Wendt Process Chart

Immerse

Stage

Small-Group Inquiry Model For Inquiry Project

Teacher Role

o Invitecuriositythrougha
motivationalapproach(activity,
strategy,text,video,etc.):Launch
o Setupanengagingenvironment
gathers&organizescurricular
materials
o Buildbackground/activateschema
o Modelingand/orthinkingaloud
o Strategywork
(teaching)
o Createpassion&curiosity
o Modelingofinquiry,thinking
aloud,demonstratingasking
questions
o Organizessmallgroupformation
o Conferswithgroups/individuals

Introducetopictostudentsbytelling
themthatwewillbelearningabout
aboutthemoonandwhyitchanges
shape.ReadletterfromNASA(either
realormadeup)togetstudentsexcited.

Strategy#1:

ReadinganImage:See,
Think,Wonder
.

Activateandassessbackground
knowledgebyshowingaslideshowthat
containspicturesofthemoon.Model
thestrategyforthefirstpictureonly
andthenhavestudentsbegintorecord
theirownwonderings.

AsIassesstheirpriorknowledgeand
wonderingsIcanuseittoguidemy
instruction.

Setuptangiblematerialsandshow
studentshowtouseweeblysiteonthe
chromebooks:

Allageappropriatenonfiction
texts(seebooksforinthe
Resourcestab)

Student Role

View Moon Picture and

record wonderings on their
See, Think, Wonder
recording sheet. (formative
assessment)
View research materials
both online and books.
Meet with teacher and
groups to plan and create
group norms.
Begin exploring materials.
Begin student moon journal.

 Videos(seevideolinksinthe
Resourcestab)

Websites(seewebsitelinksinthe
Resourcestab)

Explaintostudentsthattheywillbe
exploringmaterialstolearnmoreabout
outerspace,morespecificallythemoon
andwhyitchangesshape.

Also,introducestudentstothe
weeklongmoonjournalportionofthe
task.Explaintothemthattheyaretogo
outsideatthesametimeeachnight,try
tofindthemoon,anddrawitsshapein
thecorrespondingbox.Ifthemoonis
notvisible(forwhateverreason)wewill
findaphotoofitfromthateveningon
google.
Meetwithstudentsinsmallgroupsand
createnormsforgroupwork.Modelfor
eachsmallgrouphowtonavigate
resourcesonweeblysite.

Investigate
o Developquestions
o Studentssearchforinformation&
discoveranswers
o Modelingstrategies
(teaching),
thinkingaloud,questioning

Modelhowtofindanswersto
theirwonderings.
Modelhowtothinkoutloud
andwritedownmyfindings.
Allowstudentsaccesstoweebly
viachromebooksandoropenlab
times.

Begin / Continue Moon

Journal
Explore research resources
to begin finding answers to
wonderings

o Modelinggatheringinformation
o Studentscollectinformationfrom
websites&texts
o Guidediscussions
o Conferswithgroups/individuals

Asstudentsexplorevideos,
websites,andbookshave
studentsrecordvocabularythat
theyareunsureaboutintheir
Inquirynotebook.
Meetwithgroupstoassess
progressandanswerany
questions.AlsoidentifyTen
ImportantWordsforeach
group.

Strategy#2:TenImportantWords:

IngroupshavestudentsreadOnThe
MoonbyEugeneStanleyandidentify
thetenmostimportantwordsfromthe
text.Thismayvarydependingonwhat
thegroupschoose.Revisitthesewords
withinthetextanddiscusswhatmakes
themimportant.

Strategy#3:Collaborative
ListeningViewingGuide.

HavestudentsviewMagicSchoolBus
LostinSpace.\

Oncefinishedviewingtheepisode
completeviewingguideasawholegroup
usingthedocumentcameraand
prometheanboard.

Responsibly use / navigate

Weebly page.
Keep track of questions
about process.
Respectfully interact with
group members.
Do their fair share of the
group work.

Coalesce

Stage

o Intensifyresearch:websites,texts,
videos,articles,etc.
o Synthesizeinformation,answering
questions
o Modelingorganization
synthesizinginformation
o Identifykeyideasrelatebackto
standards
o Effectivegroupdiscussions
o Groupsorganizetheirfindings
o Teachingstrategies
topull
informationtogether
o Conferswithgroups/individuals

Go Public
o Sharelearningwithothers(whois
audience?)
o Demonstratelearninginavariety
ofways
o Reflect,createnewquestions
o Learningtobeanaudience
member
o SummativeAssessment
o Selfevaluation

Teacher Role
Continue to allow students
time to work on their
projects.
Meet with groups to monitor
progress and check in on
beginnings of project.
(Formative Assessment)
Facilitate productive small
and whole group discussions.
Let students look at inquiry
project examples.
Make sure students are on
the right track with their
project and are working as a
group.

Allow students time to

practice their presentation
Facilitate small group
meetings to practice
presenting brochures.
Model appropriate behavior
during groups presentations.
In small groups complete
project reflection to discuss
what they did great and
what they might change as
well as any additional or
unanswered wonderings.

Student Role

Participate in group and

individual research.
Continue to find information
to answer their
wonderings.
Take part in productive
small group meetings.
Continue to ask any
additional questions.
Complete fair share of work.
Continue to work on and put
final touches on final
project.

Meet in small groups for

productive conversations
group.
Continue to do fair share of
group project.
Behave appropriately during
group presentations. Ask
appropriate questions.
Reflect on learning as well
as inquiry process.
Complete assessment

Give summative assessment

to whole class about moon
phases. (Summative
Assessment)

Evident in your process pages at some point:

Small group work (heterogeneous) & collaboration (turn & talk, think & wonder, roles in
groups, etc.)
ELL Differentiation (label this)
Choice in some part of the project
Monitoring progress (label formative assessment & summative assessment)
Teaching internet navigation/research

Optional ideas to enhance your project:

Field trip to increase learning, gather information
Speakers on your topic
Experiments
Research notebooks to hold information

 Groups researching different information and sharing at end

Students interview experts
Skype visits (authors, experts, etc.)
Take your findings to the community!