The students in our classroom chose to call their village Stitch Village as they wanted the village to reflect the theme within our classroom. I deliberately did not provide any structure for this village. They chose where the streets, parking lots and intersections should be. It was an engaging activity which they kept on adding to whenever they had free time.

Students taking a closer look at the immigrant experience by examining Ellis Island and furthering their understanding of the 3rd wave of immigration. They are also analyzing primary and secondary sources through media and photographs, as well as drawing conclusions about the impacts of immigration in the US.

At my school, we are beginning to create class books about Navigating School. There are 5 K2 classes and each is going to be doing a different part of the school. (classroom, hallway, cafeteria, specials, and playground) My class is going to be navigating the hallway so I created the cover page for the book. Each student if going to create a page about how they can navigate the hallway. Some ideas we brainstormed included lining up, quiet voices, eyes forward, safe bodies, and hands by our sides. I included a rough draft from one of my students in the picture. The next step will be to revise and create our final drafts. We can't wait to read our book as a class!

We are a Tk-8 Dual Immersion Academy and our 6th grade students learn social science/studies in Spanish. We are enjoying InquirEd en Español!

I created a road using thin strips of black paper and craypas. Students were given a half-sheet of paper and told to create a place in our community where our needs were met. I went to the workroom and got some scraps so they could make windows and other shapes for their buildings. Some students made the same building and we put them together to make a two story building. It has been a great conversation piece for when new places come up (could we add that to "Our Community?" Do we have ______ in our community already? Where in the community would you go to meet this need or want?

We started with the QFT and got 4 big pages of questions! Students loved learning about all the different members of our community and interviewing them. We also learned a lot about norms when we toured our school and shared what each norm would be in different places in our school.

While I teach a transitional bilingual class, Social Science is explicitly taught in Spanish. The students have become experts in their respective regions and provided information to their peers regarding plants, climate, and different characteristics. Students really enjoy exploring the regions outlined by the inquiry questions and I’ve seen a shift in student accountability. When students ask questions like, “Which tribes are located in the Subartic?” I am not being asked. Students go up to the experts and ask them directly. I’m fortunate to have such an inquisitive group, but the resources and structure provide an outstanding way to encourage thoughtful discourse about the rich history of the native groups of the Americas. I can see that my students care about the information they’re presenting.

This was the beginning of the unit and I am so excited for the connections that will be made as we progress through modules.

Inquiry Statement - In order to ensure sustainability of natural resources in the future, changes need to be made to the way we live. Action Statement - We will create a sustainable city that we would love to live in one day. The students have been learning about natural resources and sustainability in social studies since November. After reading the interview with Lancaster's new mayor, Jaime Arroyo, in the LNP in early February, I thought the students would enjoy the challenge of making a model walkable city that also included sustainable energy sources. Each part of the city was created and built out the learning and imagination of the 4th graders. Lots of tape, glue, and love went into this, and I couldn’t be prouder. The cherry of top was that Mayor Arroyo actually came to visit our school and saw the students’ creations!

Students were actively engaged in the lessons about families. They enjoyed sharing about their families and discussing how their families are similar and different. The stories were relatable and engaging. I really appreciated having slides to guide the lessons and the printed worksheets. The quilt turned out very nice. My students' families got to see the quilt during back to school night and loved it.

Students really took ownership and put their own ideas into this massive mural!

This is our InquirED wall from the beginning of the school year! We created and posted our quilt squares with words to describe ourselves, hung some of the read-aloud books we loved, and added a couple maps of our country and world! We even put post-it notes on where our students and their families are from so we could see just how diverse and unique we all are. It was a great activity to start the year off right!