1. Building Inquiry Skills Through Imagery
Jody Elsasser-SVSD
Dawn Harper- ISD

2. Link to session resources http://bit.ly/2sbLqcE
Link to presentation and folder

3. A Picture Can be worth a Thousand Words….
5 minute intro for slides 2-6.

4. Why Analyze Images? It allows students to work with primary sources in a non-traditional way.
Primary sources include historical and legal documents, eyewitness accounts, results of experiments, statistical data, pieces of creative writing, audio and video recordings, photographs, speeches, and art objects.

5. Why Analyze Images? It gives students the opportunity to establish, modify and validate their own perceptions
Perception is the awareness of something through the senses. In other words, it's the ability to see, hear, understand or become aware of something. Perception is important due to the following reasons: It's a physiological process through which everything in this world is interpreted and understood.

6. Why Analyze Images? It enables students to develop their sense of observation, encourages them to formulate questions and make interpretations, and sharpens their critical faculties.
Interpretation is the action of explaining the meaning of something. In other words, it's the ability to communicate process and define meaning and relationships.

7. Today’s Plan Practice analyzing Images from a student perspective
K-1 - Social Studies
2-3 - Science
4-5 - Social Studies
Analyze activity from teacher's perspective

8. Grades K-1: Social Studies
Whole group activity
Discuss pictures
“Illustrations help you see and imagine what happens”
Use words like, “who, what, where, when, why, and how…”
Students turn and talk
Cite evidence from the pictures shown
Social Studies GLES:
Learning about Myself and My Classroom Community - Kindergarten
Families in Our Community and Families in Other Places - First Grade

9. Grades K-1: Social Studies
Google Earth
Cascade View- Snoqualmie, WA
Dumani Primary School- KwaMashu, South Africa

11. Questions: How are the pictures different? How are they the same?
What did we learn about how Dumani Public School …
What do we still want to know about it?
What do we still want to know about Cascade View?

12. Grades 2-3: Science Life Cycle
Small group activity
Observe plant images
“Interpretation is the action of explaining the meaning of something”
Use words like, “who, what, where, when, why, how, identify, observe…”
Students go on “Gallery Walk”
Cite evidence from the pictures shown using observation skills
Next GEN Science Standards:
2nd Grade: LS2 - Ecosystems, LS4 - Biological Evolution - Unity & Diversity
3rd Grade: LS1 - Molecules to Organisms, LS2 - Ecosystems, LS3 - Heredity- Variation of Traits, LS4 - Biological Evolution - Unity & Diversity
20 minutes

13. Gallery Walk Activity Number off 1-4 Take a picture walk
Answer the questions on the worksheet at each station
In your class, you can modify to meet your student’s needs for differentiation.

14. Questions About How Plants Grow...
What do you notice first? Describe what else you see.
What did you learn from examining the photo? Does any new information contradict or support your prior knowledge about how plants grow?
What questions do you still have after looking at this picture?

15. Grades 4-5: Social Studies
Individual or partner activity
Analyze and interpret pictures
“Illustrations help you see and imagine what happens”
Use words like, “who, what, where, when, why, and how…”
Self or partner talk
Cite evidence from the pictures shown
Social Studies C3 Framework: Inquiry
Uses Inquiry-Based Research (5.2) - 4th Grade and 5th grade

16. Grades 4-5: Social Studies
Should Lewis and Clark get credit for opening up the West for trade and exploration?
20 minutes

17. Task :
Open Actively Learn on your computer…
Student Sign Up
CCSyourname
CCStest
ccecc

18. Exit Slip