Investigate and Gather- Rapid Changes of the Earth's Surface

Wildfire

Activities

  • Identifying Research Questions (30 minutes)

    Starter:

    Students will review inquiry journals and highlight things they found interesting.

    Worktime:

    As a whole class, brainstorm possible research questions. Record students' ideas using a SmartNotebook slide, a Google doc, or chart paper. 

    Reflection:

    Debrief the process of formulating research questions.

    Guiding Questions

    (adapted from Guided Inquiry Design, 2012):
    • What is most interesting to you?
    • What is your assignment? (If product has been predetermined) OR What are your learning goals?
    • What information is available?
    • How much time do you have to conduct your research and create a product?

  • Gather Activity (Multiple Class Periods)

    Work Time:

    Students studying related topics (e.g., Tornadoes) may be grouped formally or informally to create a support structure for the Gather phase. For information on Inquiry Circles, see Guided Inquiry Design p. 122-123.

    Reflection: 

    The Pair Share Protocol (Guided Inquiry Design, Figure 8.4) offers ideas for prompts to guide the reflection process as students move toward creating a product.

     

     
Phase: Investigate & Gather

  • This phase is intended to:

    Allow students to develop question/s of personal interest and have time to gather relevant information to answer the question/s.

    Key ideas:

    • Encourage authentic questions (connected to real life, real world problems)
    • Assist students in refining/revising questions (6th-12th)
    • Encourage use of primary and secondary sources
    • Note taking 
    • Cite sources

Topics