STAGE 3 INTEGRATED SCIENCE INQUIRY UNIT 2015

AUSTRALIAN CURRICULUM / PRIMARY CONNECTIONS: DESERT SURVIVORS

Culburra Public School — Teaching team
Teacher Librarian: Lucy Robertson
Classroom Teachers: Shannon Evans, Liz Wilson, Alisa McGill
AEO: Clarrie Gibbs

Background
The library program below has been designed to be implemented in conjunction with classroom content strands from AC Science Curriculum 2015 via Primary Connections ‘Desert Survivors’ integrated unit. The library unit predominantly focuses on process strands contained within the AC Science Syllabus (SIS), the AC General Capability (GC) learning areas, and key information literacy skills embedded within a Guided Inquiry (GI) framework (Kuhlthau, Caspari, Maniotes, 2008). It was designed for students who had never seen the GI process or ISP before.

Several formative assessment strategies to measure student development of process skills, including the School Library Impact Measure (SLIM) toolkit are included in the program, and should be considered in assessing student achievement and effort for Stage 3 Science outcomes.

Wk / Lesson focus / Inquiry
stage / Curriculum / Resources
1 / Initial question: What do we already know about the desert?
Individual first thoughts > group sharing on human/plant/animal adaptation to Australia’s desert environment.
Watch video on Camel adaptation: www.youtube.com/watch?v=H9nyYar_6mM as well as other videos on desert adaptation from Vimeo / Youtube / as discovered by inquiry team…
Unpack guided inquiry process using graphic GI stage cards.
Complete individual Reflection sheet 1 for SLIM assessment.
/ Open / ACSSU043
ACSIS093
Literacy GC / First / second thoughts scaffold (Table where students record their prior knowledge as ‘first thoughts’ then new knowledge post discussion as ‘2nd throughts’).
IWB / Youtube
Large format laminated graphic GI stage cards
Reflection sheet 1
2 / Recap on LW’s open stage, introduce immerse stage.
Re-engage in topic with 'camel rap' www.youtube.com/watch?v=YX8VQIJVpTg
Key question: Where can we find more information about desert survival?
Model online and print search process (including wiki) with research scaffold.
Discuss use of keywords, importance of ‘going broad not deep’ to look for
‘I wonder’ questions.
Group work in lab and library to find new and exciting information.
Share new findings / wonderings as whole class. / Immerse / ACSSU043
ACSIS093
ACSIS086
ACSHE083
Literacy GC
ICT GC / IWB / YouTube
Workbooks, pencils etc
Research scaffold.
Wiki space featuring several collated resources for use throughout inquiry stages, pitched to CPS students. (culburra.pbworks.com)
Computer lab + iPads
Library nonfiction resources
3 / Recap, introduce/unpack explore stage.
Learning focus: We find and consider many different resources to find something that interests and excites us.
Introduce idea of using primary sources in our research: AEO presentation on what he knows of Aboriginal desert survival. Students take notes, ask questions.
Return to groups for lab/library exploration, continuing research scaffold from LW.
Share findings as whole group. / Explore / ACSIS086
ACSIS093
Literacy GC
ICT GC
Intercultural
GC / Workbooks, pencils etc.
AEO, plus image cards / video as required.
Note-taking scaffold.
Research scaffold.
Wiki space.
4 / Recap, unpack Identify stage.
Learning outcome: Students identify a deep, open question that will form the basis of their research and group presentation focus.
Post-it note activity: Why do we use questions?
Share as class, discuss importance of using open-ended questions to drive quality research and facilitate deep learning.
Model use of key concept scaffold, with central idea (inquiry question) in middle. Return to groups to work on key inquiry question.
Share as whole class, model improvements to questions where necessary to set expectations of what good questions should look like.
Complete individual reflection sheet 2 for SLIM assessment. / Identify / ACSIS231
ACSIS086
ACSIS093
ACSHE081 / Workbooks etc.
Post-it notes in 2 colours.
IWB for brainstorming / group mind mapping.
Print-out on open/closed questions for students needing more support.
Key concept scaffold (From Fitzgerald’s Formulation_ clarifying_understanding.docx)
Reflection sheet 2
5 / Recap, unpack gather stage.
Learning focus: We should never cut and paste when researching. Quality information is based on multiple ideas from several sources, all supporting our central idea (inquiry question).
Think/pair/share activity: How do we use information ethically? Discuss + map.
Model use of concept scaffold, including the recording of sources to avoid plagiarism / copyright issues.
Groups use lab / library to gather information for their final presentation.
Share findings as group.
/ Gather / ACSIS231
ACSIS086
ACSIS093
ACSHE081
ACELY1703
ACELY1796
Ethical GC
ICT GC / Workbooks, etc.
IWB for brainstorming / group mind mapping.
Wiki space.
Concept scaffold (Mind map with inquiry qu. at centre, key ideas around it, with space to record sources for each).
6 / Traffic light activity to open: how confident are you as learners in finding, locating, and using information effectively? Students stand on red/orange/green spots to gauge self-confidence with process so far.
Continue with gather stage, with teachers supporting students in their finding, synthesising and recording of information resources as required. Some groups can begin to work on presentations where appropriate.
Share experiences as whole group. / Gather / As above.
CCT GC / Traffic light ‘spots’.
Workbooks, etc.
IWB for brainstorming / group mind mapping.
Wiki space.
Concept scaffold as above.
7 / Tell students they will be presenting a short group talk on what they have found in their inquiry process. Presentation should be a three-page PPT format, introducing key inquiry question and the information that supports it. Groups also need to include thoughts on what they found challenging/easy/unexpected in the search process for this task.
Consider some examples of sample presentations, discuss technical considerations like saving, sharing work, using images, etc.
Groups break into lab to begin work, teachers to assist where necessary.
Share findings / experiences / problems as whole class to finish. / Create / ACSIS093
ACSIS090
ACELY1700
Literacy GC
Social GC
ICT GC / Workbooks etc.
Presentation rubric.
Lab and iPads with PPT software.
8 / Groups to begin presentations of their findings.
Non-presenting groups to complete and submit feedback slip.
Each group to complete individual reflection sheet 3 following their presentation. /
Share / ACSIS093
ACSIS090
ACELY1700
ACELY1707
Literacy GC
Social GC
ICT GC / IWB / other technology as required.
Feedback slips.
Reflection sheet 3
9 / As above, for remainder of groups. / Share / As above. / As above.
10 / Individual ‘Now and then’ activity representing how thoughts about desert survival have changed throughout the unit.
Group discussion on our feelings and opinions about the unit and our growth in ability / confidence as learners to use information.
Evaluation questions:
What was the most challenging stage of the inquiry process?
Will your experience change how you research other assignments in the future?
Did your initial expectations about desert survival change or remain the same by the end of the unit?
How did the inquiry process impact your classroom content learning and experiments during the term?
What technology did you find challenging / fun / effective?
What areas are you going to work on? How did you find working as a group?
What is your favourite new discovery about desert survivors? / Evaluate / ACSIS091
ACSIS093
ACSHE083
ICT GC
CCT GC / Now and then sheets. (What I thought then / What I think now.)
IWB as required.
Class rewards/prizes as required.


Teacher evaluation notes:

—  More engaging ‘open’ phase should be considered to hook more students.

—  Students were more challenged than expected by immerse / explore stages, as they were used to being spoonfed research topics and seemed confused that they needed to choose their own. Expect this will improve in subsequent units as GI process becomes more familiar.

—  Group work was challenging for some students. Many wanted to change groups and change inquiry focus once they reached the gathering stage once they found their information hard to locate and saw other groups / topics having less trouble! Need for intrinsic motivation and focus on persistence at this stage.