Team+6

Voicethread.Team 6: Morgan Richards and Kristen Kenyon

 * Unit of Study, Grades 4 & 5:** Conducting Self-Selected Research


 * Focus:** Expository Texts, Research Reporting, Social Studies and Science Issues (Impact of Humans on Environment or Habitats)


 * Essential Learning Goals:** //Fourth and fifth grade students will utilize the following// Common Core Objectives

Read related materials (online and offline texts). Brainstorm prior knowledge of human interactions with habitat using linoit.com.
 * Instructional Plan:**

Present why Real Readers Research.

Model examples (thick) and nonexamples (thin) of compelling questionsthat guide research. Support students as they create compelling questions based on their own interests and prior experiences. Students record their own thinking.

Facilitate student research. Make a closed google search available for students. media type="custom" key="10077659" To assure students are proceeding successfully with research in a timely manner, introduce the idea of daily goal setting. Students will post goals and update their progress for their peers, teacher, and families to see using edmodo. Students record information using linoit.com.

Students synthesize information around the main compelling question and any related subtopics. Information is drafted in organized paragraphs. Students will use VoiceThreadto present research and related pictures.

Assess student products using a rubric.

-how to formulate meaningful questions that are appropriate for research -how to access their own prior knowledge on the topic -the differences between various resources -reading expository texts and the differences between expository and narrative text features -identifying main idea and supporting details -research as a process Teachers must model for students how to utilize the resources || an example of what it is you want students to produce? Or, c) Did you you create two products that do both a) and b)? || The student technology product that accompanies our PBI Instructional Plan is a voicethread project. The teacher technology product that accompanies our PBI Instructional Plan is a Prezi presentation outlining the research process. The student technology product represents a model of what we expect students to produce. The teacher technology product exemplifies a tool to support our literacy instruction. ||
 * **Guiding Questions for your Facilitating Your Project Based Inquiry Process**
 * and Developing Your two products of learning (i.e., instructional plan and technology product).** || **Describe learner outcomes, teacher actions, student actions, resources, materials, content, websites, videos, technology as appropriate.** ||
 * I. What is the compelling question you have regarding pedagogy? || How can teachers effectively facilitate student research on self-selected topics using various technologies? ||
 * II. How are new literacies featured in your compelling question? || Students will take ownership of their learning through creating a subset of questions (based on a teacher created compelling question) that guides their own research. Students will need to utilize the internet and various technological mediums. The end result of this research will be a project published through digital media. ||
 * III. How will you organize or group your students for the PBI? || Students will conduct individual research. As needed, students will be pulled into small strategy groups. Informal assessments will determine the necessity for small group instruction. ||
 * IV. What prior knowledge do your students need to have to complete this PBI lesson? What lesson(s) would come before the PBI? || Teachers must educate students on:
 * V. How will you scaffold and support your students' gathering and analyzing of information? How will you monitor this process? || graphic organizers, modeling strategies with think alouds and anchor charts, rubric presented before hand, strategy groups, leveled texts, teacher monitors completion and influence self-regulation through research process checklist, daily goal setting ||
 * VI. How will you scaffold and support your students' creative synthesis of information in their PBI product? How will you monitor this process? || Teachers will give students workshop opportunities for students to research and create. Teachers will be available to guide students. Students are encouraged to share with one another and teach each other. ||
 * VII. What intellectual elements in students' PBI product will be evaluated. What forms of assessments will you use (e.g. rubrics, checklist, etc). || In order to understand the intellectual elements evaluated in our student projects see the rubric and common core goals noted within lesson plan above. Rubrics, checklist, anecdotal notes, observation, student learning logs ||
 * VIII. What is the technology product that will accompany your PBI Instructional Plan? Does it a) support your instruction well, and if so, how? Or, b) is it