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**Pumpkins for Kindergarteners and Third Graders** The levels of Inquiry are important for an educator to understand. Learning has to be developmentally appropriate or the child (and educator) becomes frustrated and shuts down, learning nothing. There are goals and standards in place for educators to follow to help a student develop in their ability to learn and reach the different levels at different times in their education. While the students are capable of different things at different times, the over all goals of information inquiry are laid out in Callison as the following: Scope and Sequence for Information Inquiry at the Elementary School: 1. Evaluation and selection techniques 2. Search and reporting techniques 3. Listening and viewing 4. Literature appreciation 5. Technology application skills 6. Media Literacy As educators are taught, when children are little you introduce a skill simply and then each year add something new to it until they have met the final and over all goal. A Kindergartener does not know how to add. If you place a problem in front of them that looks like 45+34= they will not have any idea what it is or what to do with it. If you introduce addition by showing them two balls and explain that you are giving them five more balls and then have them count how many balls there are altogether they will surely come up with seven. Eventually you can begin to show first graders how to write a math problem and if you continue this type of adaptations, by 4th grade they should be able to add any numbers placed in front of them on paper.
 * Information Inquiry and Lesson Comparison: **

AASL: 1.1.2: Use prior and background knowledge as context for new learning. 1.1.6: Read, view, and listen for information presented in any format in order to make inferences and gather meaning. 1.3.4 Contribute to the exchange of ideas within the learning community. 1.3.5 Use information technology responsibly. 1.4.4 Seek appropriate help with it is needed. 2.3.1 Connect understanding to the real world. 3.1.2. Participate and collaborate as members of a social and intellectual network of learners. Indiana’s Academic State Standards: K.7.5 Tell an experience or creative story in a logical sequence (chronological order, first, second, last). K.7.2 Share information and ideas, speaking in complete, coherent sentences. K.7.1 Understand and follow simple one and two step spoken directions. K.1.22 Listen to stories read aloud and use the vocabulary in those stories in oral language. K.1.1 Identify the front cover, back cover, and title page of a book.
 * Kindergarten Standards: **

AASL: 1.1.1 Follow an inquiry-based process in seeking knowledge in curricular subjects, and make the real-world connection for using this process in own life. 1.1.2 Use prior and background knowledge as context for new learning. 1.1.4 Find, evaluate, and select appropriate sources to answer questions. 1.3.3 Follow ethical and legal guidelines in gathering and using information. 1.3.5 Use information technology responsibly. 1.4.4 Seek appropriate help when it is needed. 2.1.2 Organize knowledge so that it is useful. 2.1.5 Collaborate with others to exchange ideas, develop new understandings, make decisions, and solve problems. 3.1.3 Use writing and speaking skills to communicate new understandings effectively. 4.4.2 Recognize the limits of own personal knowledge.
 * Third Grade Standards: **

Indiana Academic State Standards: 3.2.2 Ask questions and support answers by connecting prior knowledge with literal information from the text. 3.2.3 Show understanding by identifying answers in the text. 3.2.9 Identify text that uses sequence or other logical order (alphabetical, time, categorical). 3.4.4 Use various reference materials (such as a dictionary, thesaurus, atlas, encyclopedia, and online resources). 3.4.5 Use a computer to draft, revise, and publish writing.

The students at Carl Wilde Elementary come from a variety of backgrounds. While all of our students live in the area around 34th and Georgetown Road on the West side of Indianapolis (near Speedway), they have not all been born in Indianapolis or Indiana, or even the United States for that matter. We have students from Hispanic countries as well as just receiving refugees from Burma, Somalia, The Congo, and a small village in Africa. Our school is the very definition of the American Melting Pot. Our greatest populations of students are African-American and Hispanic. We do have a sprinkle of white students as well. Our area is not especially wealthy and a great number of our students families would be considered low socio-economic and receive aid from the state. Since we have a great variety of languages spoken in our school, we do have a great number of ESL staff members that help our students adapt to their new setting and help them to learn English.
 * Student Audience: **

The Kindergarten class I am thinking of for this class has 24 students who are very eager to learn. They love being read to and get very excited when the computers are brought out for their use. Since we have language barriers, I do a lot of modeling for them to understand what I want them to do and pair students up so they can help each other. Their level of inquiry is basic and we do a lot of it together as a class. We do a lot of discussing and showing to demonstrate our understanding. They have great attitudes and don’t need external motivation because they are just so eager to learn new things. Since they have limited experience with the real world, I think field trips to show them the things they learn about in school actually exist are very important for them to make the connection.

The 3rd grade class that I have in mind is a bit more challenging to manage. They just want to play games on the computer and the idea of doing inquiry sounds like “work” to them. There are 28 students which include 3 students who speak no English as well as an Autistic child who is very needy. He has a one on one assistant but for some reason Special Ed doesn’t feel she in needed in the special area classes….I disagree! Since this class also includes some very high level students I usually pair one of our non English speakers with them as well as my Autistic child. Since 3rd grade has more independence, I expect them to do a lot of their work independently or in pairs. They write or type the information they find into Word, PowerPoint, or in their notebooks. They are able to better communicate their findings and their need for help with the technology fails them. This class does enjoy being read to (as long as they are in the library and not computer lab.) They love being on the computers are disappointed if we do something does not involve the computers. They are motivated by rewards such as “free time” on academic game websites or the promise that the next class will be more computer based.

I think it is very important for the teacher and MS to work together to create inquiry projects for students. This way the students know and understand that the library is more than just a place to check out books. Realistically, the classroom teacher would come to me saying she is getting ready to teach a lesson on pumpkins and would like to work with me to make it a meaningful learning experience for the kids. She and I would sit and brainstorm different activities that would include technology as well as print resources that would go along with the classroom activities she has planned. We would then form a plan as to how to implement our great ideas. The unit could be introduced by both the classroom teacher and the MS. When they are ready for their first lesson, the class would visit the library and the teacher AND the MS would work together to complete lessons that involve print resources or technology. The students would see the teacher and MS as a team and that would be a model for them on how to work together with other people.
 * Collaboration: **

I want the Kindergarteners to learn what a pumpkin is, how and where it is grown, the names of the parts of the pumpkin plant, and why we grow pumpkins. I want them to learn this by listening to stories and looking at pictures and watching videos. They will keep a class journal of what they have learned and do an art project to demonstrate their understanding.
 * Overview: **

I want the 3rd graders to learn the same things as above, but in more detail and to discover the answers themselves rather than by whole group. I want them to take things a step farther in their learning. The students will be working in stations and will rotate each day for 4 days. The 4 stations will include 2 stations of books for them to look through and read, 1 of websites to search information, and one of videos online to view to gather even more information. At each station they will write down their information in their journals. On the 5th day they will work on their culminating activity of writing a report about pumpkins from the information in their journals. Prior to starting stations they will have a lesson whole group on how to do the research online through the websites. They will also have 2 mini lessons on how to access the videos they will need to view and how to take notes from the books that will be at their other two stations.

Kindergarten Lesson 1: Asking and Answering Questions The students will better be able to answer questions from comprehending text as well as be able to ask questions after hearing the text read to them. ||
 * Actual Lessons: **
 * ** Essential Skills (Objectives): **s * What are the students supposed to learn and be able to do?

The Media Specialist will read the students the book, __ It’s a Fruit, It’s a Vegetable, It’s a Pumpkin __ by Allan Fowler and ask comprehension questions to check student’s understanding. She will also prompt students to ask questions about what they heard but may not understand. The media specialist and classroom teacher will take turns assisting the students to come up with answers. * What will the students do? The students will listen attentively to the MS as she reads the book. As she asks questions, students will raise their hand to answer the questions and share their thoughts on the information they are hearing. The students will also be given time and encouraged to ask questions. ||
 * **Procedures: *** How will you facilitate the learning?

Students will be paired with another student. ||
 * ** Differentiation/Modifications: **
 * How will you adapt engagement activities and /or assessments to meet the instructional needs of each student?

Book listed above ||
 * ** Resources: **
 * *Identify instructional materials and technology to be used.

Teacher Observation ||
 * ** Assessments: ** * How will you check the level of student understanding?

Lesson 2: Writing in a Classroom Journal The students will learn what a journal is supposed to look like and what types of information is to be placed in a journal. ||
 * ** Essential Skills (Objectives): **
 * What are the students supposed to learn and be able to do?

The teacher will ask the students questions about what they think they should write in their journal about what they learned about pumpkins. The teacher will do this each day and continue to add to the journal. The Media Specialist will assist in writing in the journal while the teacher is talking. The teacher may suggest they draw pictures in the journal to illustrate something that they learned.
 * ** Procedures ** : * How will you facilitate the learning?



The students will actively participate by coming up with information that should be entered into their journals. They may also be given the opportunity to come up and write a word or draw a picture in the journal as well. ||

Students will be paired with another student. ||
 * ** Differentiation/Modifications: *** *How will you adapt engagement activities and /or assessments to meet the instructional needs of each student?

Large writing pad Pencil Crayons ||
 * ** Resources: **
 * Identify instructional materials and technology to be used.

Teacher Observation ||
 * ** Assessments: **
 * How will you check the level of student understanding?

Lesson 3: Drawing a picture of a pumpkin The students will be able to draw, color, and label the parts of a pumpkin plant. ||
 * ** Essential Skills (Objectives): *** *What are the students supposed to learn and be able to do?

The Media Specialist will show the students many pictures of what different pumpkins look like using the website: []. Through the books they have read together through the week the students have also learned the names of the different parts of the pumpkin plant. The classroom teacher will write the names of the parts of the plant on the board so the students can be sure to spell them properly. The MS and the classroom teacher do not want to do a model picture because they want to see what the students come up with on their own and to see what their understanding is of what a pumpkin plant looks like.
 * ** Procedures ** :
 * How will you facilitate the learning?

The students will observe the pictures on the website that the MS is showing. The students will use their pencils and colored pencils to draw a picture of a pumpkin plant. They will label the parts of the plant. ||
 * What will the students do?

Students will be paired with another student. ||
 * ** Differentiation/Modifications: **
 * How will you adapt engagement activities and /or assessments to meet the instructional needs of each student?

Paper Crayons Pencils Laptop/internet Projector screen ||
 * ** Resources: **
 * Identify instructional materials and technology to be used.

Teacher Observation || Example of Kindergarten picture of pumpkin drawing:
 * ** Assessments: **
 * How will you check the level of student understanding?

3rd Grade: Lesson 1: Introduction to Research Online The students will be able to take notes from a reliable website about pumpkins that answer the questions posed by the teacher and Media Specialist. -Is a pumpkin a fruit or vegetable? -Does a pumpkin have seeds? ||
 * ** Essential Skills (Objectives): **
 * What are the students supposed to learn and be able to do?

The Media Specialist will demonstrate to the whole class how to access the website. Then the MS will model how to locate information and then write that information in the journal. The students will watch the MS as she accesses the websites and takes notes. The students will then try it themselves while the MS and classroom teacher walks around and monitors their work and answers any questions they have. ||
 * ** Procedures ** :
 * How will you facilitate the learning?
 * What will the students do?

Students will be paired with another student. ||
 * ** Differentiation/Modifications: **
 * How will you adapt engagement activities and /or assessments to meet the instructional needs of each student?

Laptops/internet [] Projector Screen ||
 * ** Resources: **
 * Identify instructional materials and technology to be used.

Teacher Observation ||
 * ** Assessments: **
 * How will you check the level of student understanding?

Lesson 2: Accessing Video Clips The students will learn how to access and watch video clips online. ||
 * ** Essential Skills (Objectives): **
 * What are the students supposed to learn and be able to do?

The MS will show the students how to go to the website with the videos and then how to click on them to watch the clip. She will show the students how to change the volume so they are able to hear it as well as changing it from the small screen to full view screen. The students will access the website and click on the video to watch it. They will adjust the volume and change the view to full screen. The teacher and MS will walk through the room to help the students as they need it. ||
 * ** Procedures ** :
 * How will you facilitate the learning?
 * What will the students do?

Students will be paired with another student. ||
 * ** Differentiation/Modifications: **
 * How will you adapt engagement activities and /or assessments to meet the instructional needs of each student?

Laptops/Internet [] Projector Screen ||
 * ** Resources: **
 * Identify instructional materials and technology to be used.

Teacher Observation ||
 * ** Assessments: **
 * How will you check the level of student understanding?

Lesson 3: Reading Books for Information The students will review how to read a book and pick out information that needs to be written in their journals. ||
 * ** Essential Skills (Objectives): **
 * What are the students supposed to learn and be able to do?

The MS will model reading a book and picking out important information from the text to write in their journal for their project. The students will observe the teacher modeling and then practice with their Social Studies book. The classroom teacher and MS will circulate around the room to answer questions. ||
 * ** Procedures ** :
 * How will you facilitate the learning?
 * What will the students do?

Students will be paired with another student. ||
 * ** Differentiation/Modifications: **
 * How will you adapt engagement activities and /or assessments to meet the instructional needs of each student?

Picture book to model with Social Studies books to practice Paper Pencil ||
 * ** Resources: **
 * Identify instructional materials and technology to be used.

Teacher Observation ||
 * ** Assessments: **
 * How will you check the level of student understanding?

Websites available to students during station time: [] [] [] [] [] Videos available to students during station time: [] [] Titles of books available to students during station time: __It’s a Fruit, It’s a Vegetable, It’s a Pumpkin__ by Allan Fowler __The Pumpkin Book__ by Gail Gibbons __Pumpkin Harvest__ by Calvin Harris __From Seed to Pumpkin__ by Jan Kottke __Pumpkin Circle: The Story of a Garden__ by George Levenson __Pumpkins__ by Jacqueline Farmer __From Seed to Pumpkin__ by Wendy Pfeffer __Pumpkin Shivaree__ by Rick Agran __Pumpkins__ by Ken Robbins
 * Resources: **

The students will use the 5th day to write a short report sharing what they have learned about pumpkins. Since they are in 3rd grade, they should have an introduction, body, and conclusion to their report. They will write three paragraphs with 3-5 sentences each. They will use the computers to type their reports. Below is an example.
 * Final Project: **

Pumpkins This week I have learned a lot about pumpkins. I got to look at websites and read books. I also got to watch a video of a woman carving a pumpkin for Halloween. I am going to tell you what I learned about pumpkins. Pumpkins grow out of the ground from a seed. You have to water the ground or it will not grow. The pumpkin plant has a flower on it that a bee has to land on to give it pollen. If the bee gives it pollen the flower turns into the pumpkin. Pumpkins can be white or orange and have a stem and leaves. Pumpkins are a fruit because they have seeds on the inside. You can bake and eat the seeds. We did that in our class and they tasted good. Now that you know a little bit about pumpkins maybe you will want to get one for Halloween. You can get them at the farm. Our class is going to a pumpkin farm soon so we can see them. I want to take mine home to carve it like the lady in the video. I hope you learned something about pumpkins! ~Typical Third Grade Student

​ **Feedback:** On all of the lesson plans for assessment, I simply put teacher observation. As a Media Specialist, I do not give grades and the skills I am teaching can be observed as to whether the student is understanding the concept or not. As the teacher and MS are walking around and helping the students, they will know which students need to be retaught the skill and can do so at that moment. Students who are asing a lot of questions and keep saying they don't understand are more than likely are the students who need the lesson explained to them again. Students who are plugging away and actually helping others is the students who has mastered the skill. I didn't like always having to give formal grades when I was a classroom teacher because I felt like it could be very defeating to students. I like instead making sure they are feeling success in the projects that they do reardless of how much more explaning and working one on one with them that I have to do.

Additional Resources
This lesson is for ​a high school horticulture class. Students will choose a plant/vegetable (including pumpkins) to research and grow. The final product will be a presentation booth at the kindergarten field trip where high school students will explain the processes involed in, the uses for, and an example of their plant that they have grown. Kindergarten students will evaluate the booths on what they have learned. Peers and the teacher will also evaluate using a rubric. Content Standards: HS.A -Students shall examine the methods of plant propagation HS.B -Students shall investigate factors in the environment affecting plant growth. HS.C -Students shall analyze growth media HS.G -Students shall analyze fruit, nut, and vegetable production practices HS.H -Students shall explore an environmentally sound pest management system. 21st Century Standards: 1.1.3-Develop and refi ne a range of questions to frame the search for new understandings 3.1.1- Conclude an inquiry learning project by sharing with others and reflecting on the learning

The skill I have decide to focus on is questioning. Students at this age, as opposed to K or 2, already know how to ask questions and may be able to even ask surface level questions. It will be the instructional specialist to help students learn how to deepen the thinking and refine their questions to better answer the questions. Helping students make conenctions between questions, information, and developing new questions will also be a focus for the instructional specialist. Degroot says the the difference between novie and expert is the ability to make connections. The media specialist will be teaching the lesson during the class time with the teacher monitoring and assissting where needed. Materials: computer lab or large group area kidspirartion, mywebinspiration or chart paper/markers research cycle concept map blank (like found at [|www.graphic.org]) Time: one period (40-50 minutes) Introduction: Have students gather in lab or group area, explain that questions and priorities of questions change as the learning changes. Show students an example such as in math when they learned how to add, subtract, ect. they had to ask themselves about what numbers to carry and when. Then in algebra they learned about order of operations. Not only did they have to think about the old questions, but new ones like what to do first and what different symbols mean. Then show them an example of a graphic organizer you have filled out (or found) that illustrates how questions change. [|example of questioning G.O.] Go to recently opend documents and click Zero Energy House. Guided Practice: Use a student example from class, about one of the vegetables, to show students how to fill out the graphic organizer. Fill it out together and then ask if anyone needs help with their specific vegetable and questions. Independent Practice: Allow time for students to complete graphic organizers wither alone or in the same group with others who share the same vegetable. Assessment: Check in with students during the wondering/webbing phase periodically to see how their questions have been changed, answered, or negated.