A.2.3+Storyboard

[|Project ideas]

[|Storyboard]


 * Attention Getting Ideas:**

__ Possible Guided Inquiry Design application to a student planning a party: __ open (stimulate conversation and curiosity): brainstorm party ideas, probably already "open" because it's YOUR birthday, think about what venues might be fun immerse (background knowledge and experience): think about parties you loved and why, go to as many parties as possible to get ideas, get ideas from movies or television shows,

explore (survey sources): pintrest, google, ask your friends, etc., shop around at various party stores to find the best ideas/deals, visit a bakery/taste sample cakes/snacks, survey possible invitations (e-vite, snail mail, invite on social networking site) identify (pick direction): choose a theme, choose venue gather (get info for your specific inquiry): look up your theme to get decoration, snack, activity, etc. ideas; buy what you need, make necessary reservations and orders (cake, venue, entertainment, catering, music) create (construct): send invitations in enough time, set it all up, have parents take you to pick up all the supplies, arrive early to decorate, confirm last minute details with vendors/orders share (communicate your inquiry): PARTY!, have a friend use a camera to interview guests, find out their opinion of the party, take pictures to help you remember as you reflect and evaluate evaluate (reflect): how did it go, what would you do differently,were the snacks good, how were the activities, think about process and product, review guests comments on party video, review friends comments about party on social networking sites, begin making plans and arrangements for next birthday, send thank you notes to guests

__ Possible Guided Inquiry Design application to earning money over the summer: __ open (stimulate conversation and curiosity): brainstorm hobbies and activities of interest, ask: What do I like to spend my time doing? immerse (background knowledge and experience): lemonade stand when I was 5, earn allowance each month for chores, save money in my piggy bank, want to buy a new bike explore (survey sources): talk to family members, friends, neighbors, teachers to seek out job opportunities, possibly look online or in newspaper with parents assistance in finding opportunities that would be safe/acceptable identify (pick direction): choose a job to apply for (pet sitting) gather (get info for your specific inquiry): visit the neighbor you will pet sit for, make friends with the dog, take notes about where food is kept, how often to feed, water, walk, play with dog create (construct): finalize a schedule you will use to monitor the dog while the neighbor is out of town share (communicate your inquiry): have the owner approve your schedule, carry out your job while the owner is out of town evaluate (reflect): ask neighbor/owner for feedback, assess the dog's overall mood/behavior while you were in charge, will you do this for another owner/another type of pet?


 * Content Ideas:**

__ Possible Guided Inquiry Design application to exploring career ideas: __

open (stimulate conversation and curiosity): brainstorm hobbies and activities of interest, ask: What do I like to spend my time doing? I enjoy working with animals. I have experience pet sitting.

immerse (background knowledge and experience): volunteer at the animal shelter, pet sitting, neighborhood dog walker, training classes with my own dog when he was a puppy

explore (survey sources): identify (pick direction): veterinarian gather (get info for your specific inquiry): visit local vet offices, interview local veterinarians, use databases to research career requirements, research universities with degrees in this field, create (construct): create a mock resume to submit with university application or potential jobs (include pet sitting experience, animal training course participation, dog walking duties), create a portfolio with expected timeline of obtaining summer jobs (middle/high school), university program acceptance, field related internships during college, additional schooling beyond undergrad degree, professional practice share (communicate your inquiry): participate in school's mock career fair, participate in mock interview (for college acceptance or potential job), present findings to peers in formal presentation evaluate (reflect): return to visit with local veterinarians to review your career portfolio and mock resume, meet with school counselor to evaluate the reasonableness of your plans for college/career, visit with your parents to discuss your plan, what electives/classes can you take in middle/high school to help you prepare for this field, what extra-curricular opportunities will help you prepare for a job in this field some day?
 * 1) look online for animal related jobs: vet, groomer, animal trainer, zoologist, wildlife biologist
 * 2) take career interest survey: []

Related TEKS (these are suggested for grades 7-8, but I don't think it would hurt to expose 6th grade to these skills): [] (1) The student explores personal interests and aptitudes as they relate to education and career planning. The student is expected to: (A) complete, discuss, and analyze the results of personality, career interest, and aptitude assessments; (D) research current and emerging fields related to personal interest areas; (E) determine academic requirements in career fields related to personal interest areas; (G) research educational options and requirements using appropriate technology.

(2) The student analyzes personal interests and aptitudes regarding education and career planning. The student is expected to: (A) create a personal career portfolio; (B) make oral presentations that fulfill specific purposes using appropriate technology; (E) identify entrepreneurial opportunities within a field of personal interest.

__ Possible Guided Inquiry Design application to a science fair project: __ open (stimulate conversation and curiosity): ask yourself: what questions do you have about the world around you, what would you like to know more about, what is a "head scratcher" for you, what would you like to prove or disprove? what subjects interest you?, discuss questions in collaborative communities with peers

immerse (background knowledge and experience): Keep a list: start paying attention to what's around you that causes you to question, notice when other people have problems, look for cause and effect situations; "hey, your mom just told you to stop watching tv and read before you go to bed because watching tv close to when you go to bed will affect your sleep. Is that true?", meet with peers in conversing circles to brainstorm ideas for exploration

explore (survey sources): pick a few things from your list and get online to look for answers, check the library catalog and see if there are resources for your topics, what kind of answers have you found so far, interview experts in your fields of interest, visit museums, stores, or other places in the community that might help you in answering your questions or completing an experiment to test your hypothesis ( [])

identify (pick direction): now that you've seen everything, pick which one you really want to study; what is your question and what is your hypothesis (does watching tv really affect your sleep?), begin a journal of study notes, begin log of credible sources to help you retrace research path if needed

gather (get info for your specific inquiry): gather up your sources, decide how your'e going to test your hypothesis, get your sleep survey and study participants lined up, clearly define controls and variables for your study (types of tv shows watched, how long before bed, age of participant, food/drink consumed before bed should be consistent among participants, etc.)

create (construct): hand out your sleep surveys to your participants, gather up that data and calculate the results, create your science fair board based on you findings, dedicate an area of your board to show your works cited/consulted, create charts or graphs to make it easy to communicate data, practice your presentation

share (communicate your inquiry): set up your board, prepare your presentation, be prepared to answer challenging, impromptu questions the judges (or spectators) may have for you

evaluate (reflect): how did it go, what would you do differently, were there any errors you could have corrected in your study, what would have made your board more appealing or clearer in presenting results, how could you have prepared better to speak about your findings, review feedback from judges, teachers, peers,are there other methods you could have used to conduct a more accurate and precise experiment, did your project lead you to ask further questions? how will you follow up on these?

[|§112.18. Science, Grade 6, Beginning with School Year 2010-2011.]

(b) Knowledge and skills.

(2) Scientific investigation and reasoning. The student uses scientific inquiry methods during laboratory and field investigations. The student is expected to:

(A) plan and implement comparative and descriptive investigations by making observations, asking well-defined questions, and using appropriate equipment and technology;

(B) design and implement experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology;

(C) collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers;

(D) construct tables and graphs, using repeated trials and means, to organize data and identify patterns; and

(E) analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends.

[]
 * ** What **? || ** Images/Text ** || ** Sound ** || ** Relevance ** ||
 * birthday party || party store:

streamers: []

snacks: []

cake: []

teen on web: http://flic.kr/p/2mMw3

balloons: http://flic.kr/p/MqiSL

teen girls in pool: http://flic.kr/p/67Dy3q

birthday cake/sprinkles: []

teen girl blowing out candles: []

television []

little kids on ipad: []

girl watching movie: []

DJ []

Pool party []

Foam party []

Little kids dance party: []

girl birthday crazy pic: []

stack invitations: []

girl with camera: []

people decorating: [] || "Transition" 1:54 []

"Three Ring Circus" 1:15 [|http://www.purple-planet.com/#/preview-three-ring-circus/4534269000]

Three Ring Circus 5 min. (my husband figured out how to loop it so we could upload it. We can do it with other tracks if we find others we like, but I'm going to put this one on just as a trial) media type="file" key="3 ring cir.mp3" width="240" height="20" || Pictures we could use for each section: open: YOUR birthday, venues

immerse: parties, heart, movies or television

explore: pintrest, google, friends, party stores, bakery, invitations

identify: choose a theme, choose venue (our theme is_ )

gather: money, cake, venue, entertainment, catering, music

create: invitations, decorate, vendors/orders

share communicate your inquiry: PARTY!, camera

evaluate (reflect): think, review videos/pics, thank yous ||

tv and sleep || conversing/collaborating w/peers: [] []
 * ** What **? || ** Images/Text ** || ** Sound ** || ** Relevance ** ||
 * science fair project:

teen sleeping: []

tv: []

library resources: []

journal/log: [|http://mrg.bz/8Eddv5tv:] []

chart/graphs data: [] []

Participants: [|http://mrg.bz/LTJwB]

baby sleeping: []

teen girl sleep: []

teen boy sleep: []

kids watching computer in bed: []

mom/daughter watch tv in bed: []

girl thinking: [] ||  || Pictures we could use for each section: open: questions mark, world, "head scratcher," interest, peers talking

immerse: list, people with problems, cause and effect; tv, bed, peers brainstorming

explore: computer, library, experts, museums, stores

identify: pointing finger, journal of study notes, log of credible sources, research path

gather: book stack, survey, participants, sleeping, tv, drink

create: hand handing out papers, calculator or computer, science fair board, works cited/consulted, charts or graphs

share: person presenting, judges (or spectators)

evaluate: person thinking, feedback paper, questions mark ||

All birthday party and science fair project images from: