Author: Betty Turpin

Forming Questions #1: How Many Questions Can You Make?

Lesson Overview:

In this lesson, children are challenged to make as many questions as they can about an unfamiliar object to find out more about it.  Because it is easier to ask questions about a concrete object, I use six unfamiliar objects to spur their thinking.  The kids always want answers, but this lesson is about questions!

Lesson Plan:

Suggested Grades:

4-5

Objective:

Develop a range of questions to frame the search for new understanding.  (AASL 1.1.3, “Develop and refine a range of questions to frame the search for new understanding.”)

Suggested Time:

50-60 minutes

Success Criteria:

Working in groups, students develop and write questions about an unfamiliar object.  Students will record their questions and then compare them with questions generated by other teams.

Lesson Outline:

1. Introduction:

Asking and answering questions enables us to learn about any subject.  Much of what our communities need has never been done before.  Becoming a skilled question-asker enables one to participate actively in seeking to understand and find solutions.  But . . . .

To write good questions, you need to know how to use question words.  In English, these words are . . . .  (children will tell you.)  Answer:  Who, What, Why, When, How.  You may also know these words in another language.  Ask a few students to give you the question words in their mother tongues, if appropriate.  Ask the children to keep the question words in mind throughout the lesson – they will need them!

Remember that it is also possible to make a question by starting your sentence with a helping verb.  Examples: “Is it . . . . .,” “Does it . . . . . . “  “Can you . . . . . ?” etc.

2. Main:

Begin the lesson by showing one of the unfamiliar objects.  Ask the students what they would like to know about this object.  As they tell you, ask the teacher to scribe the kids’ questions.  Be sure that they use each of the question words at least once.  This short discussion will model what the groups will do next.

Ask children to move to tables and sit in groups of four.  You may need to assign groups to make this transition move more smoothly.  Give each group an unfamiliar object.

Task:  Write as many questions as you can that, if answered, would help you learn about this object.  Record these on the back of your assignment sheet.

Each student does his/her own writing but the students within each group should discuss and help each other.

After about five minutes, say that the groups should be able to get at least 30 questions.  Give a warning after 12 minutes and call “Time” after about 15 minutes.  (Adjust timings to suit your own schedule.)

Bring kids back to carpet or together as a class to wrap up.

3. Conclusion:

Ask teams to give you some of their questions.  Have groups compare their work as each team takes it in turns to call out one of their questions.

Clap for the team with the most questions.  Clap for the most original question or the most insightful question.

Challenge:  Ask students to try to see how many questions they can ask at home this evening and how long it will take them, using this technique, for their parents to ask, “What’s up with all the questions??”

Resources:
  1. Question Word “poster.” See attached photo for a suggestion.
  2. Unfamiliar objects, as many as six. See attached photo for a few suggestions.
  3. Student Handout (attached)
Notes:

Students sometimes get “stuck” in their thinking and need to be nudged by a teacher to try using a different question word or to think about another aspect of the object.  If you need to give hints, hints might include:

  1. Ask about the origin of the object.
  2. Ask about the use of the object.
  3. Ask about the composition of the object.
  4. Ask about the dangers of the object.
  5. Ask about the value of the object.
  6. Ask about the physical characteristics of the object.
  7. Ask about whether the object changes.

Draw on the PYP Key Concepts of Form, Function, Causation, Change, Connection, Perspective, Reflection, and Responsibility.  If the students are familiar with these key concepts, they should be able to generate quite a few questions.

I’ve taught this lesson many times and the students generally get a charge out of making the questions.  I find that they are slow to start, but get the hang of it quickly.  The emphasis of this lesson is volume – we want the kids to generate a lot of questions quickly.  This is an exercise, but if they can become confident question askers, their questions will guide inquiry.  I usually work with fourth grade or older, but I think that younger children could do this exercise as well.

Recommended Books for this lesson:

None

Key Terms:

Questions, Inquiry

Question Word Poster

Unfamiliar Objects

Student Handout, How Many Questions

 

Reference Materials #7, Encyclopedias #1: Introduction to World Book Online

Lesson Overview:

In this lesson, students gain an overview to World Book Online Student.  Because most school libraries no longer purchase print encyclopedias, because digital resources are more complicated to navigate, and especially because an encyclopedia is the starting point for more elementary-aged students’ research, it is worthwhile to devote one lesson to navigating, using, and enjoying World Book Online.  (Note: Your school may have a different set of digital tools, but this lesson can serve as an example of what I like to include.)

Lesson Plan:

Suggested Grades:

3-6

Objective:

To become familiar with World Book Online (or equivalent) as a ready reference and research tool.

Suggested Time:

50-55 minutes

Success Criteria:

Each student will learn how to access World Book Online, navigate the site, and will be able to find key features including:

Lesson Outline:

1. Introduction:

Show students a print encyclopedia.  Ask whether they know what it is (most do not!)  Ask the students to look for defining characteristics of the books.  They might need to take a closer look, so be prepared to pass the encyclopedias around and let the kids skim and scan.  Those might include:

  • Many Volumes
  • Numbers or letters for each volume
  • Index at the end
  • Arranged alphabetically
  • Lots of books to make one set
  • Lots of topics covered

Teach that the group of books is called an “encyclopedia.”  Have children clap the number of syllables and repeat the word a few times.  Write it on the flipchart/board so that they can see the word.

Teach the origin of the word “Encyclopedia.”  Usually, I ask if the kids whether they know any words with the root “cycle.”  They will come up with motorcycle, bicycle, etc.  What do all of those items have in common?  (Answer:  Spinning or turning wheels.)  An encyclopedia is best described as a collection of common knowledge that goes all the way around the world.

For example, plants in Japan need sunlight, water, and nutrients in the soil, the same as they do in Argentina or Kenya.  Growing a healthy plant is the SAME no matter where in the world you are.  Big Idea (Function):  An encyclopedia summarizes and delivers common knowledge.

If you want to do a thorough job of teaching the history of the word, use Merriam-Webster online and this link:  https://www.merriam-webster.com/dictionary/encyclopedia

Tell the kids that print encyclopedias are very expensive and very heavy and can become out of date rapidly, so today we use digital encyclopedias, but that these are intended to serve the same purpose, which is to deliver common knowledge.

2. Main:

Show the students how to access your school’s digital encyclopedia.  Make sure that every student has the URL, Username, and Password for convenient access.

You may choose to show one of the training videos available from WorldBook.  However, these move very quickly!  I find that they work best for teachers or parents, but for kids, I prefer to teach them how to use the online encyclopedia myself.

Show them how to navigate the home page and how to search using three options, and some of the main features.  If you work through the student exercise yourself, you will be familiar with what would be best to teach the students.  Generally, I follow this outline:

  1. Homepage navigation
  2. Search functions (3 ways: Search Box, “Find it By . . . “ and “Take me to . . .”)
  3. Features, including
    • Biography Center
    • Compare Places
    • Timelines
    • My Research
    • Citations (where to find them)
    • Atlas
    • Find it by . . . Videos
    • Find it by . . . . Subject
    • Article Contents

Give students time to complete their assignment.  It may take two lessons for them to complete this work if they are sharing devices or if your periods are short.

3. Conclusion:

Remind students that all research starts broad and narrows/focuses as it progresses.  Thus, an encyclopedia is always an excellent place to begin research.  Advise them that they will begin all of their research in World Book Online and that it’s good to be familiar with the resource.

Ask them how the digital encyclopedia is the same as or different from a print encyclopedia.  They should be able to do this “Compare and Contrast” exercise for you after today’s lesson.

Resources:
  1. Print encyclopedia, for comparison.
  2. Flipchart, whiteboard, or interactive board for making notes
  3. Student devices or computer lab booking for access to computers
  4. Subscription to World Book Online (or equivalent)
  5. Copies of Student Assignment, Digital Reference Suite
Notes:

My experience is that kids get very excited when they dive into the online encyclopedia.  The content is so rich and varied, and they all want to share what they have found with their friends.  Because they get excited, they get lost and don’t stay on task very well, so I would allow two lessons to cover this material.   Either that or let them work on it during indoor recesses or spare time.

Also, I like to put up the Featured Video every day.  This lets the kids engage with World Book as they are settling in for the day’s work.

Recommended books for this lesson:

None, except a print encyclopedia to serve as a point of contrast.

Key Terms:

Encyclopedia, Reference Works, Reference

Student Assignment, Digital Encyclopedia

 

Reference Materials #6: Almanacs – Everyone’s Favorite Reference

Lesson Overview:

In this lesson, students learn what an almanac is and how to use one.  Almanacs are not always found in school libraries, but I believe them to be a worthy and often overlooked reference.  Children’s almanacs are designed for students and are typically a colorful, bold, exciting, fun-filled information source.  This is an easy lesson to prepare, so get ready and get your kids hooked on almanacs!

Lesson Plan:

Suggested Grades:

3-5

Objective:

To use an almanac correctly.  (AASL 1.1.4, “Find, evaluate, and select appropriate sources to answer questions.”)

Suggested Time:

45-50 minutes

Success Criteria:

Each student will complete an almanac “Treasure Hunt,” thus showing his or her mastery over almanac use.

Lesson Outline:

1. Introduction:

Ask students where they would look if they wanted to know what a word means, or which part of speech it is.  (Answer: Dictionary.)  Ask students where they would look if they needed to find a map of South America or Europe.  (Answer: Atlas.)  Ask students where they would look if they were just starting an inquiry and needed to get a good overview of a topic.  (Answer: Encyclopedia.)   Tell the students that each of these kinds of information sources is a reference tool.  By “reference,” we mean information sources that are consulted for quick information and are not meant to be read from beginning to end.

The reference work the students will learn about today is an almanac.

2. Main:

Teach a mini-lesson about almanacs.  Be sure to include these ideas about almanacs:

  1. Published annually.
  2. Historically, contained information about weather, tides, the calendar, and farming.
  3. Often information is arranged in tables, charts, or graphs
  4. Modern children’s almanacs contain subjects more interesting to kids!

Show the students a copy of a children’s almanac.  I like the Scholastic Almanacs, and I usually purchase a new set of 24 every other year.

Point out the Table of Contents, Chapter Headings, and some of the tables and diagrams.  Pass out the student assignments.  I find that students take to the almanacs very quickly!  They are easily sidetracked with sports, technology, and media entries, but that’s the fun of it!  In an almanac, they can get lost and follow their own interests.  Keep them on track enough so that they can finish the assignment in the given time, but be sure to allow plenty of time to explore.

This lesson will be difficult for EAL children or for those who do not read confidently.  If you have students who will find the assignment too hard, let them work with a partner or teaching assistant.  The objective is to learn to use an almanac, not necessarily to finish every question.

3. Conclusion:

Pull the class back together for a short wrap-up.  Go over answers to a few of the questions, then ask what they found interesting that was not covered by the assignment.  Finish with a challenge to check out an almanac, take it home, and show a sibling or a parent.

Resources: 

Class set of the Scholastic Children’s Almanac. The current version is Scholastic Almanac for Kids 2016.

Notes:

I have always used the Scholastic Kids’ Almanac, but National Geographic also publishes a children’s almanac, of which I am a big fan, that is of similar quality.

The student handout included with this lesson was written for the Scholastic Children’s Almanac.  It is meant only as a sample because you will need to match any exercises with your library’s own almanacs.

It is tempting to teach students skills in dictionaries, atlases, and encyclopedias, and leave out almanacs.  Try not to do that!  In my experience, children fall in love with almanacs quickly.  If you can get them hooked on almanacs, they will begin reading reference books and begin to view (if they don’t already) nonfiction as FUN!

Recommended books for this lesson:

A class set of the Scholastic Almanac for Kids 2016

Key Terms:

Almanacs, Kids’ Almanacs

Student Handout, Almanac Treasure Hunt

 

Markets and Basic Economics #5: Student Bookshop

Lesson Overview:

This lesson assumes that your students will be holding a market or souk as part of their UoI or as their summative assessment.  After studying basic economics and markets, many teachers plan a celebration of learning that is also a shopping extravaganza for the school community.  In Germany, we had a Markt, and in Dubai, a souk.  Whatever event your school hosts, some of the kids will be thrilled to work on a bookshop.  This lesson has a few tips for how I helped our students organize themselves and carry off a successful, one-day, student-run bookshop.  Grab your shopping bags and enjoy the selection!

Lesson Plan:

Suggested Grades:

3-5 

Objective:

To plan and carry out a student bookshop at the Unit’s Souk or Market.  (AASL 2.3.1, “Connect understanding to the real world.”)

Suggested Time:

40-45 minutes

Success Criteria:

A small group of children will plan and carry out a student bookshop at the end-of-unit market.

Lesson Outline:

1. Introduction:

This is not so much a lesson as an activity for which the children should be ready and enthusiastic.  Remind the students what they are working on and make clear that you will support them in their efforts to organize a bookshop as part of their celebration of learning, end-of-unit activity.

Inform the students that first you’ll go over a business contract with them.  Then, you can start pulling out materials so that they can have a look at the inventory and stock.  Finally, they may want to think about some publicity and collection points for new donations in advance of the sale.

2. Main:

Draw up a business “contract” for the students who have been selected to run the bookshop.  I have attached a sample for your reference.  At our bookshops, we usually had a few leftover new books from the most recent book fair and some used book donations in storage, as well as new donations the children gather.   The sample contract addresses each type of inventory, who is responsible for them, how prices will be set, and who will be required to perform cleanup and repacking.  Your contract will look different, but if you have a quick glance at mine you’ll have some idea of a starting point.

Once you have an agreement with the students, show them the inventory you have in storage.  They will get excited and want to tear into boxes right away.  When I work with the kids, they are always welcome to dig into the materials so long as they put everything back and leave the library in order when they go!  (Good luck with that!!)

You may wish to have them make a list of the supplies they’ll need for the bookshop.  This usually includes markers, paper, and tape for signage.  They’ll need a cash box – something as simple as a clean ice-cream container with a lid usually works just fine.  They may also need bags or boxes so that shoppers have a way to take their purchases home.  They’ll have different ideas, but these are some of the basics.

3. Conclusion:

Agree on next steps.  Keep in touch with the group.  Support with announcements in the school newsletter or library website.  Most importantly, keep working with the children until the market is over.  They’ll run with it and always do a great job!  There may be some future booksellers amongst your students!

Resources:
  1. Book inventory from storage, both old and new books
  2. Business contract between you and the students (attached)
  3. Markers, paper, and tape for making either advertising or inventory signage
Notes:

I’ve done a Used Book Sale with students several times.  Compared to other student-run businesses, the bookshop is easy and fun!  You obviously can’t accomplish the book sale during lesson time, but this will give you a general idea of how I organize the effort as part of the Business/Economics unit.  Use this lesson as a time to work with the group.  Teachers are usually so grateful that they will sponsor/coach one of the stalls.  It’s one less thing for them to worry about and a great way to be active with your students outside of the library.

Don’t forget to shop at the sale!  Sometimes items that families donate make great additions to the collection.

Recommended books for this lesson:

None

Key Terms:

Buyers, Sellers, Products, Markets, Bookshops, Inventory, Contracts

Sample Contract, Student Bookshop