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= = This unit of inquiry will take place at the beginning of second grade, throughout trimester one. In the past our focus has been mainly on biographies. We also began with a small introduction (personal hook) to this concept using autobiographies. As a team, we have felt that the //concept// of biographies is appropriate for second grade, however, the reading materials jump from Rookie Readers (often too basic) to detailed chapter books (typically too challenging). In order to create a project that is more academically appropriate for young students we would like to begin focusing solely on the autobiography. This will ensure that we are engaging all students (everyone likes to learn about themselves). It will also provide us with the opportunity to properly differentiate and observe students’ present levels as we begin a new 2-year loop together. ü Students will learn the basic steps of the **inquiry process** through their research of themselves. ü Students will learn to **gather information** from a variety of unique sources (other than traditional books and articles). ü Students will conduct a personal **interview** of a family member. ü Students will master the concept of an **autobiography** by creating their own autobiography (life story). ü Students will become familiar with **timelines** as a tool to organize events sequentially. Students will be assessed in a variety of ways. Throughout the trimester teachers will be making constant anecdotal notes based on each students’ classroom performance. This can include (but is not limited to) observing the students’ reading, writing, ability to summarize, interaction with a group, organization, spelling, verbal communication, and use of vocabulary. Students will also be assessed based upon their final project (see notes below on ideas for final projects). ü ** Reading biographies and autobiographies ** aloud in class (using a variety of picture book, chapter book, easy readers, etc. to demonstrate the various forms this genre can inhabit)(T or MS) ü Modeling from FCPA faculty/staff: **Guest speakers** will be asked to visit classes at the beginning of the inquiry process. These speakers will share an autobiographical story from a certain period of their life (ex: their most memorable vacation, proudest accomplishment, etc.). This will demonstrate to students how everyone’s life story is different and unique. (T) ü Writing a biography (**historical timeline**) of FCPA: this will be used at the beginning of the inquiry process to get kids hooked on the topic. It can also be published in a way that would allow it to be displayed in the front office for visitors to enjoy while they wait. (could potentially be the introduction of timelines as well)(T) ü ** Blank journals ** out and about in FCPA communities with instructions for adding to them: these journals will allow other faculty or students to add written thoughts about their own personal experiences. Journals can later be collected and used in mini-lessons during the autobiography writing experience. (MS) ü Introduction to a **timeline program**: this will hopefully be something that is easy to save and come back to (so that students don’t need to enter all dates at once). It would also be great to add pictures as well. (MS) ü Students will use **Photostory** to create an All About Me video/slideshow (T and MS) ü Difference between biographies and autobiographies (T) ü Example/model of a personal interview (MS) ü Creating notes/notecards from these unique sources of information (MS) ü ** Primary Sources/ Secondary **  - compare and contrast, sort (MS) ü ** Kidspiration ** webbing all about me (MS) <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü ** Scholastic keys: ** perhaps jumping straight to the “real deal”…Lowell and I think kids are reading for it (MS) <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü ** Handi Recorders ** for personal interviews (MS) The concept of reflection is important particularly while working on a project that involves students researching themselves. The idea of a weekly reflection sheet that students could later compile (almost like creating a personal scrapbook) might be something that we could develop at a later time. Lowell and I have discussed that we would like for students to have more voice and choice in how they present what they learn. In the past, all students finished the trimester by performing at a Living Wax Museum. This was enjoyable and fun, however, it would be great to have a variety of choices for students to select from so that we are embracing all learning styles (I would certainly not want to stand in front of lots of people and talk). Possible ideas: creating a Power Point autobiography to run during gallery night, presenting a timeline of their life, performing a “dramatic interpretation” of their life story, creating their own life story scrapbook, etc. <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Interview family members <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Baby books (from when the students were babies) <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Family photos <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Sample autobiographies <span style="font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü All About Me books <span style="font-size: 14pt; font-family: Wingdings; mso-fareast-font-family: Wingdings; mso-bidi-font-family: Wingdings; msofareastfontfamily: Wingdings; msobidifontfamily: Wingdings; msolist: Ignore;">ü Oral histories (from staff members)
 * Inquiry Unit Initial Plan Paper **
 * //__ Topic __//**
 * //__ Big Ideas __//**
 * //__ Assessment Ideas __//**
 * //__ Classroom Lessons __//**
 * (T=teacher and MS=Media Specialist denote who will be leading each lesson) **
 * //__ Reflection __//**
 * //__ Celebration __//**
 * //__ Resources __//**

==== <span style="font-weight: normal; font-size: 14pt; color: windowtext; font-family: Arial; msobidifontweight: bold;">(Here they are, on the following pages we just need to narrow the list and include the specific substandards)  ====
 * // Collaborate with 5th grade – connection to family history project //**
 * Standards - **

<span style="font-weight: normal; font-size: 14pt; color: #660033; font-family: garamond; background-color: #ff9900; mso-bidi-font-weight: bold; msobidifontweight: bold;">language arts
====** Standard 1: READING: Word Recognition, Fluency, and Vocabulary Development ** Word Recognition involves the understanding of the basic features of words: word parts, patterns, relationships, and origins. Students use phonics, context clues, and a growing knowledge of English and other languages to determine the meaning of words and become fluent readers. ** Standard 2: READING: Comprehension ** Comprehension involves understanding grade-level-appropriate material. Students develop strategies such as asking questions; making predictions; and identifying and analyzing structure, organization, perspective, and purpose. After Grade 5, the focus is on informational texts. ** Standard 3: READING: Literary Response and Analysis ** Response to grade-level-appropriate literature includes identifying story elements such as character, theme, plot, and setting, and making connections and comparisons across texts. Literary response enhances students’ understanding of history, culture, and the social sciences. ** Standard 4: WRITING: Process ** The writing process includes prewriting, drafting, editing, and revising. Students progress through these stages to write clear, coherent, and focused paragraphs and essays. ** Standard 5: WRITING: Applications ** Through the exploration of different types of writing and the characteristics of each, students become proficient at narrative (stories), expository (informational), descriptive (sensory), persuasive (emotional appeal), argumentative (logical defense), and technical writing. Writing demonstrates an awareness of the audience (intended reader) and purpose for writing. ** Standard 6: WRITING: English Language Conventions ** Conventions include the grade-level-appropriate mechanics of writing, such as penmanship, spelling, grammar, capitalization, punctuation, sentence structure, and manuscript form. ** Standard 7: LISTENING AND SPEAKING: Skills, Strategies, and Applications ** Response to oral communication includes careful listening and evaluation of content. Speaking skills, such as phrasing, pitch, and tone are developed in conjunction with such strategies as narration, exposition, description, and persuasion and are applied to students’ delivery of oral presentations. ====

<span style="font-weight: normal; font-size: 14pt; color: #660033; font-family: garamond; background-color: #ff9900; mso-bidi-font-weight: bold; msobidifontweight: bold;">Social studies
====<span style="font-weight: normal; font-size: 14pt; color: #660033; font-family: garamond; background-color: #ff9900; mso-bidi-font-weight: bold; msobidifontweight: bold;">American Association of School Libraries: Standards for 21st Century learners ====

1. Inquire, think critically, and gain knowledge.
==== <span style="font-weight: normal; font-size: 12pt; color: windowtext; font-family: Symbol; mso-bidi-font-weight: bold; mso-fareast-font-family: Symbol; mso-bidi-font-family: Symbol; msobidifontweight: bold; msofareastfontfamily: Symbol; msobidifontfamily: Symbol; msolist: Ignore;">· 2. Draw conclusions, make informed decisions, apply knowledge to new situations, and create new knowledge. ==== <span style="font-size: 12pt; font-family: Arial; mso-fareast-font-family: 'Times New Roman'; mso-ansi-language: EN-US; mso-fareast-language: EN-US; mso-bidi-language: AR-SA;"> NETS Technology
 * 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.
 * 1.1.2 Use prior and background knowledge as context for new learning.
 * 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, appropriateness for needs, importance, and social and cultural context.
 * 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather meaning.
 * 1.1.7 Make sense of information gathered from diverse sources by identifying misconceptions, main and supporting ideas, conflicting information, and point of view or bias.
 * 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry.
 * 1.1.9 Collaborate with others to broaden and deepen understanding.
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 12.0pt; msobidifontsize: 12.0pt;">
 * 2.1.1 Continue an inquiry based research process by applying critical-thinking skills to information and knowledge in order to construct new understandings, draw conclusions, and create new knowledge.
 * 2.1.2 Organize knowledge so that it is useful.
 * 2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-word situations, and further investigations.
 * 2.1.4 Use technology and other information tools to analyze and organize information.
 * 2.1.5 Collaborate with others to exchange ideas, develop new understanding, make decisions, and solve problems.
 * 2.1.6 Use the writing process, media and visual literacy, and technology skills to create products that express new understandings.

|| || || ||  || || ||  || || ||  || || ||  || ** 6. **  || ** TECHNOLOGY OPERATIONS AND CONCEPTS **  || ||
 * <span style="font-size: 10pt; color: black; font-family: Arial; mso-bidi-font-weight: bold; mso-bidi-font-size: 14.0pt;">1.  || ** CREATIVITY AND INNOVATION **  ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">Students demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Students: ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> ||  || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">a. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">apply existing knowledge to generate new ideas, products, or processes. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">b. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">create original works as a means of personal or group expression. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">c. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">use models and simulations to explore complex systems and issues. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">d. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">identify trends and forecast possibilities. ||
 * ** 2. ** || ** COMMUNICATION AND COLLABORATION **  ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> ||  || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">a. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">b. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">communicate information and ideas effectively to multiple audiences using a variety of media and formats. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">c. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">develop cultural understanding and global awareness by engaging with learners of other cultures. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">d. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">contribute to project teams to produce original works or solve problems. ||
 * ** 3. ** || ** RESEARCH AND INFORMATION FLUENCY **  ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">Students apply digital tools to gather, evaluate, and use information. Students: ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> ||  || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">a. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">plan strategies to guide inquiry. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">b. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">c. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">evaluate and select information sources and digital tools based on the appropriateness to specific tasks. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">d. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">process data and report results. ||
 * ** 4. ** || ** CRITICAL THINKING, PROBLEM SOLVING, DECISION MAKING **  ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. Students: ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> ||  || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">a. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">identify and define authentic problems and significant questions for investigation. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">b. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">plan and manage activities to develop a solution or complete a project. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">c. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">collect and analyze data to identify solutions and/or make informed decisions. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">d. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">use multiple processes and diverse perspectives to explore alternative solutions. ||
 * ** 5. ** || ** DIGITAL CITIZENSHIP **  ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">Students understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Students: ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> ||  || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">a. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">advocate and practice safe, legal, and responsible use of information and technology. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">b. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">exhibit a positive attitude toward using technology that supports collaboration, learning, and productivity. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">c. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">demonstrate personal responsibility for lifelong learning. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">d. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">exhibit leadership for digital citizenship. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">Students demonstrate a sound understanding of technology concepts, systems, and operations. Students: ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;"> ||  || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">a. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">understand and use technology systems. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">b. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">select and use applications effectively and productively. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">c. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">troubleshoot systems and applications. ||
 * <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">d. || <span style="font-size: 10pt; color: #660033; font-family: garamond; mso-bidi-font-size: 14.0pt; msobidifontsize: 14.0pt;">transfer current knowledge to learning of new technologies. ||