1

things I think I know about this topic

question that I will investigate during the

questions I have about this topic

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1  

   

Student  Checklist    

Questioning   Collecting  &  Evaluating    

Write  the  draft  of  your  question  here:    

                 

To  find  out  if  your  question  is  a  high  level  question,  the  answer  to  the  following  questions  must  all  be  “No.”    If  any  are  yes,  your  question  needs  to  be  revised.  

 Record  “yes”  or  “no”  in  the  boxes.  

 Can this question be answered with a “yes” or “no”?

Can this question be answered by just listing facts?

Does this question have a correct or incorrect answer?

Does this question answer an issue that is unrealistic (Ex. “What would happen if little green men invaded

the Earth?”)? If  your  question  made  it  all  the  way  through  the  checklist,  write  your  final  question  below.                        

   Give  your  checklist  to  your  teacher  for  approval  of  your  question.  

 ___________________________________________________  

Teacher  Signature  

Record  at  least  4  sub-­‐questions  below  that  will  help  you  answer  your  guiding  question.  These  questions  should  result  in  factual  information  being  found  that  will  help  support  the  answer  for  your  guiding  question.  

     

                                                     

       

           

Fill  out  the  following  forms:   5 W’s of Evaluation Checklist Works Cited form Note taking form (see your teacher)

 Show  the  above  forms  to  your  teacher  for  approval  before  going  on  to  the  next  step.  

 __________________________________________________  

Teacher  Signature  

 Sub  question  1:  

Sub  question  2:  

Sub  question  3:  

Sub  question  4:  

3

 

 

2  

Making  Sense   Communicating   Reflecting  &  Wrap-­Up    

Write  your  letter  to  the  audience  on  a  separate  sheet  of  paper  or  type  it  on  the  computer.    Don’t  forget!    An  adult,  such  as  your  teacher,  will  grade  your  letter  for  content.    Follow  the  expectations  below  while  writing  your  letter:    1. Opening  Paragraph:    a. Explain  your  guiding  question.    

b. Explain  why  you  were  interested  in  researching  that  question.    

2. Body  Paragraphs:  a. Combine  your  research  findings  and  present  FACTUAL  information  so  it  is  easy  to  understand.    

b. Do  NOT  share  every  single  detail  with  your  audience.    Pick  the  main  details  that  helped  to  answer  your  guiding  question.    

c. Your  goal  is  to  help  your  audience  understand  why  your  final  response  to  your  guiding  question  makes  sense.    

3. Closing  Paragraph:  a. Be  certain  you  have  clearly  presented  the  message  you  want  your  audience  to  hear.    How  do  you  want  your  audience  to  react  to  the  research  finding  you  have  presented?  

     

 Give  your  letter  to  your  teacher  for  approval  before  going  on  to  

the  next  step.    _____________________________________  

Teacher  Signature  

 It’s  time  to  begin  your  project!    You  will  be  creating  a  digital  movie  or  slideshow.    To  prepare  for  your  project,  you  need  to  ANALYZE  the  information  you  find  to  help  you  answer  your  question,  and  PERSUADE  your  audience  to  believe  what  you  want  them  to  believe.     Choose  which  type  of  

project  you  want  to  create:    ____  Digital  Slideshow  using  a  presentation  program  such  as  Microsoft  PowerPoint    ____  Digital  movie  using  software  such  as  Microsoft  MovieMaker,  PhotoStory,  or  iMovie       Create  a  storyboard  using  

a  storyboard  template.    One  has  been  provided  for  you.  

      Gather  your  images  and  

sounds  you  need  for  your  project  

Record  your  narration   Create  your  project  on  the  

appropriate  software  o Import  images,  audio,  

and  narration   Be  sure  to  include  one  

slide  with  a  list  of  “credits”  including  the  websites,  people,  and  other  sources  where  you  got  information.  

Refer  to  your  project  rubric  to  make  sure    your  final  product  is  meeting  all  the  standards.  

     Your  teacher  and  other  members  of  a  judges’  panel  will  fill  out  a  project  rubric  as  you  present  your  digital  product.    

 You  did  it!    What  an  accomplishment!    Spend  some  time  reflecting  on  your  experience  by  answering  the  following  questions  on  a  separate  sheet  of  paper  or  type  them  on  the  computer.    Remember  to  refer  to  the  Final  Reflection  Rubric  as  you  record  your  thoughts.       What has been a

challenge throughout the Inquiry Quest process? Why was that challenging for you?

Based on the challenge(s) you just identified, what will you do differently when you conduct research in the future?

     

Turn  in  the  following  items:     Bibliography Notes Final Reflection

                                   

   

   

   ________________________________  

Teacher  Signature    

 

4

 

Name  ________________________             Digging  Deeper  Form:  Optional  

 

1. Guiding  Question  (opinion-­‐type  question)  

_____________________________________________________________________________________________________  

_____________________________________________________________________________________________________  

 

a. Sub-­question  #1  (factual  question  that  helps  to  answer  my  guiding  question)  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

i. Possible  resources  I  could  use  to  answer  this  question    

1.    

2.    

3.    

b. Sub-­question  #1  (factual  question  that  helps  to  answer  my  guiding  question)  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

i. Possible  resources  I  could  use  to  answer  this  question    

1.    

2.    

3.  

c. Sub-­question  #1  (factual  question  that  helps  to  answer  my  guiding  question)  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

i. Possible  resources  I  could  use  to  answer  this  question    

1.    

2.    

3.  

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d. Sub-­question  #1  (factual  question  that  helps  to  answer  my  guiding  question)  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

_____________________________________________________________________________________________  

i. Possible  resources  I  could  use  to  answer  this  question    

1.    

2.    

3.  

 

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Name___________________  5  W’s  of  Evaluation  Checklist  

   1. Who  created  and/or  published  the  information?      

 __________________________________________________________________________________________  

Is  this  person  or  group  an  expert  on  the  topic?  _______________   Use  www.easywhois.com  to  make  sure  you  know  all  you  can  about  the  author  and/or  

organization  who  has  created  the  site.    

2. What  is  the  purpose  of  the  site?    Check  any  that  apply.    Inform   Explain   Persuade  

 3. Where  is  the  site  housed?      

Check  the  domain  name  to  make  sure  it  is  a  reputable  name  such  as  .org,  .gov,  or  .edu.    See  chart  on  other  side  of  this  form.  

 _________________________________________________________________________________________  

 4. When  was  the  content  created  and/  or  last  updated?  _________________________  

Was  the  information  recorded  within  the  last  5  –  10  years?  _____________    

 5. Why  do  you  know  the  information  is  accurate?    

             ____________________________________________________________________  

Cross  check  this  information  with  at  least  2  other  sources  to  make  sure  the  information  is  valid.  

i. Source  1:  ______________________________  ii. Source  2:  ______________________________  

  Do  linked  sites  expose  any  biases  the  author  might  have?  Check  one  of  the  following:  

Yes      If  so,  describe  them  below.   No  

Link  ______________________________________________Bias  Shown_________________  ____________________________________________________________________________________  

 Link  ______________________________________________Bias  Shown_________________  ____________________________________________________________________________________  

     

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Most common domain names Domain Meaning Example

.edu Created at a college or university www.colorado.edu

.gov Created by an official U.S. federal agency or office www.whitehouse.gov

.org In most cases, the site was created by a nonprofit organization or an individual such as Dumb Friends League www.ddfl.org

.com In most cases, the site was created by a for-profit or commercial organization www.amazon.com

.net Though it varies greatly, it often indicates that the site was created by a person, group, etc. that uses an Internet service provider www.comcast.net

.mil Created by the U.S. military www.army.mil

     

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Works Cited Form

Use the following chart to note source information as you use it. When your research is complete, go to one of a variety of online citation makers. Make sure that you cite the resources in alphabetical order. You may use a resource other than the ones provided. If so, record

your information on the last chart. Make sure to write which type of source you used.

Book - One or More Authors Author’s Last

Name Author’s First

Name Year of

Publication Title Publishing City

& State Publishing Company

Page Numbers Date Accessed

Web Page Author’s Last

Name Author’s First

Name Date of

Publication Web Page Title Date Accessed Web Site Title Document URL

Over

9

Internet Journal or Magazine Article

Author’s Last Name

Author’s First Name

Date of Publication

Article Title Publication Title

Volume Date Accessed Article URL

_______________________________________ Put Your Resource Type Here

_______________________________________

Put Your Resource Type Here

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     Name___________________                                                                                                                  Storyboarding  Template    

    Option  #1  Emotion  you  want  to  convey:  _______________________________  

Images:  _________________________    _______________________________  

                               _________________________    _______________________________    Sounds:  ________________________    ________________________________  

                               ________________________    ________________________________  

Narration  script:  _____________________________________________  

__________________________________________________________________________________________________________  

__________________________________________________________________________________________________________    

 

Emotion  you  want  to  convey:  _______________________________  

Images:  _________________________    _______________________________  

                               _________________________    _______________________________    Sounds:  ________________________    ________________________________  

                               ________________________    ________________________________  

Narration  script:  _____________________________________________  

__________________________________________________________________________________________________________  

__________________________________________________________________________________________________________  

 

Emotion  you  want  to  convey:  _______________________________  

Images:  _________________________    _______________________________  

                               _________________________    _______________________________    Sounds:  ________________________    ________________________________  

                               ________________________    ________________________________  

 

Narration  script:  _____________________________________________  

__________________________________________________________________________________________________________  

__________________________________________________________________________________________________________      

Scene  ___  

Scene  ___  

Scene  ___  

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12

 

   

Inquiry  Quest  Forms  Explained  Student  Forms  

Document  Name       Purpose  

Student  Checklist  

 

 This  document  guides  the  student  for  the  duration  of  the  Inquiry  Quest.    The  Student  Checklist  includes  5  columns,  which  are  broken  down  into  the  steps  of  an  inquiry  project.      Students  are  expected  to  fill  in  boxes  where  instructed,  or  complete  specific  forms  to  hand  in  to  their  teachers.    In  order  for  students  to  move  from  one  step  of  the  process  on  to  the  next,  they  must  get  their  checklists  signed  by  their  teachers  signifying  that  particular  step  is  completed.  

   

5  W’s  of  Evaluation  Checklist    

 

 As  students  interact  with  a  variety  of  information  sources,  it  is  important  that  they  are  taught  to  critically  evaluate  the  trustworthiness  of  their  sources.    This  form  provides  guiding  questions  for  the  students  to  answer  as  they  evaluate  any  type  of  resource:    printed  materials,  Internet  sites,  interviews,  etc…        The  Inquiry  Quest  does  not  specify  how  many  5  W’s  checklists  the  student  must  complete  and  give  to  the  instructor.    The  instructor  must  make  that  decision,  but  it  is  important  that  the  students  are  somehow  held  accountable  for  using  these  evaluation  strategies  as  they  complete  their  research.          

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Works  Cited  

 

   

 Once  students  identify  valid  sources  and  take  notes,  it  is  imperative  that  they  correctly  give  credit  to  the  author(s).    The  Works  Cited  form  is  one  tool  for  creating  citations,  but  it  is  not  the  only  tool  available.    Many  school  libraries  have  created  note-­‐taking/citation  forms  and  have  already  educated  their  students  as  to  the  correct  way  to  record  information.    The  Works  Cited  form  is  provided  as  an  optional  tool  in  case  the  school  does  not  already  have  forms  and  procedures  in  place.      It  should  also  serve  as  a  reminder  of  the  importance  of  this  research  step.          This  form  is  optional  if  you  have  another  alternative  for  students  to  record  information  needed  for  the  Works  Cited  page.  

 

Storyboard  Template    

                           

The  important  aspect  of  using  any  storyboard  is  that  students  take  the  time  to  adequately  complete  the  storyboarding  template.    Students  should:  • Write  their  full  script  on  the  storyboard.    (Remind  students  to  choose  their  

words  carefully.    Words  should  support  images,  but  showing  is  more  powerful  than  telling).    

• Sketch  the  images  that  will  be  displayed.    (Encourage  students  to  think  of  ways  to  make  their  story  visually  interesting.    They  will  be  using  visual  mediums  for  communication,  so  students  should  consider  images  and  transitions  very  carefully).    

• Write  production  notes  that  highlight  what  they  are  trying  to  accomplish  within  a  certain  section  of  the  project.    (Is  there  a  specific  message  that  they  want  to  come  through  clearly?    They  should  write  “reminders”  to  themselves  as  they  plan  so  that  when  they  begin  production  they  will  remember  their  original  intent).  

• Identify  the  media  they  will  use  (music,  pictures,  video  clips,  text,  etc.).  • Identify  the  emotion  they  want  to  convey  and/or  the  emotional  response  they  

want  to  audience  to  have.    This  emotion  should  drive  what  tone  the  audio,  narration,  and  visuals  will  have.  

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Teacher  Forms  

Teacher  Form   Purpose  

Parent  Letter  

 

 

Instructors  are  encouraged  to  use  and/or  modify  this  letter  in  order  to  best  communicate  with  their  school  community.    It  is  imperative  that  parents  are  informed  about  this  project.    If  they  are  knowledgeable  about  some  of  the  details  of  what  their  children  are  being  asked  to  do,  they  are  often  much  more  willing  to  support  their  children’s  efforts.    It  is  also  a  good  time  to  find  out  if  anyone  would  like  to  come  in  and  help  students  with  different  parts  of  the  project.    Remember,  the  Inquiry  Quest  requires  the  support  of  other  adults  including  staff  members  and  parents.  

   

Questioning  Form    

 

 The  Questioning  Form  is  designed  to  be  used  as  a  direct  instruction  tool.    It  is  suggested  that  teachers  have  their  classes  brainstorm  topics  to  research  and  model  how  to  come  to  one  guiding  question  using  this  form.    This  will  help  students  understand  how  to  narrow  their  topics  and  create  an  effective  guiding  question.    Students  need  to  have  an  awareness  of  the  types  of  questions  that  will  form  the  basis  of  their  research  throughout  the  inquiry  quest.      Their  final  digital  products  should  not  tell  “about”  a  topic.  Rather,  their  guiding  questions  need  to  force  them  to  “dig  deeper”.        The  guiding  questions  should  be  structured  so  that  the  students  must  analyze,  synthesize,  or  evaluate  information  in  order  to  create  their  own  conclusions.    A  good  Inquiry  Quest  question  will  not  have  one  right  answer!    The  questions  that  students  write  should  challenge  them  to  make  a  decision,  invent  a  solution,  and  persuade  an  audience  to  believe  or  act  a  certain  way.        

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Question  Helper  

 

 The  Questioning  Form  is  included  in  case  some  students  have  a  difficult  time  developing  their  guiding  question.    The  intended  use  of  the  form  is  in  a  one-­‐on-­‐one  conference  with  the  student  as  the  instructor  helps  struggling  students  create  their  guiding  question.      The  instructor  can  use  this  form  as  a  guide  to  help  students  formulate  a  great  guiding  question.  

 

 

 

   

   

Fair  Use  Guidelines  

 

 As  students  gather  resources  to  use  in  the  digital  product  they  must  be  mindful  of  the  legal  restrictions  that  guard  some  materials  available  on  the  Internet.    The  Fair  Use  Guidelines  sheet  could  be  posted  throughout  the  school  wherever  the  students  are  working  on  the  Inquiry  Quest.    Each  student  could  receive  a  copy  of  the  guidelines  to  store  with  their  materials.    The  importance  of  the  guidelines  cannot  be  ignored,  and  all  students  should  be  alerted  to  their  existence  and  importance.      Remember!    These  are  GUIDELINES  for  using  Fair  Use.    They  are  not  written  in  stone,  can  be  interpreted  (or  misinterpreted)  differently  by  various  people,  and  are  absolutely  not  applicable  if  projects  are  uploaded  to  a  public  space  such  as  the  Internet.      Therefore,  it  is  best  for  students  to  take  their  own  video/photos,  record  their  own  music  (or  use  music  from  a  company  such  as  Soundzabound©  for  a  fee),  and  record  their  own  narration.          

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Internet  Search  Tips    

 Without  effective  searching  strategies,  students  often  spend  hours  perusing  the  Internet  looking  for  information.    The  tips  offered  on  the  Internet  Search  Tips  sheet  will  help  students  narrow  down  the  number  of  “hits”  or  results  they  get  when  they  enter  terms  into  a  search  engine  such  as  Google.  

 

Creating  Folders  Form  

 

 

Teaching  students  how  to  make  sub-­‐folders  for  storing  and  organizing  their  resources  will  result  in  a  significant  savings  of  time  during  the  production  phase  of  the  Inquiry  Quest.    The  Creating  Folders  form  is  meant  to  be  a  guideline  for  instructors.  

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Student  Progress  Monitoring  Form  

 

   The  Inquiry  Quest  culminates  with  each  student  presenting  a  digital  product  to  an  authentic  audience  (staff,  parents,  community  members,  and  peers).    The  digital  product  will  be  assessed  using  a  standard  rubric,  and  the  scores  obtained  from  the  assessment  of  the  digital  product  will  eventually  be  reported  to  the  Colorado  Department  of  Education  (2009-­‐2010)  in  order  to  fulfill  the  testing  requirement  related  to  the  No  Child  Left  Behind  legislation.      

Each  school  and/or  instructor  can  determine  what  other  assessment  information  will  result  from  the  completion  of  this  project.    The  checklist  is  provided  to  help  instructors  track  the  progress  of  students,  but  it  is  not  mandatory  that  instructors  use  this  tracking  tool.      

Scoring  Guides  

 

 

There  are  two  scoring  guides  included  in  the  Inquiry  Quest.    One  scoring  guide  is  for  students  to  score  their  peers’  products.    The  other  scoring  guide  is  used  during  the  final  presentation  of  student  projects  to  the  evaluators’  panel.    

As  the  students  presents  their  digital  products,  evaluators  score  each  scoring  trait  on  a  scale  of  1  (very  little  evidence  and  or  quality)  to  4  (abundant  evidence  and/or  quality).    There  are  comment  sections  for  each  trait,  but  writing  a  comment  under  each  is  not  necessary.    Any  narrative  feedback  given  to  the  students  is  always  helpful.  

Once  the  scores  are  tallied  and  comments  are  made,  evaluators  will  give  their  forms  to  the  instructors  to  look  at.    To  create  a  final  grade,  the  instructor  can  take  into  consideration  comments  and  scores  made  by  the  evaluators.    These  forms  then  go  to  the  students  who  presented.  

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8th Grade Inquiry Project Adams 12 Five Star Schools

Dear Parents: I’m happy to announce that students in my class will be part of an inquiry-based project that encourages critical thinking and problem solving using technology. In this project, students will develop a guiding question, conduct research, create a digital product (such as a short movie or slideshow), and present their digital product to an audience. Here is some important information that I thought you would like to know about this project.

• Students will conduct research using a step-by-step framework designed to easily transfer across all subject areas and grade levels.

• Students will engage in a good deal of writing. A goal of this project is to improve

students’ writing and communication skills.

• This is a classroom-based project, and will be used to support ____teacher/content area____ as she addresses research, content understanding and skill building with her students.

• Students will be developing a number of technology and media production skills

they can use in pursuing important schoolwork.

• Students will be learning how to share their message in front of an audience. This helps them develop presentation skills and self-confidence.

• In the future, this inquiry project will become the 8th grade assessment of

information and technology literacy (required by No Child Left Behind legislation).

We are very excited about this project and welcome any comments you have. If you have any questions, feel to contact me. The teacher

3

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HelpingStudentsWriteQuestionsThesequestionsandconversationstartersaredesignedtohelpyoucoachstudentswhoarestrugglingtowriteappropriateguidingquestions.Asareminder:

An“about”questionisthebeginningpointofquestiondevelopment;itisnotthetypeofquestionappropriateforanInquiryQuestguidingquestion.“WhowasAbrahamLincoln”wouldleadtoaprojectaboutAbrahamLincoln(facts,dates,etc...).

Guidingquestionsshouldforcestudentstoanalyzeandsynthesizeinformation.Forexample,“HowdoesAmericansocietytodayfeeltheimpactofAbrahamLincoln’spresidency”wouldrequirethestudenttocarefullyconsidermanyfacetsofAbrahamLincolninlightofcontemporarysociety.

Ifastudentsharesan“about”questionwithyou,investigatethepossibilityofusingthetopicoftheirquestion,butrephraseitinordertofostersynthesis,evaluation,andanalysis.Thechartsbelowcanhelpguideyourdiscussionswiththestudents.

Studentsmust“own”theirguidingquestions,sotheymustchoosetheirtopicandnotbeforcedtoadoptone.Additionalpromptsyoumightusetodiscoverastudent’spassionsare:

Whatinterestsyouwhenyouarenotinschool?Howwillthatprepareyouforlife? Whatdisgustsyouabouttheworld?Howwouldyouchangethatabouttheworld?

Forthosestudentswhorepeatedlyrespond,“Idon’tknow”or“I’mnotsure”tryrespondingtothem,“IKNOWyoudon’tknow,butifyoudidknow,whatwoulditbe?”

Analyze(why?)

•Whydid___happen?•Whyare___similarordifferent•Whatfactorsinfluenced___?

Evaluate(which?)

•Which___hadthegreatest___?•Whatarethepositiveand/ornegativeaspectsof____•Which___wouldyoupreferandwhy?

Create(what?andhow?)

•Whatwoulditbeliketolive…?•Whatmighthavehappenedif…?•Howwould___comparetoanothertime,place,person,orevent?

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21

InternetSearchingTipsandTricks

HaveyoueverspenthourslookingforinformationontheInternetonlytofindjustahandfulofusefulsites?Thefollowingtipswillhelpnarrowyoursearchandaccomplishyourgoalsinlesstime.Usingthe+and–symbolswhenyousearchWhenaddingkeywordsintothesearchengine,tryaddinga+or–rightinfrontofthewords(makesureyouDON’Thaveanyspacesbetweenthesymbolandtheword.Ex.+tigersNOT+tigers

Overformoretips!

Symbol Meaning Exampletypedintosearchbox ResultsonGoogle©

­ IneedinformationonVikings,butdon’tincludeanythingontheMinnesotaVikings(aprofootballteam)

Vikings‐Minnesota‐football 7,840,000

Vikings‐Minnesota 10,600,000 Vikings 20,000,000

+ Ineedinformationspecificallyongoldenretrieverpuppies

Golden+retriever+puppies 592,000

Goldenretriever 7,920,000

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OtherInternetSearchingTips

1. Makesureyourkeywordsarespecific.

EXAMPLE:HurricaneHugoNOThurricanes

2. Wheneverpossible,usenouns(person,placeorthing)askeywords.Avoid“little”words.

EXAMPLE:tigerNOTatiger

3. Putmostimportanttermsfirstinyourlistkeywords.Tomakesurethatthesewordswillbesearchedfor,puta+signinfrontofeachone(remember,don’tputaspaceafterthe‘+’sign)

EXAMPLE:+hybrid+electric+vehiclesNOTvehicleselectrichybrid

4. Typekeywordsinlowercasetofindbothloweranduppercaseversions.Typingcapitalletterswillusuallyreturnonlyanexactmatch.

EXAMPLE:+civil+war+uniformsNOTCIVILWARUNIFORMS

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5  W’s  of  Resource  Evaluation    Since  it  is  possible  for  anyone  to  put  information  on  the  Internet,  it  is  important  to  evaluate  anything  you  find  before  including  it  in  your  project.    Use  the  5  W’s  to  help  you  with  this  important  part  of  the  process.    

1. Who  created  and/or  published  the  information?      a. Is  this  person  or  group  an  expert  on  the  topic?  b. Use  www.easywhois.com  to  make  sure  you  know  all  you  can  about  the  author  

and/or  organization  who  has  created  the  site.  2. What  is  the  purpose  of  the  site?    

a.  Is  it  to  inform,  explain,  or  persuade?  3. Where  is  the  site  housed?      

a. Check  the  domain  name  to  make  sure  it  is  a  reputable  name  such  as  .org,  .gov,  or  .edu.    See  chart  below.  

4. When  was  the  content  created  and/  or  last  updated?  a. Are  the  information  and/or  statistics  within  the  last  5  –  10  years?  

5. Why  do  you  know  the  information  is  accurate?    a. Cross  check  this  information  with  at  least  2  other  sources  to  make  sure  the  

information  is  valid.  b. Do  linked  sites  expose  any  biases  the  author  might  have?  c. How  does  the  information  fit  with  what  you  have  already  researched?  

   

Most common domain names Domain Meaning Example

.edu Created at a college or university www.colorado.edu

.gov Created by an official U.S. federal agency or office www.whitehouse.gov

.org In most cases, the site was created by a nonprofit organization or an individual such as Dumb Friends League www.ddfl.org

.com In most cases, the site was created by a for-profit or commercial organization www.amazon.com

.net Though it varies greatly, it often indicates that the site was created by a person, group, etc. that uses an Internet service provider

www.comcast.net

.mil Created by the U.S. military www.army.mil

   

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Student Progress Monitoring Form

MAKING  

SENSE

REFLECTING

NOTES

Feel free to use any method of grading you see fit.

Ex. + Advanced √ Average -- Below Average

If the student successfully completes all steps in the Inquiry Quest, he/she is considered "technology literate."  G

uiding  Que

s+on

 created

 (sho

uld  no

t  be  "sum

mary"  ques3on

)

Sub-­‐qu

es+o

ns  are  app

ropriate

App

lies  5  W's  of  Evalua+

on  to

 evaluate  sou

rces

 Works  Cite

d  Form

 

 Notes  

LeDer  to

 the  Aud

ience  

 Storybo

ard  

Final  Produ

ct  

Ref

lect

ion

Student Names

QUESTIONING  

COLLECTING

 &  

EVALU

ATING

COMMUN-­‐

ICAT

ING

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       Student  Name  _____________________________                                 Project    Title  _____________________________________  

     

     Inquiry  Quest  Project  Description    The  Inquiry  Quest  focuses  on  students’  abilities  to  effectively  analyze  a  topic  or  issue  and  persuade  an  authentic  audience  to  share  the  same  position  as  them.    This  topic  or  issue  is  created  when  students  write  their  own  guiding  question.      For  example,  a  student  may  ask  the  question,  “Why  should  China  repeal  the  One  Child  Policy  immediately?”      Thorough  analysis  and  research  is  completed  by  the  student  in  order  to  construct  the  answer  to  this  question.    It  is  the  job  of  the  student  to  persuade  his/her  audience  by  creating  an  original,  creative,  and  powerful  digital  movie.    The  audience  has  an  opportunity  to  ask  any  clarifying  questions  following  the  presentation  of  the  digital  product.    Students  work  extremely  hard  to  find  data  and  factual  research  that  helps  them  build  cases  for  their  project.    Please  enjoy  the  fruit  of  their  efforts  and  offer  them  words  of  praise,  encouragement,  and  constructive  feedback.        How  to  Score  Projects    You  are  being  asked  to  judge  each  presenter  on  the  following  scoring  traits.    As  the  student’s  presentation  is  being  given,  you  will  rank  each  trait  on  a  score  of  1  to  4.    Circling  a  1  means  there  is  little  evidence  or  a  lack  of  quality.    Circling  a  4  means  there  is  ample  evidence  or  a  high  quality.    Though  there  is  a  comment  section  for  each  scoring  trait,  it  is  not  necessary  to  write  something  in  each  box.    It  is  important  to  remember  that  any  narrative  feedback,  positive  or  constructive,  is  very  useful  for  students.    When  you  are  done  completing  the  scoring  guide,  please  total  the  number  of  points  accumulated  and  record  that  in  the  final  box  of  the  table.    The  completed  forms  are  then  to  be  given  to  the  teacher.    Thank  you  so  much  for  making  this  an  authentic  learning  experience  for  our  students.    This  opportunity  means  as  much  to  our  staff  as  it  does  to  our  students.    

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       Student  Name  _____________________________                                 Project    Title  _____________________________________  

     

     

 Evaluator  Name  __________________________________________________    

 

 Inquiry  Quest  Scoring  Guide  

 

Content     Score   Comments  It  is  evident  that  the  student  completed  thorough  research  on  the  topic.    

1              2              3              4    

   

   Facts  are  accurate  and  error-­free.      

1              2              3              4    

       Multiple  reasons  are  used  and  well  explained  to  persuade  the  audience.    

1              2              3              4    

Structure   Score   Comments  Introduction  “hooks”  the  viewer.        

1              2              3              4    

       Facts  and  ideas  flow  smoothly  and  in  a  logical  order.      

1              2              3              4    

       The  conclusion  of  the  project  leaves  the  audience  with  a  strong  and  powerful  message.    

1              2              3              4    

     There  is  a  “Credits”  slide  at  the  end  of  the  project  giving  thanks  to  the  people,  organizations,  and  resources  that  helped  the  student  create  the  digital  product.  

1              2              3              4    

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       Student  Name  _____________________________                                 Project    Title  _____________________________________  

     

 

 

 

Presentation   Score   Comments  The  presenter  appears  confident  and  proud  about  the  work  he/she  has  done.      

1              2              3              4    

       The  student  is  able  to  accurately  answer  follow-­up  questions  from  the  audience  and  judges.    

1              2              3              4    

       The  presenter  reflects  thoughtfully  on  his/her  experience  as  a  researcher  and  presenter  during  the  interview  portion  of  the  presentation  (following  the  viewing  of  the  project).  

1              2              3              4    

  Total  Points  ___________    

Comments:            

Project  Design   Score   Comments  The  student’s  narration  and  music  match  the  tone  of  the  project.    For  example,  if  the  topic  conveys  a  sad  message,  the  music  and  narration  also  express  sadness.    

1              2              3              4    

       The  music  enhances  the  student’s  narration  instead  of  overpowering  the  student’s  recorded  voice.    

1              2              3              4  N/A  

 

       The  student’s  choice  of  images/video  matches  the  tone  of  the  project.    For  example,  if  the  topic  conveys  a  sad  message,  the  images/videos  also  express  sadness.    

1              2              3              4    

     Special  effects  such  as  changing  images/videos  to  black  and  white,  sepia,  etc.  are  purposeful.    They  add  to  the  power  of  the  message.    

1              2              3              4    N/A  

 

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Peer  Scoring  Guide    Circle  a  number  for  each  item  in  the  rubric.    1  =  Partially  Proficient    2  =  Proficient      3  =  Advanced  

   

Circle  a  number  for  each  item  in  the  rubric.    1  =  Partially  Proficient    2  =  Proficient      3  =  Advanced  

Inquiry  Quest  Peer  Scoring  Guide  Presenter  Name_________________    Peer  Name________________________   Score  

The  presenter’s  opinions  are  clearly  based  on  research.   1            2          3  The  introduction  hooked  me  and  the  ending  was  powerful.   1            2          3  The  presenter’s  message  is  convincing.   1            2          3  The  ideas  presented  flowed  smoothly.   1            2          3  Narration,  images  and  audio  impact  the  presenter’s  message.   1            2          3  Images  and  audio  are  used  purposefully   1            2          3  The  presenter  uses  eye  contact  when  introducing  their  project.   1            2          3  Questions  and  Comments  

 

 

 

Inquiry  Quest  Peer  Scoring  Guide  Presenter  Name_________________    Peer  Name________________________   Score  

The  presenter’s  opinions  are  clearly  based  on  research.   1            2          3  The  introduction  hooked  me  and  the  ending  was  powerful.   1            2          3  The  presenter’s  message  is  convincing.   1            2          3  The  ideas  presented  flowed  smoothly.   1            2          3  Narration,  images  and  audio  impact  the  presenter’s  message.   1            2          3  Images  and  audio  are  used  purposefully   1            2          3  The  presenter  uses  eye  contact  when  introducing  their  project.   1            2          3  Questions  and  Comments  

 

 

 

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