Sample Lessons for this Inquiry Project:

Wrapping: (Creating)

“This stage involves creating and packaging ideas and solutions. Why is this important? Who needs to know about this? How can I effectively

convey my ideas to others? Many packages get wrapped and rewrapped before they're given away.”10

The Wrapping Stage involves the following steps:

Choosing a product Planning a product

Developing the product

After the teams have collected all the information necessary they can begin to determine what they want to use to create an exciting and meaningful final project.

The elements that they will have to work with include:

Recordings of the actual interview. Digital Photographs of the interview including person and any

other details that might of occurred during this process.

Notes and Images collected during the research stage.

The Goal:The information from the interview and also research data will be recorded onto a digital format (Word, PowerPoint, or I Photo Book) creating a final product. They will have a choice of creating

i. A digital scrapbook ii. A newspaper article

10 Lamb, Annette. W’s of Information Inquiry. http://eduscapes.com/info/topic71.htm Accessed November 29, 2006.

Each team will chose one of the above for their final project.

Student Performance:

Grade: Four

Subject: Social Studies and Language Arts

Inquiry Approach to Learning: W’s of Information Inquiry: Wrapping

Level of Inquiry: Guided

Educators Involved: School Media Specialist, Fourth Grade Teacher and Ball State Students or Parent Volunteers.

Mini Lessons Objective: The students will create a final product explaining the life of their

interviewed citizen. The students will include details about the citizen’s life during

the late elementary years. The students will include details about local, state and national

events. The students will select a meaningful approach to sharing

information about their citizen. The students will create a storyboard or outline showing the

main points, order and highlight lights of their presentation. The students will include a list of resources used and credits.

Expected Outcomes: The students will answer question to determine the focus for

their presentation. The students will create a storyboard or outline showing the

organization for their final project. The students will work effectively with a partner. The students will create a final presentation (either escapbook or

an article) incorporating findings from research and interview. The students will design and build a stuff replica of their

interviewed citizen.

Evaluation:Students will complete a journal entry summarizing their accomplishments, challenges and new growth areas at the end of each week during the unit. For this week they will also include digital images of some of their creating processes. They will also meet for the third time with an educator- teacher or LMS to conference about their wrapping process.

Evidence of Growth:

The educators will determine if their has been growth in learning by 1. Examining the final products. They will use a rubric to assess the quality of information and materials presented in the final products.

2. Teamwork: Learning is also about the process of collaborating. The educators will look at how they work in teams. At least three times during the unit they will meet to conference with the students. They will assess how they cooperate, divide tasks, complete tasks and the quality of information selection.

3. Conferencing Sessions and Journal Reviews:The educators will meet with all students three times during the unit study. They will have a chance to assess evidence of growth, and also provide suggestions and direction for further development.

4. Portfolio:The students will have achieved growth in organizational skills through careful collection and organization of materials. The educators will have opportunities to note research, questioning and organizational skills within this portfolio.

Teaching Materials:

Grade Four:

Indiana Academic Standards:

Social Studies:

4.1.11 Identify important events and movements that changed life in Indiana in the twentieth century.

4.2.7 Define and provide examples of civic virtues in a democracy.Example: Individual responsibility, self-discipline/self-governance, civility, respect for the rights and dignity of all individuals, honesty, respect for the law, courage, compassion, reasoned patriotism, fairness, and commitment to the common good.

4.5.1 Identify ways that social groups* influence individual behavior and responsibilities.Example: When people belong to a group they usually interact with each other frequently and follow the rules of the group.

4.5.2 Identify the different types of social groups to which people belong and the functions these groups perform.Example: Social groups may have social, religious, recreational, cultural, educational, service, civic, political, or other functions.

4.5.3 Define the term cultural group* and give examples of the challenges faced by diverse cultural groups in Indiana history.Example: Quakers faced religious and social differences. Recent Asian and Hispanic immigrants face the challenge of adapting to a new language and culture.* Social group: Is a group of people who share common goals and interests.*cultural group: Is a group of people who share common language, religion and customs.

Language Arts:

4.4.1 Discuss ideas for writing. Find ideas for writing in conversations with others and in books, magazines, newspapers, school textbooks, or on the Internet. Keep a list or notebook of ideas.

4.2.2 Use appropriate strategies when reading for different purposes. Example: Read and take notes on an informational text that will be used for a report. Skim a text to locate specific information. Use graphic organizers to show the relationship of ideas in the text.

4.4.2 Select a focus, an organizational structure, and a point of view based upon purpose, audience, length, and format requirements for a piece of writing.

4.4.3 Write informational pieces with multiple paragraphs that: Provide an introductory paragraph. Establish and support a central idea with a topic sentence

at or near the beginning of the first paragraph. Include supporting paragraphs with simple facts, details,

and explanations. Present important ideas or events in sequence or in

chronological order. Provide details and transitions to link paragraphs. Conclude with a paragraph that summarizes the points. Use correct indention at the beginning of paragraphs.

4.4.4 Use logical organizational structures for providing information in writing, such as chronological order, cause and effect, similarity and difference, and posing and answering a question.

Information Literacy Standards:

Standard 3: The student who is information literate uses information accurately and creatively.

Standard 9: The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.

Materials Required:

LMS and Teacher Materials and Preparation: A television and video to view footage do interview sessions Video footage from actual student-citizen interviews. Information sources list using Kidspiration.

Student Learning Materials:Outline for the weekPortfolio with collected photos from interviews, journal entries, tape recordings, and notes, images collected during research stage.Presentation Questions to determine the focus and direction for the presentation.Storyboard Sheet to create an outline (the order) of information to be included in presentation.Directions for PresentationProof Reading Assessment SheetJournalDirections for Stuffed Citizen Project

Key Responsibilities for the Team

Media Specialist Class Room Teacher Art TeacherPresent project to studentsProvide an overview of the library needs, history and direction.

Present project to students Present examples and techniques for creating a stuffed citizen.

Provide technology training for PowerPoint and Word Presentations

Assist with the development of PowerPoint and Word Presentations

Create a directions sheet for the project.

Assist with selection of final themes etc. for final project.

Create citizen cards.Locate citizens to be interviewed. Explain various history of fashion.

Coach students on creation of questions for collection of information about citizen.

Coordinate the student (BSU) volunteers.

Assist students in creating their art work.

Photograph the final products.

Create copies of final products onto a Disk and on website.

Collect student assignments and assess progress.

Assist with the creation of models for presentation.

Assist in conferences and to assess student progress.

Assist in creating worksheets.

Conduct student conferences.

Create learning tools such as worksheets. (content related materials)

Determine Literacy Standards for the Project.

Determine Academic Standards for the Project.

Determine Academic Standards for the Project.

Day One:

Background:

In the past, students at Washington Carver have presented to groups about their research findings. These students know the basics on how to use PowerPoint, and Word. There will be lots of computers available for students to use. The teacher will distribute the Outline of the Week to help keep them on focus.

Springboard: (15 min.)

The LMS shares a video showing (interview part one and two) the process of interviewing the citizens. LMS highlights the process of interviewing, showing good examples of interviewing skills and on-site researching.She/He asks: Why are yes and no questions no useful?

Tell me about the details he added to his questions?How did the boy greet the person?

Information Exploration/ Active Involvement: (45 mins.)

To foster information fluency- she asks guided questions: The LMS specialist will call attention to the fact that they have used many resources. She will stress that the interview is a type of primary source- coming directly from the person.We have collected an abundance of information. Where have we collected information from?The teacher writes the term “Information Sources” on the blackboard. He/She explains that it is important to keep a list of all sources used.The teacher lists using kidspiration the various sources where information was gathered.

The LMS hands out a presentation questions. She discusses how in researching you collect information and then need to select what you will share with your audience. She explains

that these questions will help you select what you will keep and what you will file away. She stresses, “Everything can’t be used. You need to share your personal best!”

The LMS reviews the questions on the sheet. Then asks the students to meet with their team partner and answer the questions.

Assessment:

During this team discussion time LMS, teacher and BSU students circulate to assist. This time is an opportunity for teams to focus in on what they view as meaningful and why they feel it is important to include.

Closure/Transition: (30 mins)

The LMS will call the students back together. She will highlight some of the questions allow time for discussion about their focus.

1. Who is the audience for this project?2. How many photos do you feel you need for your project? 3. What are some criteria for selecting them? (e.g.: relates to topic, gives good detail of the time period, creates mood, is it just very clear and memorable.)4. What are the main events that occurred during your citizen’s

life?5. What other things do you view as important to include?6. What are some headings you might use to describe the different areas you will show? (Have a look at your idea web)

She will then let them know that next class they will use their information and create an outline for their final projects. She will also let them know that they must have decided which final product they will be doing. (Note: students will have known about the final product ideas in last weeks outline of the week)

Day Two:

Springboard: (10mins)

The LMS shows students samples of PowerPoint Presentations (see part three), and Newspaper Articles (using the www.thestarpress.com). LMS explains the different styles. She says the article would need to be longer and be more like a feature on a person. She hands out a

copy of a recent article done on Bruce Munson. She asks them to think what they might have added to the article.

The teacher explains that the students have an exciting job over the next three days of creating a cool project that will show off your citizen! How? You will tell us all about their life and also about events in their lifetime. Remember to focus on their younger years too!

Information Exploration/ Active Involvement: (60 mins.)

Break up the class into two teams. 1) Group that is making a PowerPoint Presentation 2) group that will make a newspaper article.

Team 1: PowerPointThe LMS hands out the Storyboard Sheet. She explains that they will need to work with their partner to create an outline of what they plan to say and saw. This will include keywords and images only on this storyboard. The LMS emphasizes including all the elements listed in the Final Product Outline.

LMS develops a practice model to illustrate what they will do. The LMS specialist explains this is commonly used by producers of shows, authors and journalists.

In teams, the students create their storyboards (adding drawings, keywords and sources). B.S.U students and LMS circulate to insure they are including relevant details and remaining on task.

Team 2: ArticleThe Teacher hands out the Outline for Article Sheet. The teacher tells them they need to fill out all the sections and include all the elements listed in the final Product Outline.

The teacher develops a practice model to illustrate what they will do. The teacher explains this is commonly used by producers of shows, authors and journalists.

In teams, the students create their outline (including keywords, titles, subtitles, and sources). The teacher and B.S.U students circulate to insure they are including relevant details and remaining on task.

Assessment: The teacher and LMS will circulate to assist with projects. They will assess student’s commitment to task and growth in learning.

Closure/Transition: (5 mins.)

Students return together and share their progress. They provide helpful suggestions, frustrations and comments. The teacher reminds them that they will begin creating their final projects tomorrow!

Day Three/Four and Five:

Springboard: (5 mins.)

The Teacher and LMS come in with costumes – like producers. They say: Students it’s time to roll it! The LMS says, “Hey, we can’t yet!” Teacher says, “Why not?” “We need to give out the Directors directions.” explains the LMS. Teacher puts a copy of Directions for the Presentation on the projector to the screen. LMS gives a copy to each team.

He/She says, “We have come a long way! Now is an exciting time to put it all together. Wrap it up! “

He/She shares the directions of the Presentation. The teacher will note that the project is able to be created uniquely but has to have certain elements.

1. Use 3 -5 sources (books, magazines, videos, internet etc.)2. Must use 3-5 examples from the person’s life.3. explain the cultural/social groups (this was reviewed before the

interview)4. explain significant Muncie events during citizen’s life5. present on upper elementary years of their life6. Note national and state events.7. Use at least 5 images.8. Share tasks with your partner!

Now we can go to create something special.

They explain that the students can use their images, notes, etc. and make something that they will present during the Washington Street Festival.

The LMS has a set of 8 lab tops that will be available during that presentation time.

Information Exploration/ Active Involvement: (65 mins. X 3 days)

Working with their partner (team) the students will create their final products.

They will develop a complete final product. Before handing it in, they will need to have one other group proof read the project. They will complete a Proof Reading Assessment Sheet on the project.

Assessment:The LMS, teacher and B.S.U students will circulate to assist.The LMS and teacher will conference with students and write notes about the student’s progress.A university student will videotape the students to show the process. Footage of the process of this unit will be viewed during the festival. It will also assist when assessing student’s involvement.

Closure/Transition: (15 mins.)

The students will write in their journals about the week’s lesson.

At the end of the three days, the class will celebrate! They will take time to share the highlights of their two day project work.

Day Three/Four/Five:Art Lessons: These are done at a separate time from the other lessons.

Springboard: (5 mins.)The LMS specialist will come to the art room and share some images of outfits etc. of different periods in history. http://www.vintagevixen.com/fashionhistory.asp and also men’s clothing http://www.costumegallery.com/men.htm.

The Art teacher will explain that they will be creating a “stuffed citizen”.Ok sounds weird but it is creative and fun!

The Art teacher shows some stuffed creatures. These will include Bears, Cats, Dogs, and Beanie Babies. Then the art teacher explains the project. She passes out the directions known as the Direction for the Stuffed Citizen Project.

Information Exploration/ Active Involvement: (65 mins. X 3 days)

After reviewing the directions, students go into teams with their partners. They select a time period to create their stuffed citizen.E.g.: current or past when they were in elementary school. They go through the clothes, shoes, hats, jewelry, etc. to pick the materials needed.

Then they build the body. The body is stuffed with plastic bags to create the shape. A head is created using a stocking. Hair is created with yarn and glue. Facial expressions are created with markers, or paint.

Assessment:The art teacher will be responsible for assessing this product and process. The assessment will be done through observation of commitment to task, the ability to stay on task and also the quality of the completed project.

Closure/Transition: (15 mins.)

After the three days of creation. The art teacher will celebrate by lining all the citizens up together and photographing them with their creators. The art teacher will also highlight skills learned and listen to positive outcomes.

Learning Materials:

The following materials will be integral for this unit:

Journal: The students will complete a journal entry each week of the project. They will write about the process: e.g.: What the wrapping stage means to them. What they learned? What feelings and frustrations occurred? Any new incites.

Portfolio: The students will keep all their work in a folder.

Proof Reading Assessment Sheet: Each team will select another team to evaluate their product. This will involve looking at grammar, at organization, and at audience enthusiasm.

Outline of the Week: Each week students will be given an outline to help keep them on task. It will also help them to see where they are going.

Link to W’s of Inquiry: http://eduscapes.com/info/topic71.htm a simple link to the w’s of inquiry will be given for each student. This will assist them in understanding the step they are involved in.

Storyboard Sheet: The sheet will guide the students in completing their PowerPoint presentations. It is important that each student group create a unique final product.

Outline of Article Sheet: Similar to the Storyboard, this sheet will provide a place for the groups to outline for their article.

PowerPoint Example: The LMS will show the presentation. This gives her/him a chance to illustrate organization, unique features such as font, text boxes, using maps, charts, images etc.

Citizen Cards:

Born: Oct 10, 1952

Parents: Jack and Sherry MunsonFamily owned the local car lot since 1916. Childhood: Attended Anthony Elementary School, Storer Junior High School, and then to Central High School.

Childhood Interests: Animals, Nature and Mushroom Hunting.

Social/Cultural Groups: Debate Club in school, Methodist.

Significant World Events during Lifetime:Korean War, Assassination of President John F. Kennedy, Vietnam War, Walk on the Moon, First Manned Space Flight and End of Cold War.

Memories of Growing up in Muncie:Muncie Bearcat State ChampionshipsJohn F. Kennedy visits MuncieRichard Nixon dedicated the Airport in 1958 (met him)

Career:Broadcasting/Advertising: Morning Air Personality on WNAP IndianapolisCable T.V. Business ManDistrict 35 State Representative from 1992-2002 Writes and voices commercials for Ovation Audio Video and other clients.Currently an attorney in Muncie, Indiana

Article example

For this final project, you will need to create one of the following:

eScrapbook using PowerPoint or an Article using Word.

For either project you MUST include:1. 3-5 examples from the person’s life.

2. Explain significant Muncie events during the citizen’s life.(Use research information, as well as citizen’s feelings and views.)

3. Provide examples and description of the cultural/social groups the citizen attended.

4. Incorporate the questions and themes that you and your partner developed on your Idea webbing Sheet.

5. Make sure to present something from the citizen’s elementary years. (At about your age if possible.)

6. Provide examples on national and state events that occurred during the citizen’s life. (particularly during their elementary years)

7. Use at least 5 images.

8. Use at least one image of an historical event.

9. Use 3-5 sources (books, magazines, videos, internet, etc.)

10. Make sure you share tasks equally.

11. Have fun- be creative!

Sample of a page of an article (final project)

My Kinda TownA Story about Bruce Munson

By Missy Smith

This article is about the life and times of Muncie, Indiana local citizen Bruce Munson.Through the discussion of his life, you will learn about important local, state and national events. The information was found through an interview with Mr. Munson and also through research at the library.

Bruce grew up in Muncie, Indiana where He loved to walk in the woods and look for morel mushrooms.

He also loved to play the piano.One of his passions was to be on the debate club.Childhood Years1960 he came to campaign in Muncie for President J.F Kennedy. He later became the President of the U.S.A. He was assassinated in Texas on November 22, 1963. He was the youngest president elected, and the youngest to die.

In Bruce’s high school years, he grew to love politics and sports. He was on the school debate team. Perhaps something that initiated his passion for politics and influenced his decision later in life to run for the state legislature.

Some significant Muncie Events:

In 1954, one shot in the last few seconds let Milton High School defeat Muncie Central Bearcats 32-30. The Bearcats were expected

to win that season. 3,000 people showed up for that game. It was a popular social event. The movie Hoosiers depicts the excitement of that game.

In 1958 Muncie Airport was dedicated by then Vice President Richard Nixon. He went on to become the President of the U.S.A.The airport was used for transportation to Indianapolis, Fort Wayne and other local areas.

Rock and Roll and T.V too

In the early 50’s Indianapolis got three television stations. They were picked up in Muncie, Indiana, WLBC-TV, a local television station went on the air. It was followed in 1971 by WIPB from Ball State University.

Bruce and his friends loved to watch T.V. “I love Lucy” about Lucy a zany wife with her Cuban Husband starring actors Lucy Ball and Desi Arnaz was popular. Other shows included “Leave it to Beaver”, “Ozzie and Harriet” and “The Honeymooners”.

Bruce’s favorite was “Andy Griffith Show” about a small town community much like Muncie, Indiana.

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Outline of the Week:

It means you get to create something special! Think about when you wrapped up a present. You wanted it be special. You thought about what type of box you needed. Who was it for? What type of paper you might use. You would NEVER give you brother a present with big bows on it. He might like cars or trucks on the paper. Well in researching wrapping is like that. You get to create something special for someone.

Now Lets look at the steps involved:

Choosing a product Planning a product

This is Wrapping Week!

What does that mean?

Developing the product.

You and your partner will need to choose what way you want to present the information you have gathered.

You get a choice of:1. A escrapbook using PowerPoint (using PowerPoint)2. A full feature article about your citizen (using Word)

Day One:

Complete the Presentation Questions Sheet For homework think about what you feel you want your project to look like. Keep all the work in the portfolio

Day Two:

Watch a presentation about PowerPoint and Articles Make a list of comments during the viewing Complete a well outlined storyboard sheet or outline for an article Make sure to include a list of 3-5 resources used (books, magazines,

WebPages etc.) Sometime during day 3-5 met with one of the educators to conference. Keep all your work in the portfolio

Day Three:

Read Carefully over the Directions for Presentation. (That is what represents all the work you have done)

Work with your partner to create a great presentation about your citizen.Make sure to include all the points listed in the directions for presentation.

Place all your work in the portfolio.

Day Four and Five: Complete the creation of your project. Met with one other team and proof read all your work. Make sure you use

spell checking too. Also create a stuffed character in Art class.

Make sure you celebrate at the end. You should be proud!

Remember: If you need help ask. The Library Media Specialist, Teacher and University Students are there for you!

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1. Who is the audience for this project?

2. How many photos do you feel you need for your project? Describe the ones you want to use.

3. What are some criteria for selecting them? (e.g.: relates to topic, gives good detail of the time period, creates mood, is it just very clear and memorable.)

4. What are the main events that occurred during your citizen’s life? What did they learn from them?

5. What other things do you view as important to include?

6. What are some headings you might use to describe the different areas you will show? (Look at your idea web!)

Back to top:_____________________________________________________________

Title of Project

Names of Students

Citizen’s Name

________________________

So you want to create a presentation! It’s easy: use this outline to help you.

IntroductionWho are you interviewing and why?

Picture or diagram if needed

Note: Print out as many copies as this as needed. Once you are done with this outline, you can begin to create your final project. Make sure you include all main points.

Topic or Heading

Picture or diagram if needed

Summary or Conclusion Credits

Who helped you?

Sources

What resources did you use?

Topic or Heading

Picture or diagram if needed

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Article Title: (Make it catchy!) __________________________________________________________

Introduction: (What’s it all about?)___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Sub Titles: a) ______________________________

b) _______________________________

c) _______________________________

d) _______________________________

e) _______________________________

Details in each sub title area:

a)________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

b) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

So you want to write an article. It’s easy, just follow the outline below!

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________c) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________d) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________e) __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Images: (What images, maps, historical pictures, etc. are you going to include?)

Summary: (What did you learn?) ______________________________________________________________________________________

Place list of images in these boxes.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Credits and Sources: (Who helped you? What materials did you use?)____________________________________________________________________________________________________________________________________________________________________________

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Follow these directions to make your own stuffed citizen.

1. Go through the samples of clothes provided by the art teacher. Select something that portrays your citizen.

2. Do up all buttons, zippers etc. Now stuff the clothes with plastic bags. Make sure it is firm and about the size you need.

3. Use a belt or rope to tie the top part to the bottom part of the body.

4. Now it’s time to make a head. It won’t be porcelain like the picture above. Use a stocking and fill it with plastic bags (use white or plain ones).

5. Add hair by using a wig or yarn glued onto the stocking. 6. Add facial expressions using markers, buttons etc. 7. Now for the finishing touches. Add accessories. Glasses,

earrings, hats etc are fun!8. Come up with some props to describe your citizen. E.g.: Mr.

Munson may have a microphone for his days in radio. 9. Make sure you get a picture of your citizen!Back to top

___________________________________________

Proof Reading Please take time to look over your classmate’s project. It

is helpful to work together. Put a checkmark in the answer area. Add a comment about what you think about

each point.

Name: __________________________________________________Student’s Project:________________________________________

Question Yes No CommentDoes it have

an interesting title?

Is there an introduction?

Does the introduction

explain about

This is a sample of the stuffed citizen in progress.

the project?Are there at

least 5 interesting images?Does the

project showSignificant

local events?

Does the project show significant state and national events?

Is the project interesting

and educational?Is it free from

spelling or grammar errors?

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Feedback and Evaluation: “Well-designed assessments help both students and teachers improve. When used effectively, the focus of an assessment is on growth. Good assessment should lead to an

understanding by students of what they have achieved, not to competitive feelings of triumph or failure.”11

11 Rankin, Virginia. The Thoughtful Researcher. Westport, Connecticut Libraries Unlimited, 1999 p. 193

The success of this project is based both student growth and educators growth.

Some strategies include:Observation: The educators observe looking for evidence of understanding and literacy development. Anecdotal records allow them to record the details available and cumulative observations during the inquiry process.

Portfolios: The portfolio kept by each student team will provide concrete examples of student work.

Journal Entries: These are an example of student responses to their experience. It provides self-assessment and also reflection.

Rubrics: The student will receive rubrics on their 1.Research abilities 2. Final electronic product 3. Art Creation.

Student Growth:

I would meet regularly with the educators during the unit. During that time, we would look at how well the academic and information standards are being met. The teacher would review all the standards and ensure students are progressing in those areas. This could be done through reading through anecdotal records and other sample work form the students. The LMS would assess the information standards by reviewing the notes she/he had kept.

Further, the student’s success would be measured by the process of their learning. Conferencing will allow for the educator’s to see clearly what they have done, how well they grasp the tasks and what assistance they might need. It is also an opportunity to direct the students.

Throughout the process, the educators will circulate and get a good understanding of student’s abilities in the areas of cooperation, task commitment, following directions and creative and critical thinking abilities. The educators will videotape parts of the lessons. This will give them something to go back over to review and see progress.

There will also be opportunities for more formal assessment of the final products. (See rubric below) The two final products are the electronic project and also the art creation.

Educator’s Growth:Good educator’s need to regularly assess their successes. This includes both the program’s success and their own personal growth as individual educators and as a collaborating group.

The following questions will be used to assess the process of the learning:

Some questions for assessment:Names of Educators: ____________________________________________Date of Assessment: __________________________________________

1. Are we meeting the standards (academic and information)? LMS and Teacher would each report on their areas.

2. Do the students seem engaged and motivated?

3. Is the timing adequate for each lesson?

4. Is there enough details presented?

5. Are questions providing growth thinking process?

6. Are students working collaboratively?

7. Is there an even distribution of roles between the educators?

8. Any suggestions for doing things differently next time?

This is an assessment of the final project:

Team Names: ___________________________________________________________

Criteria Exceeding Satisfying Emerging Images Choices Used pictures

that depicted the citizen at various ages, and also incorporated images to reflect local, state and national history.

Used some images to depict historical events and citizens.

Did not use hardly any images.

Complete sentences

All of sentences are complete.

Most of my sentences are complete.

Many of my sentences are not complete.

Spelling All of my words are spelled correctly.

Most of my words are spelled correctly.

Many of my words are not spelled correctly.

Ideas Presented Creativity

Used imagination to write create the scrapbook or article.

Used imagination to create parts of the escapbook or article.

Did not use my imagination much to create escapbook or article.

Logical OrganizationOf Information

The information presented was presented in an organized fashion.

Most of the information presented was in an organized fashion.

Information lacked organization and development.

Knowledge of content

All information about people and events is historically accurately.

Some information about people and events is accurate.

Gives little or no historical references.

Comment:

Field Test:For the field test, I selected three very different people. One is a teacher, one a librarian and local historian, and one is a student.

Mary Lou Gentis has 12 years experience at the Muncie Public Library. She has worked with families of all ages. She was instrumental in creating the Local History and Genealogy Branch of the library.

Lorraine: I have read over your paper and feel that this is really a worth-while project for a 4th grader.As you know I am a lover of history, especially local history and feel it is important for our young children to be aware of their heritage through an awareness of their hometown. Your use of local "experts" will enhance the experience and help children see role models in their community at work.  I am happy to see lots of organizational collaboration in this project. Using the public library's resources, the Washington Street Festival, as well as Ball State University faculty really makes this project more of a community interaction for the children.   As a public librarian I am especially excited about the public library's role in this project.  There are so many resources that kids can use to learn about history, and it's sad that so few classes visit our Local History and Genealogy Center.  When implementing this project, it will be critical for the Teacher or Librarian to contact the organizations well in advance so that they can be prepared to give their best. I hope to see this project actually come to life!  Good Luck!

Sincerely, Mary Lou Gentis Adult Services Manager Muncie Public Library mgentis@munpl.org (765)747-8203

Nick Ryan Munson (Bruce Munson’s son) is a 10 year old boy at Yorktown Elementary School. He loves school and currently is learning to play the saxophone.

I asked him some questions about the project.

Would you like to do this type of project?Yes, I think.

Why?I’d get to use the computer. I like talking to people.

What do you like the most about this project?I wouldn’t have to read the textbook only.

What do you mean?I read the text and answer questions that the teacher gives us. It’s boring.

Do you get a good grade?Yes

Do you think that you could do well with this type of learn?Yes, it would be fun and I might learn something too.

Denise Gawrys is a teacher in a Title One Program.

Hi Lorraine,

I looked at your project and it is great! You are truly addressing lots of educational standards in a fun and educational way. I love the use of interviews to get at Muncie history. I also love the use of story boards to help organize their thoughts and ideas. I’ve used story boards in the past and I have found them to be very helpful. Taking them out to the festival will be a most memorable experience.

As you know, I work with the students at Washington Carver in my Title One program and I feel that you have described them accurately. With an inquiry project and assistants from BSU you will be able to address a wide range of abilities. I am certain the final projects will demonstrate the vast range of learning abilities.

Hey, I’d love to use parts of this in our after school program at the library. Let’s talk.

Denise Gawrys

Teacher: Great Achievers and CAPE Coordinator

Resources and References:

Books:ALA Information Power: Building Partnerships for Learning. Chicago: ALA, 1998

This book is an excellent primary source for Information Literacy Standards. It is a useful resource for Library Media Specialists and Masters of Library Science Students.

Callison, Daniel. The Blue Book on Information Age Inquiry, Instruction and Literacy . Westport, Connecticut. Libraries Unlimited, 2006.This is a well researched resource for educators and Library Media Specialist who want to become more aware about the latest information about Inquiry Learning.

Harada, Violet and Yoshina, Joan. Inquiry Learning Through Librarian Teacher Partnerships. Linworth Publishing, Inc. 2004. This book is an insightful, must have resource for all educators. It is a guide to collaborations between teachers and Librarians.

Muncie History: A Handbook for Fourth Grade Teachers about Muncie History. Ball State University/ Muncie Public Library. Muncie, Indiana, 2003.This is an excellent collaborative effort to create a handbook of resources to assist teachers to teach students about Muncie history.

Stripling, Barbara K. Curriculum Connections through the Library. Westport, Connecticut Libraries Unlimited, 2003This book is a thought provoking journey into the world of collaborations between teachers and Library Media Specialists. It provides concrete examples and lots of essays to better grasp the concepts.

Spurgeon, Wiley W. 1999.Muncie at the Millennium. Muncie In: Muncie Newspaper. This book provides a detailed account of Muncie history.

Rankin, Virginia. The Thoughtful Researcher. Westport, Connecticut Libraries Unlimited, 1999Rankin is a leader in the inquiry process to learning. Her book offers educational explanations as well as useful hands-on materials.

Websites:

Assessment Strategies. Rutgers University. http://www.njgains.gse.rutgers.edu/assess.htm Accessed December 1, 2006This is a website that shows examples of assessment for students. It provides both the process and project approach to learning.

Ball State University-Archives & Special Collections http://www.bsu.edu/library/collections/archives / Accessed November 17, 2006.Ball State University Archives has a host of images, maps and information on local and area history.

Crossroads of America: Early Indiana History http://www.countyhistory.com/delaware/ Accessed November 17, 2006.This is a website to find information about Muncie and Delaware County History. Good for a variety of ages. Has maps and other primary sources.

Delaware County Historical Society http://www.dchsmunciein.org/our_web_links.htm Accessed November 18, 2006.This website is accurate and useful for finding details about Delaware. County.

Learning Centered Instruction. 2006 http://www.mid.muohio.edu/publications/lciguide/guide.pdf Accessed November 25, 2006This is a great place to locate educational tools and resources for teachers who want to develop meaningful inquiry type learning.

Muncie Public Library, Local History & Genealogy http://www.munpl.org/Main_Pages/genealogy.htm Accessed November 18, 2006. The Muncie Public Library has an exceptional resource center for local history. They have on-line and in house resources.

Preddy, Leslie B. Collaborating for Student Success. www.ciconline.org accessed October 25, 2006.Leslie Preddy has a host of experience with inquiry learning. This site provides useful examples and documentation to support collaborations to assist students to achieve.

School Snapshot for Washington Carver. Indiana Department of Education 2006, state.in.us/SEARCH/snapshot.cfm?schl=1515 Accessed November 24, 2006.This site provide statistic about the students and staff of Washington Carver Elementary.

Washington Carver Elementary School. 2006.

http://www.muncie.k12.in.us/wcweb/ Accessed November 24, 2006This is Washington Carver’s Website. It provides a context for student audience and setting for the inquiry-based project

Youth Learn: ConnectingYouthBrighterTomorrow. 2006 www.youthlearn.org/learning/approach/inquiry.aspAccessed November 26, 2006The website offers youth educators comprehensive services and resources for using technology to create exciting learning environments.