This is a lesson plan for an inquiry project around school start times.

This is a short inquiry project that is used as a Problem Based Learning Activity for students to have more freedom with learning and solving new problems.

This is my inquiry project that focused on designing a school garden to help increase the bee population in our area. It includes a driving question, grabber, and culminating activity.

Our Inquiry project was made to raise awareness for bee extinction in Hawaii. It teaches the children the importance of bees, and it also teaches them why they should want to raise awareness to preserve bees. It covers the standard KLS 1.

This project is an example of inquiry based learning. It covers the standard K.L.S 1.

This a inquiry based project about the topic of government surveillance. This includes the driving question, grabber and culminating activity. This also includes a number of different resources that the students can use to do research.

This article provides an overview of scientific inquiry and how citizen science programs run by the Cornell Lab of Ornithology provide opportunities for inquiry about birds.

First-year chemistry students learn the basics of chemical reactions, and then dig deeper to produce unique multimedia demonstrations that will be used in an educational instructional video for a cable channel. Online simulations and microscaled investigations allow students to study many reactions safely in a short period of time. Small groups of students are assigned one of five basic chemical changes (synthesis, decomposition, single displacement, double displacement, or combustion) for further investigation. After careful consideration, each student selects one reaction and demonstration that best illustrates the particular reaction, and develops a slideshow presentation that can be used in the final class video. As a final assessment, students are given a unique "recipe" for a set of reactants, and they are asked to identify the reaction type and the products that are likely to result.

This unit plan was originally developed by the Intel® Teach program as an exemplary unit plan demonstrating some of the best attributes of teaching with technology.

Inquiry Project that develops the question "how to prevent sickness in our environment?"

This free, online article, developed for elementary teachers, describes a Kindergarten polar science, standards aligned, unit centered on The Polar Express developing literacy, math, and science skills.

Focuses on academic writing as a means of inquiry. Uses critical reading, discussion and the writing process to explore ideas, develop cultural awareness and formulate positions. Emphasizes development of a variety of strategies to present evidence in support of a thesis.

It's helpful to know how to ask questions. Review the full Shrouded in Myth text, and formulate a question about the text. The question can be simple or complex, and it may not even have a single right answer.Here is an example question about the text:"What does the word 'prophecy' mean?"Here is another:"What part did you find most exciting?"Respond below with three original questions that have not been posted. You don't need to answer any...yet!

Students will learn about the water cycle, watersheds, and point and non-point source pollution. Students will then apply this knowledge to take a position in the debate about the proposed development at Hawn's Bridge Peninsula at Raystown Lake and write a letter to the editor expressing their opinion. Pairs well with an Engineering Design Challenge or a Meaningful Watershed Educational Experience (MWEE).

In the Civil War and Reconstruction unit, students engage in contentious historiographic debates about the period--Was Lincoln a racist? Was Reconstruction a success or failure? Was John Brown a "misguided fanatic"? Did Lincoln free the slaves, or did the slaves free themselves? The unit includes two Structured Academic Controversy lessons, an Opening Up the Textbook lesson on sharecropping, and a look at Thomas Nast's political cartoons.

This unit uses text-based inquiry to examine water quality issues through the lens of an engineer.

This unit includes four lessons and two student working days that culminate in students designing an interactive audio and visual display using emaze. The purpose of this visual display is to document their journey throughout the process of becoming familiar with the traceability (and sometimes lack thereof) of beef, produce, and seafood regulations. With their visual displays, they will be able to educate their family, peers, and the public about food consumption choices and provide background knowledge about its origins.

Using inquiry-based reading and reading apprenticeship strategies, students will explore an anchor text as well as two supplemental texts which they will use to develop their own essential and supporting questions to guide their research. AP Environmental students will explore a variety of texts and resources to increase their knowledge and awareness of where our food (seafood, beef, and produce) in the United States originally is located, how it was obtained, and the laws that govern the process behind the scenes.

This 30 minute activity engages students in ordering and spacing geologic history events on a meter stick. Students engage in an inquiry cycle, individually first, then with a partner before receiving feedback on their model. This process scaffolds their temporal reasoning of the vastness of geologic time.

Personal choice and voice are key components to successful face-to-face and virtual learning for today’s K-12 students. Open Educational Resources can support these strategies of inquiry and personalized learning in many formats. Through the readings, digital tool exploration, and OER creation activity in this module, school librarians will further develop their digital expertise in creating student-centered (voice and choice) curriculum and instruction.By publishing lessons on OER Commons, other educators can find them, revise them and reshare them, thus expanding and improving access for all! This is a renewable assignment for school librarians – remember, renewable assignments are an alternative to traditional, disposable assignments, which students “throw away” after they are graded. With renewable assignments learners are asked to create and openly license valuable artifacts that, in addition to supporting their own learning, will be useful to other learners both inside and outside the classroom. An essential part of renewable assignments is the capacity to share them publicly and with an open license. As a school librarian, the lesson you create can also be a renewable assignment designed for K-12 learners; there are samples of renewable assignments in the folder Sample Renewable Assignments in the Renewable Assignments group. 

This article reviews the book "Using Science Notebooks in Elementary Classrooms" by Michael Klentschy and provides basic information about the role of notebooks in instruction and assessment.

Experienced researchers “get” inquiry - that is, they have an ongoing internalized self-talk process that evaluates, draws connections, and creates next steps for the information-gathering process. But, they may not know that or how they do it.Along with the steps of inquiry, we need to help learners understand the metacognitive "self-talk" that guides their decisions which drive the inquiry. What researchers think is more important than what they do. So how can we help researchers recognize and utilize their metacognitive processes that guide their research? In order to prepare information-age learners, librarians need tools to teach the thinking that lies behind the inquiry.In this module, librarian candidates will learn to make the internalized reflective process overt. Candidates will create metacognitive awareness of the reflection process that accompanies inquiry. They will demonstrate understanding by creating concrete reflection scaffolding tool for emerging researchers.The skills and understandings gained from this module will help school librarians build instruction in support of CCSS.ELA-Literacy. CCRA.R.7, 9, 10.