomplish 4 W's each week and allow one day in each week as a "catch up day."

Indiana State Standards/4th Grade/English, Language Arts.

**I chose Language Arts standards, because even though I could incorporate this project into a Social Studies grade and project, Indiana 4th grade Social Studies standards are pretty much all centered around state history, state government and state geography, thus not translating well for an inquiry on other countries.**
4.2.1 Structural Features of Informational and Technical Materials:
Use the organization of informational text to strengthen comprehension.

4.2.4 Evaluate new information and hypotheses (statements of theories or assumptions) by testing them against known information and ideas.

4.2.5 Compare and contrast information on the same topic after reading several passages or articles.

4.7.6 Use logical structures for conveying information, including cause and effect, similarity and difference, and posing and answering a question.

4.7.12 Make informational presentations that:
• focus on one main topic.
• include facts and details that help listeners focus.
• incorporate more than one source of information (including speakers, books, newspapers, television broadcasts, radio reports, or Web sites).

AASL Standards addressed:

1.1.1 Follow an inquiry based process in seeking knowledge in curricular subjects, and make the real world connection for using this process in own life.

1.1.3 Develop and refine a range of questions to frame the search for new understanding.

1.1.4 Find, evaluate and select appropriate sources to answer questions.

1.1.5 Evaluate information found in selected sources on the basis of accuracy, validity, appropriatness for needs, importance and social and cultural context.

1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.

1.3.1 Respect copyright/intellectual property rights of creators and producers.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

2.1.2 Organize knowledge so that it is useful

3.1.1 Conclude an inquiry based research process by sharing new understandings and reflecting on the learning.

3.1.4 Use technology and other information tools to organize and display knowledge and understanding in ways that others can view, use and assess.