The goal of this inquiry project is for students to be able to connect a risk taker with an inquiry question and the literature they have read in class. You will be answering an inquiry question related to risk takers. You will select a specific risk taker to research in order to find answers to their inquiry question and present your findings in multiple formats.
This project would tie in to the Risk Taker Theme during 4th quarter.
Day 1- In your language arts classroom, revisit the inquiry questions that were discussed during the Risk Taker literature unit in class. Select a question that interests you.
Next, select an historical figure (past or modern) whose life exemplifies or reflects purposeful risk taking. You can use someone off of the suggested topics list or make a case for a person of your own choosing with teacher approval and if information is readily available online. You will need to connect your risk taker to one of the inquiry questions previously discussed. (You may change your inquiry question selected earlier if another fits better with your selected risk taker).
Day 2 - With your librarian, begin exploring various resources for researching your risk taker. Head to the library or bring resources to the classroom. Use the resources in Steps 2 & 3 to begin your exploration. Then use a note-making strategy to record your information. Be sure to keep track of which information came from what source.
Day 3 - Continue your research and note-taking in your classroom or the library. Also, at the beginning of the class, be sure to include citations study and the best ways to show your teachers where you found your information!
Day 4 - In your language arts classroom or the library, begin working on your final project (see Step 5 of the Big6+ on the right).
This is your opportunity to connect your risk taker to the inquiry question you identified. You will need to include: Intro (Primary importance/Biographical Info); Body (How does the risk taker connect to the inquiry question/Enduring effects of risk taken) and Conclusion (Why selected/should others care & lesson learned).
***Additionally, students can compare/contrast the risk taker researched and characters from texts read during the risk taker literature unit.
Day 5 - In your language arts classroom, complete the self-evaluation for all steps in the Big6+ process.
|Early influences||Problems ahead|
|Solutions||The Biggest Risk of All!|
Now is your chance to create a product to illustrate what you've learned! Be sure to include your own personal perspective as well as information about your topic! Some of your choices include:
Visual: A PowerPoint, Info Graphic, Informational Flyer, or Biographical Pamphlet that includes 8-10 elements about the risk taker that answer the inquiry question.
Written: A written Summary or Annotated Bibliography of information learned. This should be a more developed version of the Historical Research and Profile which can be broken down into Intro (Primary importance/Biographical Info); Body (How does the risk taker connect to the inquiry question/Enduring effects of risk taken) and Conclusion (Why selected/should others care & lesson learned). Additionally, students can compare/contrast the risk taker researched and characters from texts read during the risk taker literature unit.
Verbal: A four to five minute formal presentation for the class or for small groups of classmates.
Omaha Public Schools does not discriminate on the basis of race, color, national origin, religion, sex, marital status, sexual orientation, disability, age, genetic information, citizenship status, or economic status in its programs, activities and employment and provides equal access to the Boy Scouts and other designated youth groups. The following individual has been designated to address inquiries regarding the non-discrimination policies: Superintendent of Schools, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).
Las Escuelas Públicas de Omaha no discriminan basados en la raza, color, origen nacional, religión, sexo, estado civil, orientación sexual, discapacidad , edad, información genética, estado de ciudadanía, o estado económico, en sus programas, actividades y empleo, y provee acceso equitativo a los “Boy Scouts” y a otros grupos juveniles designados. La siguiente persona ha sido designada para atender estas inquietudes referentes a las pólizas de no discriminación: El Superintendente de las Escuelas, 3215 Cuming Street, Omaha, NE 68131 (402-557-2001).