Integrated Units of InquiryIntegrated Units of InquiryIntroduction

Your 3 Words for Integrated Units of Inquiry

Your 3 Words for Integrated Units of Inquiry

• http://abcnews.go.com/GMA/video/your-three-words-sons-of-summer-the-one-I-love-most-soundtrack-music-15839909

Today’s Learning TargetsToday’s Learning Targets

• I can…I can…• explain what an Integrated Unit of Inquiry is and the explain what an Integrated Unit of Inquiry is and the

benefits of them.benefits of them.

• communicate to my colleagues how the CCSS ELA will communicate to my colleagues how the CCSS ELA will be integrated into relevant learning.be integrated into relevant learning.

• look at my integrated unit through the lens of the GLO’s and brainstorm authentic real world applications of the GLO’s.

• ..

What is a “unit of inquiry”?What is a “unit of inquiry”?

• A 6 week unit of study where students can A 6 week unit of study where students can explore their questions as well as guiding explore their questions as well as guiding questions presented by the teachers.questions presented by the teachers.

• Students can dig deeply into the content, Students can dig deeply into the content, look at subject matter with multiple look at subject matter with multiple perspectives, ask critical questions, and perspectives, ask critical questions, and apply what they learn to authentic apply what they learn to authentic situations.situations.

Stages of Inquiry

ImmerseFrontload by building backgroundInvite curiosity

InvestigateDevelop questionsSearch for answersUncover answers

CoalesceIntensify researchSynthesize informationBuild understanding

Go publicShare learningDemonstrate understandingTake action

Why are we creating integrated units of inquiry?Why are we creating integrated units of inquiry?• We have an opportunity to merge We have an opportunity to merge K-5 standardsK-5 standards for science, for science,

Social Studies, Health, ELA, and Math to strengthen student Social Studies, Health, ELA, and Math to strengthen student learning and teacher practice. learning and teacher practice.

• Students will gain deeper understanding by focusing on Students will gain deeper understanding by focusing on questions of interest, persevering through an questions of interest, persevering through an inquiryinquiry process, process, and discovering connections.and discovering connections.

• The The CCSS ELA CCSS ELA are based on an integrated model of literacy are based on an integrated model of literacy with an emphasis on research and informational reading and with an emphasis on research and informational reading and writing. writing.

• Integrated Units of Inquiry will help us integrate Integrated Units of Inquiry will help us integrate HSD 2025 HSD 2025 Graduate Learner Outcomes Graduate Learner Outcomes into relevant curriculum into relevant curriculum (Foundational Content, Global Literacy, Technology Literacy, (Foundational Content, Global Literacy, Technology Literacy, Entrepreneurial Learning, Environmental Sustainability, Entrepreneurial Learning, Environmental Sustainability, Thinking, Life Skills).Thinking, Life Skills).

What will stay the same?

• The Standards will be at the core of our learning.

• We will continue our strong literacy teaching practices (Learning Targets, workshop model, small group instruction, anchor charts, exemplars, rubrics).

• Similar topics we have taught in the past.

What will change?

• We will study each topic with our HSD 2025 GLO lens.

• Purposeful integration of Informational Reading and Writing, Persuasive Writing, Speaking and Listening to achieve CCSS.

• We will teach less topics to allow students to learn more deeply.

What will stay the same?

We will use our existing FOSS Science kits, social studies and science texts, and other materials to frontload topics.

Collaborative planning and assessment.

What will change?

• Widespread practice of guided inquiry. Students will ask more questions and have more ownership in the process of finding the answers. Teacher will serve as guide on the side rather than sage on stage.

• Schedules will be more flexible based on student learning goals.

CCSS + HSD 2025=CCSS + HSD 2025=

Collaboratively designing teaching, learning and

assessment to engage students in solving authentic real-world

challenges.

Integrated Units of Inquiry

What do we want for our students?What do we want for our students?

HSD 2025- Preparing each student for success through a culture of excellence in: •Challenging academics•Critical thinking•Purposeful collaboration•Applied innovation•Global stewardship

Challenging students to become informed,

caring contributors.

Look through the lens of HSD 2025Look through the lens of HSD 2025

What do we want our for our students?What do we want our for our students?

Rethinking Elementary Schools- We need engaging, caring classrooms where children acquire the love of learning, the habit of carrying a book at all times, the skill of being able to name what’s just. We want children to come to stand with their friends, their neighbors, and those around the planet who they may never meet, in our common quest to realign our human societies with the natural world and seek justice for all.

Guiding QuestionsGuiding Questions1. What might this Graduate Learner Outcome

(GLO) look like at an elementary (specifically 3rd or 4th grade) level, from your experience and perspective?

2. What questions might provoke a student to want to inquire and learn more about this GLO?

3. What opportunities exist to integrate this GLO and/with other GLO's in our teaching and learning?

4 Stages of UBD4 Stages of UBD

Stage 1: Identify desired outcomes and results.

Stage 2: Determine acceptable evidence of competency in the outcomes and results (assessment).

Stage 3: Plan instructional strategies and learning experiences to bring students to these competency levels.

Stage 4: Reflect and revise.

4 Stages of UBD4 Stages of UBD

Stage 1: Identify desired outcomes and results.

Stage 2: Determine acceptable evidence of competency in the outcomes and results (assessment).

Stage 3: Plan instructional strategies and learning experiences to bring students to these competency levels.

Stage 4: Reflect and revise.

Enduring Understanding: Water is a natural resource and essential for

the survival of all living things.

Enduring Understanding: Water is a natural resource and essential for

the survival of all living things.Essential QuestionsEssential Questions•T1: Where is water found on Earth?T1: Where is water found on Earth?•T2: What are the unique properties of water?T2: What are the unique properties of water?•T3: How do living things affect water as a natural T3: How do living things affect water as a natural resource?resource?•T4: How does water quality affect people in T4: How does water quality affect people in different places?different places?•T5: What is our responsibility towards our water T5: What is our responsibility towards our water supply?supply?

4 Stages of UBD4 Stages of UBD

Stage 1: Identify desired outcomes and results.

Stage 2: Determine acceptable evidence of competency in the outcomes and results (assessment).

Stage 3: Plan instructional strategies and learning experiences to bring students to these competency levels.

Stage 4: Reflect and revise.

Action ProjectAction Project•Commercial about conservation- persuasive writingCommercial about conservation- persuasive writing•Earned money to buy a Play Pump-Earned money to buy a Play Pump-

informational writing to describe the pumpinformational writing to describe the pump

4 Stages of UBD4 Stages of UBD

Stage 1: Identify desired outcomes and results.

Stage 2: Determine acceptable evidence of competency in the outcomes and results (assessment).

Stage 3: Plan instructional strategies and learning experiences to bring students to these competency levels.

Stage 4: Reflect and revise.

Frontload with FOSS kit looking at properties of water, water Frontload with FOSS kit looking at properties of water, water festival with Project Wet, Planet Earth Water DVD. festival with Project Wet, Planet Earth Water DVD. Develop Develop questionsquestions

Assess prior knowledgeAssess prior knowledge

Analyze personal water consumption and plan conservation. Analyze personal water consumption and plan conservation. Skype with Dakota County Water Resource Manager. Skype with Dakota County Water Resource Manager. Challenge Challenge

between schools.between schools.

Develop questionsDevelop questions

Formative assessmentsFormative assessments

Class investigates water quality in different Class investigates water quality in different places in the world using a places in the world using a Life Like MineLife Like Mine. . Informational Reading and Writing.Informational Reading and Writing.

Develop questionsDevelop questions

Formative assessmentFormative assessment

Where is HSD 2025 in this sample integrated unit of inquiry?

Where is HSD 2025 in this sample integrated unit of inquiry?

• Foundational Content

• Global Literacy

• Technology Literacy

• Entrepreneurial Learning

• Environmental Sustainability

• Thinking

• Life Skills

CCSS for ELA CCSS for ELA • How does this unit of inquiry align with CCSS How does this unit of inquiry align with CCSS

expectations for integrationexpectations for integration? p. 7 Introduction to CCSS, ELA

• Think about the CCSS for informational Think about the CCSS for informational reading, informational writing, persuasive reading, informational writing, persuasive writing, and speaking and listening for your writing, and speaking and listening for your grade level. How is this woven into this unit of grade level. How is this woven into this unit of inquiry?inquiry?

List all content your grade level teaches.

List all content your grade level teaches.

• ScienceScience

• Social StudiesSocial Studies

• HealthHealth

• Our goal is to engage our students in Our goal is to engage our students in finding connections and solving problems finding connections and solving problems with a deeper understanding in 5-6 Units with a deeper understanding in 5-6 Units of Inquiry.of Inquiry.

Proposed K-5 Program of Inquiry

KSense-ational We know our world through our senses. Senses

Community HelpersCommunities provide services for the people who live in them.

Rules RulesRules help people work together.

Animals 2 by 2- KAnimals interact with their families and the environment. 

Wood & Trees

1Healthy HabitsA balance between factors such as nutrition, exercise, and routines contributes to human health.

We are Family!Families are similar and different around the world.

Calendar of Celebrations Celebrations play a part in the lives of people around the world.

Wild about Weather & Natural Disasters- Weather all over the world influences living things.

Pebbles, Sand and Silt

2Walk In My Shoes- Listening to other people’s perspectives and communicating our own points of views help us live together.

We Can Make a Difference/ HeroesPeople can influence the world in positive ways

Social studies- Citizenship?

Growing & ChangingLiving things have life cycles characterized by physical changes

Let’s Play- We explore how the world works through playing.

3Community - HudsonCommunities provide services for the people who live in them.

All in Favor Say AyeA government is based on rights and responsibilities.,and culture

Out of this World- The Earth is surrounded by space and is part of a vast and complex universe.

Calling all InventorsInventions are created to solve problems and/ or fulfill a need.

Water Water Everywhere!Water is a natural resource that is essential for the survival of all living things

4Technology/ Media & PersuasionAdvertising influences how we think and the choices we make

The New World/WI/ Native Americans-People explore and colonize new lands for many reasons with varying results.

Journeys/ ImmigrationPeople relocate for a variety of reasons.

Amazing LandformsGeography influences people’s lives.

Global Issues/ Energy

5Human BodyDifferent systems in the body have their own parts and functions.

War and Peace- 5Changes in society and culture can lead to conflict.

Show Me the Money!- 5People choose different economic values and principles to guide their decisions.

Mixtures and SolutionsTransformations are a part of the natural world.

Environments-Environments are interconnected.

(Camp St. Croix)

Inquiry Passion Project

Science & SS StandardsScience & SS Standards

• Review the varied standards a unit might support.

Reflections on Program of InquiryReflections on Program of Inquiry

• What benefits do you see for students?What benefits do you see for students?

• Questions or obstacles to moving forward?Questions or obstacles to moving forward?

• What are 3 topics you are interested in What are 3 topics you are interested in developing further?developing further?

Next Steps with CCSS ELA & Integrated Units of Inquiry

Next Steps with CCSS ELA & Integrated Units of Inquiry

2013-142013-14•All Staff- Practice using CCSS/ Learning Targets / rubrics All Staff- Practice using CCSS/ Learning Targets / rubrics •Integrated Units developed in grades 2 and 5; implemented in Integrated Units developed in grades 2 and 5; implemented in grades 3 and 4grades 3 and 4We will email the unit you will be working on so you can begin We will email the unit you will be working on so you can begin thinking about it and gathering resources.thinking about it and gathering resources.January Stage 1: Enduring Understandings and Essential QuestionsJanuary Stage 1: Enduring Understandings and Essential QuestionsFebruary Stage 2: AssessmentsFebruary Stage 2: AssessmentsMarch - Stage 3: Learning Activities & InquiryMarch - Stage 3: Learning Activities & Inquiry  2014-152014-15•Integrated Units developed for grades K and 1Integrated Units developed for grades K and 1•Integrated units implemented and reflected upon in grades 2 - 5Integrated units implemented and reflected upon in grades 2 - 5  2015-162015-16•Integrated units implemented and reflected upon K-5.Integrated units implemented and reflected upon K-5.

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Exit SlipExit Slip

When I think about integrated units of When I think about integrated units of inquiry…inquiry…

1)1)I am most excited about and eager to I am most excited about and eager to experience… experience…

2)2)I anticipate an obstacle being…I anticipate an obstacle being…

3)3)ONE statement I’ll share with my ONE statement I’ll share with my colleagues and students… colleagues and students…