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Introduction

Hook | Overview

If students are to play a leading role in asking questions, defining procedures, and carrying out an investigation, they need to be interested in a topic. In this space create a hook that students can't help but swallow. A good hook will lead students to ask the types of questions you want them to and will keep them on task throughout the activity.

Assignment/Product(s)

Goal(s)

After students have asked questions related to the topic, they will need to decide a number of things, including:

Type(s) of data needed to answer the questions

Defining important terms

Choosing tools for data manipulation

Defining how data will be manipulated and presented

Type(s) of Data

List the type(s) of data/information that students will need to answer their questions. DO NOT put the actual data here.

Defining Important Terms

List any terms (with definitions) that you might anticipate students needing help with.

Investigation Tool(s)

Provide a list of the tool(s) students will need in order to analyze the data/information. If quantitative data, will students need to use graphing calculators or spreadsheets, etc? If qualitative information, will students be creating graphic organizers, using word processors, etc?

Manipulating Data

Describe how you will expect students to manipulate data/information to help answer their questions. Will they need to create charts, timelines, etc? DO NOT provide the manipulated data here.

 

Essential Question(s)

Large Picture | Guiding Questions

 

As a teacher you usually have specific topics that you need to teach, so there are probably going to be boundaries around the types of questions you want your students to ask. These questions will drive the inquiry. List here the main question(s) that you will lead your students to ask.

1)       This is question number one?

2)       This is question number two?

3)       Etc.

There might be a list of sub-questions that will be asked as well.

1)       This is sub-question number one?

2)       This is sub-Question number two?

3)       Etc.

 

Research/Investigate

There is often a giant leap from defining the type(s) of data desired and actually finding the data. Providing guidance to students in finding the necessary data may be necessary.

Web Inquiry Projects use data/information other people have gathered and placed online. Part of the inquiry process is finding the needed information. There are two approaches:

  • Students are provided a website or list of web sites and are then asked to search for the data they need within these sites.
  • Students are required to search for their own sites.

Even when using the later approach, it is helpful for the teacher to know in advance web sites that provide the needed data. This will ensure the investigation doesn't stall at this stage.

In this section provide link(s) to sites that students might use.

 

Synthesis

organize | analyze | evaluate

 

No result is meaningful unless communicated appropriately. Discussion of findings should be supported. There may or may not be definitive answers to the questions students raised.

Describe here how students' findings might be presented. If there are clear cut answers to the questions asked, what are they? If there are not clear cut answers, then how will students be expected to present their findings convincingly?

To assist others who use this Web Inquiry Project, it might be helpful to provide an example of analyzed data/information.

 

Assessment(s)

self-reflection

teacher evaluation(s)

 

The Bottom Line

(Optional)

presentation

conclusion(s)

follow up questions

 

Answers often lead to new questions, starting the inquiry cycle over again.

List here follow up questions students might have and wish to investigate at a later time.

1)       New question number one?

2)       New question number two?

3)       Etc.