Day 2: Roly-polies!

Mini-Lesson
OVERVIEW
Scientists always identify a question to investigate, and they record their data in an organized matter. While a true inquiry project would allow learners to develop their own questions, for this mini-lesson, the teacher will guide learners through open-ended questions that can be answered for each outdoor organism to be investigated during inquiry circles. Suggested questions are provided.
Each day in this unit, the teacher will model mini-lessons using roly-polies as the outdoor organism. During this time, the teacher will work on the class Inquiry Chart about roly-polies (you may construct a larger version of the class Inquiry Chart below to post in the classroom or project the class Inquiry Chart on a large screen).
Additionally, each inquiry circle team will need an Inquiry Chart (to be created by the teacher) on a large piece of chart or butcher paper. Learners will record their findings on this team Inquiry Chart during inquiry circles. Be sure the size is large enough for the children to record on (but not so large that the charts cannot be laid out in the classroom for the teams to work on) and manageable for storage when teams are not working on them. A model for the team Inquiry Charts can be found in “Supporting Files” for Day 2.
PROCEDURE
Each italicized statement below contains suggested wording the teacher may use for the lesson; additional teacher actions or considerations are in parentheses.
Before Inquiry Circles
- It is time to get into our inquiry circles. You will be with the same team as yesterday. (If you have not already done so, inform each team which outdoor organism they will be exploring.)
- (Ask Equipment Directors to gather pencils and their team’s Inquiry Chart. Make sure the class Inquiry Chart about roly-polies is visible to be used as a model.) Notice that your Inquiry Chart looks just like the class chart we discussed during the mini-lesson. Today we are going to start a guided inquiry. (Point out each of the questions to your learners and provide a brief explanation.)
During Inquiry Circles (20 minutes)
- Take a few moments to discuss what you already know about your outdoor organism. Perhaps you know something about the environment in which it lives. Think about some of the things we knew about roly-polies. Do you know similar things about your outdoor organism? The Lab Director will lead the discussion. Be sure that everyone has a chance to share. Do not write anything on your Inquiry Chart just yet. (While teams are working, walk around the room and assist learners as needed.)
- Now, everyone should assist the Data Scientist in recording what you already know in the correct column. For example, if you already know something about where your outdoor organism lives, record it in the first column. If you know something about what it eats, record it in the second column. If you know something that doesn’t fit into these questions, record it in the “Other interesting facts” (While teams are working, walk around the room and assist learners as needed.)
After Inquiry Circles (10 minutes)
- As we conclude our inquiry circles for today, each team will have a chance to share what they already know about their outdoor organism, as well as what they accomplished and learned.
- The Lab Director will lead the discussion with their inquiry circle team about today’s results. For example, what did the team learn about its outdoor organism? What problems did the team members encounter as they worked? How did the team resolve those problems? (While teams are working, walk around the room and assist learners as needed.)
- The Data Scientist will now share with the entire class either something the team learned about their outdoor organism or how the team solved a problem. (After all learners have shared, thank them for their hard work and point out any excellent behaviors that you observed. If you notice any problems in the teams during the lesson, take a moment to gently point them out and explain your expectations for all future inquiry circles. Collect all Inquiry Charts or have learners put them in the usual classroom place for ongoing work so they can easily access them.)