Standards

Once you dig in to the standards, I think it is very easy to find ways to link Inquiry projects to them. As a matter of fact I have quite a few and I started thinking that maybe that was to much. Since my project was for my family and me, I didn't link it specifically to the standards. I was thinking more in terms of each student completing a scrapbook page and compiling it into a class book or maybe using it as a visual aid in an oral presentation.

I focused on the English/Language Arts Standards for Grade 5. Here is the link to the online Indiana Academic Standards: http://www.doe.state.in.us/standards/welcome2.html

Standard 2 READING: Comprehension and Analysis of Nonfiction and Informational Text
5.2.1
Use the features of informational texts, such as formats, graphics, diagrams, illustrations, charts, maps, and organization, to find information and support understanding. Example: Locate specific information in a social studies textbook by using its organization, sections on different world regions, and textual features, such as headers, maps, and charts.
5.2.2
Analyze text that is organized in sequential or chronological order.Example: Compare the organizational structure of such biographical texts as The Life and Death of Crazy Horse by Russell Freedman or Pride of Puerto Rico: The Life of Roberto Clemente by Paul Robert Walker, noting critical events in the subjects’ lives.

Standard 4 WRITING: Processes and Features
5.4.1
Discuss ideas for writing, keep a list or notebook of ideas, and use graphic organizers to plan writing.
5.4.4
Use organizational features of printed text, such as citations, endnotes, and bibliographic references, to locate relevant information.
5.4.5
Use note-taking skills when completing research for writing.
5.4.6
Create simple documents using a computer and employing organizational features, such as passwords, entry and pull-down menus, word searches, the thesaurus, and spell checks.
5.4.8
Review, evaluate, and revise writing for meaning and clarity.
5.4.9
Proofread one’s own writing, as well as that of others, using an editing checklist or set of rules, with specific examples of corrections of specific errors.
5.4.10
Edit and revise writing to improve meaning and focus through adding, deleting, combining, clarifying, and rearranging words and sentences.

Standard 5 WRITING: Applications (Different Types of Writing and Their Characteristics)
5.5.3
Write or deliver a research report that has been developed using a systematic research process (defines the topic, gathers information, determines credibility, reports findings) and that:
uses information from a variety of sources (books, technology, multimedia) and documents sources (titles and authors).

• demonstrates that information that has been gathered has been summarized.


• organizes information by categorizing and sequencing.

Example: After completing library or Internet research, write a research report about the life cycle of a butterfly or about the different uses of a telescope, microscope, and camera.

Standard 7 LISTENING AND SPEAKING: Skills, Strategies, and Applications

5.7.1 Ask questions that seek information not already discussed.

5.7.4 Select a focus, organizational structure, and point of view for an oral presentation.

5.7.8 Analyze media as sources for information, entertainment, persuasion, interpretation of events, and transmission of culture.

5.7.10 Deliver informative presentations about an important idea, issue, or event by the following means:

• frame questions to direct the investigation.


• establish a controlling idea or topic.


• develop the topic with simple facts, details, examples, and explanations.

I am using the older Information Literacy Standards.

Standard 1 The student who is information literate accesses information efficiently and effectively.

Standard 2 The student who is information literate evaluates information critically and ompetently

Standard 3 The student who is information literate uses information accurately and creatively.

Standard 4 The student who is an independent learner is information literate and pursues information related to personal interests.

Standard 5 The student who is an independent learner is information literate and appreciates literature and other creative expressions of information.

Standard 6 The student who is an independent learner is information literate and strives for excellence in information seeking and knowledge generation.

Standard 7 The student who contributes positively to the learning community and to society is information literate and recognizes the importance of information to a democratic society

Standard 8 The student who contributes positively to the learning community and to society is information literate and practices ethical behavior in regard to information and information
technology.

Standard 9 The student who contributes positively to the learning community and to society is information literate and participates effectively in groups to pursue and generate information.