Process Page for Inquiry Project Stage Immerse

Invite curiosity, build background, surround with materials, modeling, thinking-aloud

Small-Group Inquiry Model For Inquiry Project Teacher Role Student Role
Teach/model the Point of View Guide. Read the book, Journey to Ellis

Island: How My Father Came to America.

Complete the Point of View Guide as they are listening to the book,

Watch the video from Discovery Education American Heritage:

Journey to Ellis Island: How My Father Came to America.

Immigration to the United States .

Introduce the vocabulary words push and pull. Divide students into partners and instruct students to go to the website on push and pull factors (http://www.campsilos.org/excursion s/grout/one/act2.htm). Assess students understanding of push and pull factors by looking at their completed chart. Explain the task to students. Assign students the country that they are from by giving them an Immigrant Identification Card. The countries include: (Ireland, Germany, Italy, China, and Japan)

Students will watch the video. With partners students will read the information on the website about pushes and pulls. Students will complete the push and pull chart on the website with their partners. Students will then print out completed chart. Ask any questions they have about the task.

Investigate
Develop questions, search for information, discover answers, modeling strategies, guide discussions, conferring

Supply students with websites on two different ports of entry: Angel Island and Ellis Island Explain the roles that each member of the group will have. These roles include: laborer, cook, teacher, and a pastor. Students will be responsible for learning about push and pull factors related to their job. Explain the I-Chart Strategy Ask students what questions we are interested in finding answers to. Model the I-Chart Strategy for students using information on Mexican immigrants (a group that students are not researching) . While modeling the I-Chart, explain to students how to use books and websites to find answers to their questions. Show students immigration books and websites. Monitor students progress on completing chart.

Visit websites to explore information on Angel Island and Ellis Island. Students brainstorm possible questions to include on the I-Chart that they want to find answers to. Students go to listed websites to find information. Students record the information on I-Chart. Students read books on assigned country and record information on IChart.

Stage Coalesce
Intensify research,

Teacher Role
Explain to students that they need to gather as a group to share their

Student Role Students will gather in their country

group and discuss with each other

synthesize information, modeling organization and evaluating sources, identify key ideas, conferring

Go Public
Share learning, demonstrate learning in a variety of ways,

findings about push and pull factors related to their roles. Explain to students that they need to decide as a group whether they should immigrate to America based on their findings. Pass out the Decision Maker sheet. Explain to students that all members of the group need to write down the benefits and disadvantages of immigrating based on the push and pull factors they found. Explain to students that since they now have recorded the advantages and disadvantages of immigrating, they now have to choose what is best for their family based on the information. Explain to students that they need to reach a decision and support their decision with the advantages and disadvantages they recorded. (Students will record this on the backside of the Decision Maker sheet. Give a mini-lesson on how to create a PowerPoint Explain the rubric and PowerPoint.

what they have learned using their ICharts. In groups, students will record the advantages and disadvantages of immigrating based on their research. Students will record their decision regarding whether they should immigrate and include their support.

Students will ask any questions that they have. Students will create their PowerPoint

understand, reflect, create new questions

The PowerPoint needs to include: 6 slides. The first slide should include the country of origin and any other introductory information. For the second through fifth slides there should be a slide for each job explaining the push and pull factors. The sixth slide will be the groups decision on whether to immigrate. Explain and model to students how they will present their presentations. Each student will need to present at least one slide. Describe to students how they are expected to behave when their classmates are presenting. Explain and model to students the 32-1 Strategy. Students will be using this strategy as they listen to their classmates present. Students will record 3 things they learned, 2 things they found interesting, and 1 question they have. Grade students summative assessment.

using the rubric and requirements as a guideline. Students will practice their presentation in their group. Students will present. Students will listen to their classmates present and record their thinking on the 3-2-1 Strategy Sheet.