1. Inquiring Minds Want to Know: A Science/Library Collaboration
NYSCATE Digital Wave
March 13, 2015
Maria Muhlbauer and Barbara Smith, Pioneer Middle School

2. Defining Inquiry A seeking for truth, information, or knowledge
Seeking information by questioning
Effective inquiry is more than just asking questions
Involves the process of turning questioning into new knowledge
Inquiry projects provide a context and framework for turning genuine student interests into learning experiences
“Workshop: Inquiry-Based Learning.” Thirteen Ed. Online, Web. 9 Mar <

3. Why Inquiry?
“Tell me and I forget.
Show me and I remember.
Involve me and I understand.”
“I'm more interested in arousing enthusiasm in kids than in teaching the facts. The facts may change, but that enthusiasm for exploring the world will remain with them the rest of their lives.”
Variously attributed to Aristotle, Confucius, Benjamin Franklin, Native American Proverb, Chinese Proverb, Voltaire
“Questioning can help expand and open up the way we think about a subject or problem – but questions also can direct and focus our thinking.”
Seymour Simon, nonfiction author and former science teacher
Warren Berger, amorebeautifulquestion.com
Berger, Warren. “How Can We Teach Kids to Question?” A More Beautiful Question. n.p., Web. 12 Mar <
Draper, Steve. “The Connection Between Learning and Doing.” University of Glasgow, 21 May Web. 9 Mar <
“Seymour Simon Quotes.” Goodreads.com. Goodreads Inc., Web. 9 Mar <

4. Empire State Information Fluency Continuum: Inquiry Phases
Connect – Connecting learning to own interests, prior knowledge, and background knowledge Wonder – Asking questions, making predictions, forming tentative thesis Investigate – Finding and evaluating information to answer questions Construct – Constructing new understandings, forming opinions, drawing conclusions Express – Applying new understandings to new context; expressing new ideas to share with others Reflect – Reflecting on own learning; asking new questions

5. The Project Students worked in groups to research a planet.
Groups created questions to guide their planet research.
Students learned about library and Internet resources available about planets.
Groups completed research about their planets.
Groups prepared and presented a lesson about their planets for their classmates.

6. Project Preparations Teacher preselected student groups and planets
The inquiry/research tasks were introduced as a step-by-step process
All tasks were modeled for the students

7. Step 1: Create Research Questions
It is important that you create interesting questions in order to guide your research.
You will spend the next few minutes brainstorming questions that you have about your planet. Keep other students in mind – what might other sixth graders be interesting in learning about your planet?

8. Step 1 Modeling: Questions about the Sun
How hot is the sun?
How large is the sun?
How many days would it take to travel to the sun?
Is the sun the most important thing in the solar system?
What is the diameter of the sun?
Can anything live on the sun?
Will the sun ever burn out? Do people like the sun?
What makes the sun so hot?
What planets orbit the sun?
Is the sun a star or a planet?
Does the sun have any of its own moons?
How close have astronauts gotten to the sun?
Who was the first person to discover the sun?
When was the sun discovered?
How heavy is the sun?

9. Step 1 Completion
Students generated questions independently on squares of paper
Ample time was given for this part of the process

10. Step 2: Eliminating Research Questions
In your group, share the questions that you generated.
Think about the questions together:
Research can only answer questions that are fact-based. If there are any questions involving a person or group’s opinion, it cannot be answered through research.
Is this a question that can be answered through research? If not, set it aside.

11. Step 2 Modeling: Which Questions Cannot Be Answered Through Research?
How hot is the sun?
How large is the sun?
How many days would it take to travel to the sun?
Is the sun the most important thing in the solar system?
What is the diameter of the sun?
Can anything live on the sun?
Will the sun ever burn out? Do people like the sun?
What makes the sun so hot?
What planets orbit the sun?
Is the sun a star or a planet?
Does the sun have any of its own moons?
How close have astronauts gotten to the sun?
Who was the first person to discover the sun?
When was the sun discovered?
How heavy is the sun?

12. Step 2 Modeling: Questions that Research Cannot Answer
Is the sun the most important thing in the solar system?
Do people like the sun?
These questions are opinions, so they cannot be answered through a research project.

13. Step 2 Completion
Students worked with their group members to look at each question.
Opinion-based questions were eliminated.

14. Step 3: Organize Your Research Questions
You will find that many of your group’s questions will overlap or ask similar questions.
Using your group’s question cards, organize your research questions into groups. Not all of your questions will fit into groups. This is ok.
Use the post-its on your table to label each group of questions with a topic.

15. Step 3 Modeling: Organizing Research Questions
How hot is the sun?
How large is the sun?
How many days would it take to travel to the sun?
Is the sun the most important thing in the solar system?
What is the diameter of the sun?
Can anything live on the sun?
Will the sun ever burn out? Do people like the sun?
What makes the sun so hot?
What planets orbit the sun?
Is the sun a star or a planet?
Does the sun have any of its own moons?
How close have astronauts gotten to the sun?
Who was the first person to discover the sun?
When was the sun discovered?
How heavy is the sun?
All of these questions have to do with the size of the sun. A topic for my group’s post-it would be Sun’s Size.

16. Step 3 Process
Groups used different strategies to sort questions into topics.
A variety of topics were utilized.

17. Step 4: Select Your Topics
With your group members, choose the topics you would like to use to guide your research.
Your group should have between 3-6 topics for research.
Transfer your post-it topic to your group’s topic list.
Get your list approved by an adult.

18. Step 4 Modeling: Topic List for the Sun
Topic 1: Historical Information about the Sun
Topic 2: The Sun’s Size
Topic 3: Composition of the Sun
Topic 4: The Sun’s Zones
Topic 5: The Rotation of the Sun

19. Step 4 Process
Students groups chose the topics that they were most interested in researching.
The topics were moved to a list (list required adult approval)

20. Step 5: Preparing for Research
Your group will now transfer your topics and questions into research packets.
Each topic will receive its own packet.
Your group can use your questions as subtopics for each packet.

21. Step 5 Modeling: Transferring Research Questions

22. Step 5 Completion This step required teamwork
All groups divided up the work so that each organizer was properly set up

23. Standards Addressed during Steps 1-5
NYS Intermediate Science Standards
Standard 1: Analysis, Inquiry, and Design
Students will use (mathematical analysis), scientific inquiry, (and engineering design), to pose questions, seek answers, and develop solutions.
Empire State Information Fluency Continuum
Standard 1: Using Information to Build Understanding
Wonder: Recognizes characteristics of good questions
Standard 3: Demonstrating Social Responsibility
Importance of information to a democratic society: Demonstrates tolerance for different opinions; Encourages team members to share ideas and opinions
ISTE (NETS) Standards
Standard 4: Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

24. Step 6: Researching Your Planet
What sources are available for finding information about planets?
Use the library access sheets to gather information about your planet.
All sources must be properly documented on both your organizer and on the note sheets for research.

25. Step 6: Research Resources
Students received two sheets outlining the research sources available for the project.

26. Step 6: Research Resources
Students were required to use Note Sheets to properly document their sources.

27. Step 6 Completion

28. Standards Addressed During Step 6
NYS Sixth Grade Science Standards
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
CCSS Grade 6 ELA Reading Standards for Informational Text
Standard 1: Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Empire State Information Fluency Continuum
Standard 1: Using Information to Build Understanding
Investigate: Follows a complete research plan and stays on a timeline; Participates in supervised use of search engines and pre-selected Web resources to access appropriate information for research; Summarizes information that answers research questions; Differentiates between important and unimportant details
Construct: Makes inferences based on explicit information in text; Organizes notes and ideas and develops an outline or graphic organizer using both print and electronic tools; Combines information and weighs evidence to draw conclusions and create new meaning
Standard 3: Demonstrating Social Responsibility
Ethical behavior in use of information: Abides by the Acceptable Use Policy by accessing only appropriate information and using technology responsibly; Understands the concept of plagiarism and the importance of paraphrasing
ISTE (NETS) Standards
Standard 3: Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
Standard 4: Critical thinking, problem solving, and decision making
Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

29. Step 7: Creating a Lesson Plan
All lesson plans needed to include:
Lesson objective
Goals
How information would be presented to the class
How students would be assessed
Classroom teacher modeled the lesson planning process to students.

30. Step 7 Completion Groups formulated their lesson plans
Most groups presented their research through PowerPoint
Other teaching tools were gathered

31. Step 7 Completion
Another resource used by students was EdHelper.com

32. Standards Addressed During Step 7
NYS Intermediate MST Standards
Standard 2: Information Systems - Students will access, generate, process, and transfer information using appropriate technologies.
NYS Intermediate Science Standards
Standard 4: Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
Empire State Information Fluency Continuum
Standard 1: Using Information to Build Understanding
Construct: Makes inferences based on explicit information in text; Organizes notes and ideas and develops an outline or graphic organizer using both print and electronic tools; Combines information and weighs evidence to draw conclusions and create new meaning
Express: Drafts the presentation/product tailored to the audience; Presents conclusions and supporting facts in a variety of ways
Standard 3: Demonstrating Social Responsibility
Importance of information to a democratic society: Demonstrates tolerance for different opinions
Effective social interaction to broaden understanding: Encourages team members to share ideas and opinions; Works collaboratively with peers to use technology for research to meet information needs
Ethical behavior in use of information: Abides by the Acceptable Use Policy by accessing only appropriate information and using technology responsibly; Understands the concept of plagiarism and the importance of paraphrasing
ISTE (NETS) Standards
Standard 1: Creativity and Innovation
Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology.

33. ELA Standards Addressed During Step 7
CCSS Grade 6 ELA Reading Standards for Informational Text
Standard 7: Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent product.
CCSS Grade 6 ELA Writing Standards
Standard 2: Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
Standard 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Standard 5: With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
Standard 6: Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
CCSS Grade 6 ELA Speaking and Listening Standards
Standard 1: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
Standard 5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.

34. Step 8: Lesson Presentations
Groups executed their lesson plans.
The questions/topics generated in previous steps served to organize the presentations
Most groups included multimedia components
Assessments were given to classmates and recorded as science grades – students loved assigning homework to others!

35. Standards Addressed During Step 8
CCSS Grade 6 ELA Speaking and Listening Standards
Standard 4: Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
Standard 5: Include multimedia components (e.g., graphics, images, music, sound) and visual displays in presentations to clarify information.
Empire State Information Fluency Continuum
Standard 1: Using Information to Build Understanding
Express: Drafts the presentation/product tailored to the audience; Presents conclusions and supporting facts in a variety of ways

36. Project Assessment

37. Project Reflection Students were asked the following questions:
What did you like best about the project?
What could be improved?
What do you still remember?
Do you have any advice for next year’s students?

38. Student Reflections: What They Liked Best

39. Student Reflections: What Can Be Improved

40. Student Reflections: What They Still Remember from the Project

41. Student Reflections: Advice for Next Year’s Students

42. Standards Addressed During Project Reflection
Empire State Information Fluency Continuum
Standard 1: Using Information to Build Understanding
Reflect: Assesses own work and begins to develop own revision process

43. Possible Project Extensions
Inquiry process can work in almost every subject area or grade level!
Use Skype or other distance learning tools to present lessons to classrooms in other locations
Host a parent/community celebration after the project is completed
Have students find their own sources to use for research
Present lessons during an evening science fair event
Collaborate with your school librarian 

44. Works Referenced
Berger, Warren. “How Can We Teach Kids to Question?” A More Beautiful Question. n.p., Web. 12 Mar < “Core Curriculum for Intermediate Science.” NYLearns.org. PLS 3rd Learning, Web. 9 Mar < Draper, Steve. “The Connection Between Learning and Doing.” University of Glasgow, 21 May Web. 9 Mar < “Empire State Information Fluency Continuum: District Guidance and Tools.” School Library Systems Association of New York State. SLSA, 9 Jun Web. 9 Mar < “ISTE Standards for Students.” ISTE Standards. International Society for Technology in Education, Web. 9 Mar < “Learning Standards for MST: Standards 1 and 2.” NYLearns.org. PLS 3rd Learning, Web. 9 Mar < “New York State P-12 Common Core Learning Standards for English Language Arts and Literacy.” EngageNY. NYSED, 26 Oct Web. 9 Mar < for-english-language-arts-and-literacy>. “Seymour Simon Quotes.” Goodreads.com. Goodreads Inc., Web. 9 Mar < “Workshop: Inquiry-Based Learning.” Thirteen Ed Online, Web. 9 Mar <

45. Thank you! Maria Muhlbauer
Phone: (716)
Website: pioneermiddlelibrary.blogspot.com
Barbara Smith