1. Learning Targets
I will participate in an inquiry group creating a question that connects with the theme question and inquiry.
I will practice collaboration with my inquiry group.
I will practice good listening skills, respect and value other’s ideas.
I will help my group create a conjecture for our Inquiry Project.
My group will begin to collect information on our topic choosing from a variety of sources.
I will complete the Inquiry checklist for Week 2.

2. Guided Inquiry
Theme Question: How do the changes around us make us who we are? Focus Question: What do we do when things change? Consider: How does the change affect our behavior?

3. Inquiry Project
Each inquiry group will choose a theme-related question to investigate over the next four weeks of this unit.
Review and continue the steps of the Inquiry Process:
Generate Ideas and Questions
Brainstorm about question
Decide on a question
Complete the checklist on page 14 of the Practice Companion.
3. Meet in your Inquiry group and evaluate your work from last week.

4. Continue On . . .
As your group begins their work today, turn to page 32 in your Practice Companion. Read through the checklist to identify your goals for your Inquiry group today. 2. Make a Conjecture 3. Make Plans to Collect Information

5. What is a Conjecture?
Definition: A conjecture is an explanation or idea that you suggest about something, before you have researched it or reviewed all the information.
Conjectures can be proved to be right or wrong, so they may change as you gather information.
An example:
When Sally’s book came up missing from the table, she made a conjecture about who might have taken it.

6. Sample Question How is third grade going to change who I am?
In your group, create a conjecture for this question.
Remember to use prior knowledge and your experience to write your conjecture.
Conjectures often begin with the words I think or maybe.
Be prepared to share your conjecture with the class!

7. Student Ideas
Group Conjectures

8. Collect Information
Collecting information is the next step for your investigation! Although each group will be investigating the same Inquiry Question, each group will be researching their own conjecture. You will need to identify specific information and topics for your Inquiry Question.

9. Sources
In order to find the answers to your research question, you will need to identify sources.
One source can be a person, place or thing that provides information, such as a book or an interview.
Let’s look on page 371 of your Practice Companion to find a list of other possible sources.
When completing your project, use a variety of sources, including multimedia sources, such as Web sites.

10. Relevant sources help find answers to your questions.
When collecting your information, you will need to evaluate your sources. Look at the checklist on page 372 of your Practice Companion . Read through the checklist and check for relevance.
Relevant sources help find answers to your questions.
Record the information that you collect on the Investigation Sheet.
Remember access as many resources as possible. Interviews provide a good source of information.
Before placing your day’s work in your Inquiry folder, complete the Inquiry Planner for Week 2, on page 33 of your Practice Companion, recording the Action Plan.

11. A source that is relevant has information that
Evaluate Sources
Relevance
A source that is relevant has information that
relates to your topic.
Sometimes you may choose a source that appears to be about your topic but doesn’t have the information you need to answer your question. That makes the source irrelevant. To find sources that are relevant, look at the headings and titles to make sure that it has the information you need.

12. Fluency
Fluency Presentation Read Life’s Obstacles on page 24 of your Practice Companion to the class. While reading, demonstrate good phrasing, expression and pacing. Good Luck!

13. Google Images Used PPT Created and Shared by Julie Kennedy, Stilwell Elementary