Genius Hour
Learning Module
- Creator(s):
I remember being a junior in high school trying to decide on a major for college. My family was large, the country was in a recession, and my parents were both working two jobs trying to keep our family afloat, there was no way they'd be paying for any college, so it was all on me. I wanted to be wise in choosing my major, I did not have the luxury of trying out different majors. I went to a technical college, to begin with where I learned all sorts of office skills, I ran out of money about halfway through and had to take time off to work to earn more money. When I finally decided to return to college I went to a community college which was in fits and starts because I just could not settle on a major. During all of this, I got married, became a mom, and still had no clue what I wanted to do when I grew up. It was while helping in my son's classroom at school I discovered my passion. The teachers I volunteered with were very supportive and encouraging that I would make a great teacher. At 37 I finally had decided on a major!
As an educator now I often wonder how different my life would have been if I could have discovered my passion earlier in my life? I want to help my students find their own passions and create life-long learners. When I first heard about Genius Hour I fell in love with the concept and knew this is a way I could lead my students to the discovery of passions and create learners for life!
Genius Hour is simply based on Google's 20% Time Initiative. Google allows (or used to depending upon your source) and highly encourages its employees to use 20% of their work time on projects that are of interest to them and that will most benefit Google (D’Onfro, 2015). In 1948 3M used 15% time and discovered that employee productivity went up, plus some of these products created during the 15% time are still in use internationally (Stoll 2020).
Genius Hour is student-driven inquiry-based learning. Students are encouraged to spend 20% of their class time researching and learning about a topic that is of interest to them (Juliani, 2021). It must be some type of learning and students will present a project based on what they have learned about their topic. In my class, I have picked Fridays as our Genius Hour time or when students have completed their other assignments and have extra class time.
I have not ever taught Genius Hour specificially, but I have taught "I Wonder" projects which has some similarities but not exactly the same and nor was it for an entire school year! I am using the essay and project feature from my former "I Wonder" units, but the lessons are all new and are based upon Poet Prints Teaching digital worksheets from Teacher Pay Teacher. I liked the format, but wanted to make this project asyncronis. I have added so much to this learning module that it barely resembles Poet Prints Teaching's Genius Hour nor my "I Wonder" unit.
I have been heavily influenced for this project by the following:
Juliani, A. J. (2021, August 24). The 20% Project (like Google) In My Class. A.J. Juliani. https://www.ajjuliani.com/blog/the-need-for-udl-and-backward-design-8yfd7?rq=Genius%20Hour
Lee, L. (2019, June 25). Teaching Students How to Ask Productive Questions. Edutopia.Org. https://www.edutopia.org/article/teaching-students-how-ask-productive-questions
Project Zero. (2014, November 30). PZ Thinking Routines [Video]. YouTube. https://www.youtube.com/watch?v=oKV_S5NpDdc
Stoll, J. D. (2020, May 15). Corporate America’s Most Underrated Innovation Strategy: 3M’s 15% Rule. WSJ. https://www.wsj.com/articles/corporate-americas-most-underrated-innovation-strategy-3ms15-rule-11589556171#:%7E:text=The%20purifiers%20are%20a%20complex,lasted%20more%20than%2070%20years.
Walsh, J. (2019, May 27). How to Get Your Students to Ask More Questions. MiddleWeb.Com. https://www.middleweb.com/40383/how-to-get-your-students-to-ask-more-questions/
What is Genius Hour you ask? Genius Hour is an hour set aside every week where you get to explore a topic that you are interested in! I will provide some guidelines, but the rest is up to you! What are you interested in learning more about? Is there something that you have always wondered about and would like to get some answers to? Is there a problem you'd like to figure out how to solve? Is there a skill you'd like to learn how to do or improve on? These are all ideas you could investigate during Genius Hour!
Let's watch a quick video about Genius Hour.
Media Source: Kessler Science. (2013, September 7). What is Genius Hour? - Introduction to Genius Hour in the Classroom [Video]. YouTube. https://www.youtube.com/watch?v=NMFQUtHsWhc
Who's ready to get started?! I know I am!
Below are just a few of the skills you will gain from Genius Hour!
CCSS.ELA-LITERACY.RI.4.2 I can use my own words to summarize informational texts I have read.
CCSS.ELA-LITERACY.RI.4.7 I can figure out, understand and use information from charts, graphs, diagrams, time lines, animations, or other internet presentations to help me explain my understanding of informational texts.
CCSS.ELA-LITERACY.RI.4.9 I can use information from two different informational texts on the same topic to help me write or speak with knowledge about the topic.
CCSS.ELA-LITERACY.RI.4.10 I can read and understand 4th-grade informational texts independently.
CCSS.ELA-LITERACY.W.4.2 I can write to inform/explain topics or ideas to others clearly.
CCSS.ELA-LITERACY.W.4.4 I can produce clear and organized writing.
CCSS.ELA-LITERACY.W.4.5 I can plan, revise and edit my writing with the help of peers and adults.
CCSS.ELA-LITERACY.W.4.6 I can use technology to create and publish my writing.
CCSS.ELA-LITERACY.W.4.7 I can conduct short research projects to help me learn about topics through investigation.
CCSS.ELA-LITERACY.SL.4.4 I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.
CCSS.ELA-LITERACY.SL.4.5 I can create engaging audio recordings or visual displays to help me better explain a main idea or theme when necessary.
CCSS.ELA-LITERACY.SL.4.6 I can figure out when to use formal English and when it is appropriate to use informal English.
I am using this learning module with my class of fourth-graders, but I believe with a little tweaking this learning module could be used with other grade levels. These students should have rudementary understanding of how to use search engines and picking quality websites, as well as understanding what are primary and secondary sources.
The idea behind Genius Hour is finding a more authentic way to teach students (fourth-graders in particular) how to determine the main idea, use their own words to summarize, integrate information from several sources, write about, then speak about the subject matter knowledgeably. There are so many standards that can be met using Genius Hour, with the added bonus of it being student driven learning. I have taught writing to my students over the years and have been frustrated because of the lack of student engagement in the projects. Giving students the choice on what they want to research. learn, write, and present about allows me to not only be culturally relevant, it puts students in the driver's seat for their own learning (Juliani, 2021).
The frist time going through Genius Hour will take a bit longer than each subsequent time through it. Ideally there should be a Genius Hour presentation every 9 weeks, which means there will be at least an 8 week timeline. I suggest for the first project limit all students to the same project for simplicities sake, but the second project, depending upon how the first project went, you might want to open it up to include more options.
Common Core Standards
CCSS.ELA-LITERACY.RI.4.2
Determine the main idea of a text and explain how it is supported by key details; summarize the text.
CCSS.ELA-LITERACY.RI.4.9
Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably.
CCSS.ELA-LITERACY.RL.4.10
By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4-5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-LITERACY.W.4.2
Write informative/explanatory texts to examine a topic and convey ideas and information clearly.
CCSS.ELA-LITERACY.W.4.4
Produce clear and coherent writing in which the development and organization are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS.ELA-LITERACY.W.4.5
With guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, and editing. (Editing for conventions should demonstrate command of Language standards 1-3 up to and including grade 4 here.)
CCSS.ELA-LITERACY.W.4.6
With some guidance and support from adults, use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of one page in a single sitting.
CCSS.ELA-LITERACY.W.4.7
Conduct short research projects that build knowledge through investigation of different aspects of a topic.
CCSS.ELA-LITERACY.SL.4.4
Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
CCSS.ELA-LITERACY.SL.4.5
Add audio recordings and visual displays to presentations when appropriate to enhance the development of main ideas or themes.
CCSS.ELA-LITERACY.SL.4.6
Differentiate between contexts that call for formal English (e.g., presenting ideas) and situations where informal discourse is appropriate (e.g., small-group discussion); use formal English when appropriate to task and situation. (See grade 4 Language standards 1 here for specific expectations.)
During Friday's class time, students are encouraged to creatively solve problems or research topics they find interesting. Students will spend several weeks exploring and learning more about either a topic they want to know more about or work out solutions to problems. Students will learn how to use questions in this inquiry-based project. This approach provides students an opportunity to participate in authentic student-led learning.
Pro Tips:
1. The first time students particpate in Genius Hour can be overwhelming. There is a lot of freedom in Genius Hour and at times, the relative lack of structure can be frustrating for students who prefer specific guidance during projects .
I model all pieces of the process for each section so students understand how the process of Genius Hour works, including the five paragraph essay and final project. Verbalize my thinking process outloud for students.
2. Do not let students pick presentation ideas until they have concluded their research and written their essay. Students will try to fit a project to a topic rather than the other way around. Once students are at the stage of picking a presentation idea, limit the options, especially the first time, because this is another area that can overwhelm many students. Once students have completed one Genius Hour they have a better idea of what and how they'd like to present their learning.
3. Keep student accountable simply. Create a work log where students answer "What did you do today?"
4. Check with parents/guardians. Allow students to pick a project once they have checked in with their parents/guardians. Require students to get parental signature on project sheet so parents will know what will be required of them to help support their child outside of the classroom for the project.
Essential Question: How should we brainstorm and ask "thick" questions?
Learning Outcome: I can conduct short research projects to help me learn about topics through investigation.
Have you ever had to brainstorm before? What do you think when you hear the word brainstorm? I tend to think of a tornado in my head! All of my thoughts are jumbling about in my brain, none of them complete thoughts, just bits of thoughts swirling around, picking up speed as my ideas build upon one another!
Brainstorming is when we think of a topic or question and then write down as many things as we possibly can about the topic. For example, if I wanted to brainstorm about cats I would want to write down all of the things I can think about regarding cats. Below is my brainstorm about cats.
| Cats |
|
kittens milk cat food indifferent tigers claws calico tabby lions short/long hair climbing structures scratching posts cheetahs cute cuddly scratches litter boxes loves to lay on my computer while I am working! mountain lions |
What do you notice about my brainstorm? There are no complete sentences, just thoughts, ideas, or things I already know about cats.
There are several ways you can brainstorm to come up with a topic you feel passionately about, one way is called an idea generator. It is basically a paper divided into fourths, one-fourth make a list of your “favorites!” Include ideas, activities & things, in the next fourth make a list of things that make you “wonder!” The next fourth if you could invent a new class at school, or a new app, or a new game, or story, or improve something, what would it be? And finally, in the last fourth is there a problem you'd like to find a solution to? Below is a link to a Google Slides presentation that has this all laid out for you. Take a few moments to brainstorm some ideas that you might like to do for your Genius Hour this quarter.
https://docs.google.com/presentation/d/1ZDYRYnSwSODCC2N2HNMpEiGGryStLWlDA8Ygv5yPiuQ/edit?usp=sharing
Here is what mine looks like:
.jpg?Expires=1715935637&Signature=Vh3EPDmPRmZrzAYzGWVl28vY1Ilm18UH-y6oofFC9N4xmfd7ladFrMI6VbEpCRnZl-Sd7TLhFbwDkuLxhVWDC4fMeAm9Yq0~Tk4UYhd2-XSLo9vIDiNHh9XxJU5MtEk-5q8Ge2D-bbl2MYLrHPAOT22ywUdev-gD956n7IQ4L8CsNigzUXOSEZW4g-u7QqPInDK0s62awm-noB3K9-42WcljpoMsSaoSlZHFly7tCShT3L7RLUQDqRHsqHuOTzyqR~7KsEq7~kq6xil-l4TgyMRszicdckseGKDdbmlOqpepU1F-v0MvXbhb~dKb7HraLOuCypp6GgJIIlSPLaqxGA__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
.jpg?Expires=1715935637&Signature=NvGDcJ~cu~Zv1XjChsSLdVHRFsSeNUBdCKNIGbviiY3scKb4FfRGYdeP6nhvPWz-RmADje4FOyvfDuxfxaum~1~Gz-VlwALTauIxqci4ZEvMT9~860Ve74UXXRuunevAKHeyeNz4u0dXGmGT0Z7kp7F3fLcX2ztwfdzN6qVyydMkzp3GLKN3mVWbzCSEh5yjiRWBO9DuH18OZlt4OiUzD9GvQ9y8RdtGyxDF9R65Bn68QLHbDK3Rr1AXObtqj6lYIb2X~Sgj3nhvaTBuhUthtwqqY3MBBxVfUpMS0VHH4NYY1MqFug3suLK6FvV6lLWoZkvd2jgnWCa8iypc4kYdpw__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
.jpg?Expires=1715935637&Signature=dJQrN4HGI1DLyXc23J-Dy5fHL6lZbJgbk9l8OMOv9SQFULqKMFW8ADUAm0hQS1xFPN660Vq5wI4ixgNq7Lw9KxOzz~jj8Q6dYpVVh3pulECVDKUxAxkQGl9tsv8SmZ2w8HxJH6RBgj07AgvkgAIS~gCKG3op~r7Sd~3Bz34NKLjMrMvspMhjPR7UrpuAWSGeXCS~hOqs5riMd7WG-X7IYHSeSjn2qRiRcGg96TvqHxU5juXAJ5yVrQagLEN6jlZNifn9tBGXASNh6DUJEBWYCucfslcodPF81mGAu2DZxMuw9lT2HvuyDRnlMuJPXoAI6dsiIUGjGansRj0rTEgx2Q__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Once you have taken some time to list things that are of interest to you, pick one that is the most intriguing to you for your first Genius Hour research project.
Now you have to create an essential question about your topic. This is challenging because you do not want your question to be too thin, you want your question to be thick enough you will find plenty of information to research in order to discover the answer to your question. Remember an essential question has to be BIG, open-ended, it should be engaging and thought-provoking, it will lead to more questions, it will require analysis and research to answer. This is the big question you will research, write a five-paragraph essay about, and create a project based on what you learned from your research. Below are some question stems that may help you create your own essential question.
Use the Google Slides above to create and record your essential question. Below is a picture of what mine looks like.
.jpg?Expires=1715935637&Signature=Mk4YzPMfJ814IB5GgK2fW0PPAcvdFpvRz8R0jxQhCoIa5UHmD~dlAqJspp~odm2OxiEVpnduvosOd-wylHOPZz9uG3Tv4Os1UDP2vcVBEH-qDfQBPmZ3z4QTN06QrCJXx0ASBm1g4RnCETEUqKwWpSsw0lyAoNVBSH4YwR7OOkAWgd950UEGAoB3Bp7Ig0Z0gtVzUwUeEPnSdISDfvC2hDGVUmsfKN8ftVYp09sxe9A8DlFwSqjKBpBxxo3HG2zvWE95ISiWK1TnEEdBUCOq9gOt53aKXKBJF12EES6yGczqO9yWXvuB1WtwByEPJTlwlIy45b2EkVK~sOwgHXrahw__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Comment: Add a comment to this update about how the brainstorming helped you find your topic. Be sure to write in complete sentences, using appropriate grammar and punctuation.
Update: Create your update describing what you already may know about your topic, questions you have about your topic, and what you hope to learn from your research. Be sure to address all three areas. Add at least one type of media to your update. Write in complete sentences, using appropriate grammar and punctuation. Comment on at least two classmates' updates. Comment should include one glow (one thing they have done well) and one grow (one thing they can improve upon) and anything else that may be helpful to the student's topic.
PRO TIP: Demonstrate the thinking process required for how to brainstorm finding a topic. Model by saying all thoughts out loud.
Students will use their time in Genius Hour exploring ONE essential question, with the goal to share their findings with the rest of the class.
Their questions must be complex enough that it cannot be answered with a simple Google search.
In my experience students in fourth-grade need to be taught how to come up with an essential question, how to ask complex questions that requires research in order to discover the answer. This lesson will take more time than you might think.
Below is a link to a great article about how to teach students how to ask productive questions. I will summarize the steps in the article, but take a look at the original because it is very helpful! The second link is to an article written by Jackie Walsh on how to encourage your students to ask more insightful questions that will lead to greater learning.
https://www.edutopia.org/article/teaching-students-how-ask-productive-questions
https://www.middleweb.com/40383/how-to-get-your-students-to-ask-more-questions/
1. Explain why questions are important to the learning process. According to Walsh you can introduce the following mindframes to help students (Walsh 2019).
2. Develop skills for questioning. Teaching students the skills to come up with their own questions requires lots of practice and various tools that can assist them in crafting productive questions. Below is a tool that Jackie Walsh created to support students.
3. Create opportunties to practice questioning and thinking skills (Walsh, 2019). According to the Harvard Research Project Zero Visible Thinking Initiative ways to teach students thinking skills can begin simply and the thinking routines can be built upon as students become proficient with one thinking routine, then add another routine. Below is a video that explains the "Wonder, Think, See" thinking routine and how it becomes the building block for the other thinking routines (Project Zero, 2014).
Media Source: Project Zero. (2014, November 30). PZ Thinking Routines [Video]. YouTube. https://www.youtube.com/watch?v=oKV_S5NpDdc
It is equally important to provide honest feedback to your students on the quality of their questions.
4. Provide time and opportunity for questions (Walsh, 2019). Below is the graphic organizer designed by Jackie Walsh to remind teacher and students of this thinking routine (2019). During Thinking Time 1 there is a pause before you choose a student to answer the question that allows all students a chance to process the question. Think Time 2 is the pause after one student has responded so all students can consider the first student's comment and then pose questions or comments about the speaker's comments or the topic (Walsh, 2019).
5. Walsh encourages creating a classroom culture that values students questions (2019). Encourage students to use questions to become leaders of their own learning. Celebrate students asking clarifying questions in your classroom.
Essential Question: How do you choose a research topic?
Learning Outcome: I can conduct short research projects to help me learn about topics through investigation.
Last Genius Hour you brainstormed a bunch of different ideas and topics that are of interest to you. This week you are going to first come up with as many questions as you can about your topic. This is an example of mine.
Use the following link to create your own Google Drawing question graphic.
https://docs.google.com/drawings/d/1Klk48EZBWqlPWNLZ_1e1yLU7gU_qM80-5MCGW4zQP98/edit?usp=sharing
Create a cluster web. Once you have come up with a minimum of 15 questions. Try to find questions that go together or are similar. Here is a copy of what mine looks like.
.jpg?Expires=1715935637&Signature=D2e6MlqZAzixCfeHd~vg8v8J8gZzAZivth32Mbw22kfEQ3KBxL-2doi~5n91oRsbby81eM1YYAQH28tEILFkcTDkGZXhojV3cBumjpfBuD0JLWoIqHcGgPeIxR9e56bNgMAjqkluu1eVlg2cUgMpMlpF1TmhW~nF42LfJSIjdBH4kjy5LLr7Mh3vCnQZ9pH~U~kiIi~ErXL8nkf1tqumI4NY5CJ2Khbf2lBg3-FwJvZmkF-8rUFZgxqiBlCSXlpgLcfnvOEa3g8WjSf6Aa2ViZ7qIam9oncfRx5hms6v8cOyuKIbH6RX3sgPAA2uNPmfru4PN-1x-wMS2bqJOyXa9g__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Notice how I grouped similar questions together. These groupings will be my main ideas and details for my Genius Hour research paper. You only have to create three main ideas for your project. The following is a link for where you can create your cluster web.
https://docs.google.com/drawings/d/1YAhZv6usSiqvbwac_jOUBD6JvDAdDDav5slBagUz5WM/edit?usp=sharing
Below is a short video on how to use what you already know about your topic, questions you have, or things you wonder about your topic, to help you come up with a plan for researching your topic. This is just another way to come up with a plan to help you stay organized while researching your topic and so you will stay on topic while researching!
Media Source: Teaching Without Frills. (2017, August 21). How to Write a Research Paper for Kids | Episode 2 | Making a Plan [Video]. YouTube. https://www.youtube.com/watch?v=3qqyH-YvzXM
You can also use the following graphic organizer to help organize your questions for researching your topic.
Comment: What is something you already know about your topic? Comment below using complete sentences, proper grammar, and correct punctuation.
Update: Create your update to include your topic question graphic organizer and your cluster web graphic organizer. Please explain what questions you think you already know the answers to and how you know this information. Remember to write in complete sentences, using proper grammar and correct punctuation. Be sure to comment on at least two classmates' updates giving thoughtful suggestions or helpful ideas for their topic questions.
Students this week will create a plan using several different types of graphic organizers which I have provided links to in the student section. Students will have to make a copy of the link before they will be able to type on them. I also ask students to rename their graphic organizer adding their first and last name to the current title.
This organizational piece is HUGE! Students will come up with at least 15 questions for their topic. Some questions they may already know the answers to or think they know the answers to, which is ok.
Students will then take all of their questions and group them around similar, but broader questions. Please look at my examples in the student section for reference. Any student who is struggling with creating so many questions or grouping their questions should be pulled into a small group to provide them with extra support during this phase of planning.
Differentiation Ideas:
For students who are academically above the grade level, you might want to encourage them to write a six to seven-paragraph essay, rather than the five-paragraph essay required of the rest of the class. Likewise, for students, who are below grade level you might want to consider them only writing a three to four-paragraph essay depending upon their ability level. You can always add or subtract shapes from the Google Drawings graphic organizers for these students.
Essential Question: How to find sources, organize, and synthesize information in your own words?
Learning Outcomes:
Last week you created our question graphic organizer and your cluster graphic organizer. This week you will learn how to conduct the actual researching piece for your Genius Hour topic.
**When researching your topic it is important to try to find enough resources so you will be able to find answers to all of your questions and you should always use more than one resource so you can compare the information and ensure that it is the most accurate. If you only use one resource it could be outdated or wrong, so you want to use at least three to five different resources.
In order for me to find 3-5 different resources, I am going to go to the school library to see what books they might have on otters, I am also going to check in Encyclopedia Britannica (https://www.britannica.com/), National Geographic (https://kids.nationalgeographic.com/), and I will search online using Google, Bing, and Sweet Search (http://www.sweetsearch.com/).
Here is a short video on ways to evaluate sources for accuracy and reliability.
Media Source: Teaching Without Frills. (2018, October 25). Writing Videos for Kids: How to Evaluate Sources for Reliability [Video]. YouTube. https://www.youtube.com/watch?v=q1k8rcYUmbQ
In my school library search, I found one book by Michael Leach titled Otters. This book is "an introduction to otters, describing their anatomy, habitat, life cycle, and unique characteristics, and discussing how they find mates, and threats to their future" (2009). Based on the summary on the back of the book I think this book could be very useful for my research.
Here is what I found from my search in Encyclopedia Britannica:
.png?Expires=1715935637&Signature=AqJ1D9I6t4L7aO35oYLRpE0~kF-RhzoBEuhl6AQgiZXLJdmxOmMbsXVI~-4FmALqeWz8AdaAnC3D4~0Ut9~a3TiTSea~BTdDr2xGtFYo6pRkMEjlHGbjD2KHLz8w8UWU8envarRhiPA~f-dXSOTSuJpk~yhB~KHhChxyWsXEb0vKxzNbXYQmriVbzJB5-s1pahVuVjl~nz7uZUVqTGZQSpL~Bga6ftoEJ6ofuXHm~dh54XJ7cOMz9LwSwSsmWJuOb6O661qYMZ~~0EX7MlXIZ~fFJCrZUHjUpVRq4HVaYMpz3r6V6UCoJHeaaBJ34z8m23Ss0h274kJU-45dZN0Axw__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
The first three search results, "Discover the characteristics and habits of otters", "Otter (mammal)", and "sea otter (mammal)" all look promising.
.png?Expires=1715935637&Signature=Wp7NZODNu0uZ1F7xW-84eUlxNGq-JGipbxOlq2oC7FBoTs9JIc3UioQWaQ-a2s6qdv098QM0hZvaBevGoDqvEGDpHp-lIiQEiVBGdpL1S2zIB2EAXH8kxHKF4bJlTekXN1c7FhXjNAvMqips0ksubUdrpDCaAc2JXwWJSqAwIH3eAAll~MKR27PnR0R-UY4ZcCmPNtMdgrIDP1fTbum5sld3cJvLaJxNTtsnFs5UwBtFO-xXfB2EvDXxdxhT6Njgs2V1e3ycfp7t~ZxSa0cj80jJksl6QFKno9IVSxmST28P1C2VZx~99f1Wovl~PXkwHMTM8oMEAUXzyk~dKsKKiQ__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
There are so many articles about otters that Sweetsearch.com found for me.
I have found more than the 3-5 resources, so now I will begin reading these articles/books to try to find the answers to my questions. As I read the articles/books I will take notes.
This is an example of how your notes should look:
.png?Expires=1715935637&Signature=B6Yx7N0AazhNCCHB8PYJVxXHrFQ~d4PRR9t8ieGqvdvJxCbgpei9SulWGmZhR96PnzC~kwPmyiaKW6Wksq7ele50nlFFBMdWze6Ch0IkqAhDpZb74oQMu-3oO-JJHjgQJv5Iyel33iKWY3~2ICC3JNYos-~-8r8KK2S~dW3ehxQ6hmHAW8Qo6XBErdIAYlzrng5VwWpVQFkrC17kSMjVnhnxYJ47Kxt0Igc2d-q8LXcCbQIlLAuuOyGILUSLijok3qVauH~L2xOPdF5-2slFYBtOJ~YKAc73kqqMtEt2jp7z84yV6QJMNqhuzpqEJoV~YKYZIGqHFF4NwaCod1CR4Q__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Notice that I wrote the name of the article, the website where the article can be located, the title of the article, and notes in my own words. Each new article or book will get its own page within the Google Doc as this helps keep your notes organized.
One important point is to take all your notes in your own words! Do NOT copy and paste someone else's words. This is a paper where you are demonstrating what YOU learned about your topic. Another important point is to make sure you log every book, encyclopedia, magazine, newspaper, website you used during your research. The last page of your essay will be dedicated solely to all of the places you discovered answers to your questions. I am attaching a digital note-taking document for you to use.
**You will need to make a copy of this template in Google Docs before you will be able to use it. Rename it by adding your first and last name before Cornell Notes.
Comment: Write two to three sentences about your experience using Sweetsearch.com to locate sources for your topic.
Update: Create your update showcasing the three to five sources you found while researching your topic. Write in complete sentences, using proper grammar, and correct punctuation. Be sure to include pictures of books or include videos you discovered. Please comment on at least two classmates' updates.
According to The Resilient Educator, there are five ways to teach elementary students how to research (2020).
1. Define the task. Be very clear with students what they are to be researching. I have my students create as many questions as they can about a particular topic. Then we link similar questions under one main question, with the goal of having at least three to four main questions. The rest of the linked questions become the details for the main questions. My students write their questions on a five-paragraph essay graphic organizer like the one attached below.
Differentiation Ideas:
Students who are below grade level may need more guidance in filling out the graphic organizer and possibly fewer questions. I pull these students aside in small groups to help them determine their questions, how to link smaller questions to bigger questions, and how to properly fill out the graphic organizer. Students who are above grade level may need to be challenged to ask more questions
I also remind students to use the graphic organizer to direct their research efforts. Students are trying to find answers to all of the questions on the graphic organizer.
2. Discovering keywords. Discovering which keywords provide the best search results can be challenging for some elementary students. If you discover students who are struggling I suggest you pull them into a small group to discuss ideas on how to elicit a more productive search. I remind my students to use their questions on their graphic organizers to help determine the best keywords to use in their searches.
3. Use appropriate tools. Most students will use Google or Bing, but according to The Resilient Educator, Sweet Search may be a better option (2020). Sweet Search results have been screened by experts, which may make the searches more productive than Google or Bing.
4. Teach about source hierarchy and evaluation. Teaching students about primary and secondary sources can help students make better decisions on which sources would be more reliable and accurate. Students can learn how to analyze the various sources and determine the best sources to use for their research project.
5. Take notes and compile information. Teaching students how to take notes from their research in their own words can be a challenge. Many of my students cut and paste the information they find rather than writing notes in their own words. I model how to take notes from my research and then pull students in small groups to have them demonstrate this as well. The small groups let me see right away any student(s) who may be struggling with how to do this accurately.
I usually provide two to three weeks of research and notetaking. Feel free to adjust this timeline to what will fit your students' needs the best.
Essential Question: How to find sources and analyze, organize, and synthesize information in your own words?
Learning Outcome: I can use information from two different informational texts on the same topic to help me write or speak with knowledge about the topic.
Last week you learned how to find sources using the school library, Encyclopedia Britannica, National Geographic, Sweetsearch.com, and how to take notes in your own words. This week you will continue reading the information you discovered last week and continue taking notes, while specifically making sure you are finding the answers to your questions from your cluster web.
Remember, you are trying to find the answers to all of the questions that you put in your cluster web graphic organizer, so be sure to have that out so you can refer back to it while researching. This week you will locate answers to all of your questions and you will write down the answers from the notes you took.
Here is an example of how I used my cluster web and research notes:
I am wanting to find the answers in my research about what is the sea otter's habitat is like.
Here are my notes where I went through and highlighted the answer to the questions in this section:
.png?Expires=1715935637&Signature=Limh0B2U-uUeRaheq3lpxup-tbpcwPRQ21OECNDrxyrw3ZNiRgTppXjy3ov7k8cJrb2oJEUfL3z4kCbkmKERCjdE~tUs7vuM~ItdCozMfLupncEp1MHdKX26nUvTI~woDDwozw5tzV~c-jPgSJXLM4QOSsEka7lEUGeNf-y6ePjAvYxrK1tLpkp5erOexVGg67WZXIjdPDARcux-k3gegAlmRyqWWazavEffAVlXKZtNKNi02s7fqa59SV79mRnbwwMoOjhuKF5lNdmDuWNE1otESmhtTzAK1vTvPviZTLh9vn76wbbWlPsDmTYE7D7m3hnzlAoX3fFDPk76UkDa8g__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Comment: What websites, encyclopedias, books, or videos did you discover about your topic? Discuss which of these were the most helpful in your research and why it was helpful. Be sure to use complete sentences, proper grammar, and correct punctuation.
Update: Create your update where you share your notes and how many of your questions have you been able to find answers to. Please add pictures of your notes or links so your classmates can look at them. Respond to at least two of your classmates' updates giving them encouragement for good research and possible areas for growth in their research and/or notetaking.
Essential Question: How to interest readers in your Genius Hour topic?
Learning Outcome: I can report on a topic or tell a story with correct and appropriate facts and details to support my main idea.
Last week you continued to research your topic and take notes in your own words. While researching you also highlighted answers you discovered to the many questions you had about your topic. This week you are going to learn how to write an introduction and a conclusion.
When writing your introduction remember you are only introducing us to the topic, this is NOT where you will give us specific details. introductions are only two to three sentences long. I like to think of writing an introduction like a formula. It always begins with the first sentence being a hook or a way to engage the reader. The second sentence lists what the three main paragraphs will be about. First, you will learn about how to write an effective hook, then you will learn how to write the second sentence in your introduction.
One of the most challenging parts of writing an essay is finding a way to get the reader interested in your topic. A way that I have found to hook the readers is what author B. Mariconda calls "The Golden Bricks" (2001).
.png?Expires=1715935637&Signature=UpE4nRzmJ18aX0aKX4kOhJc-kb7P4hD9l0QtqUpxIxNiO5xK3QvLG6zywPg-VDGst8po6woKEJrzJMgU~1kH9Na27~tQnoOTRuNluEcM7mDTcU46HDHjt5JauxFXHjlINpIwD6i0~b5Jg4T~LZMffCj4srRwB6wPYPL0JX38fmfvjKJEfV8c2Hv2NywogvJTYZUEHA1Hox-r6eqrxlTQfaVFRipjpQFcFb1NXeZuVW6WOgzQNvSBdfXjYMaNEjjy3Sq~5IApwpzoPBpt0yA5RYPuMNNDRKU3duTcEn1sp6QNCo2wzAJJoKE~ioxy0OuNupnBaiRx1K-75h62Xj1Ywg__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
I have created some sentence starters that may help you as you pick which Golden Brick you will use in your introduction.
.png?Expires=1715935638&Signature=PAKB8dD74nYIjPfAusCts9K7tBbnH9MlXgUEcsgoEYUbClLsX7-N4-z9-KPaPqxF0J9J0ZE-MB2-9rPX4VqfBItBbDppxv3lUBZh65urIEjuOYWfpeWltz56rj5fgzzQ35jVNq95ZPV2CGXfleJOxwNXGNDuyfu7VdA1sy0CwkcqsjeIv8rOa1kLnC-rr2NNerQi7c9yB3Mc1NXabEvLPwdptDOBmiZHwr7mC3qKHzef-LRgdQXHc-77CD7SsNqr3yHYSo0cWWT2VzCpPz8BzQpZGIPV5YeAIcfNtBE~pK8WEtP6dSPjYm8okEkve8qtO3T~tYaN2JMtFCyd3tXjlA__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Look over the different types of Golden Bricks and determine which one would be the best hook to use for your essay.
I usually try out two or three different Golden Bricks to find the one that I think will engage the reader the best. Here are three of mine:
.png?Expires=1715935638&Signature=WmO7ep7jtyanx0r~17f-bZpA2wdkWLnKKGhoTPsYv6mAabm1uB5NjiEmSTdB8p1b1YEKTY0oud3nP9rPFVvEuyLMKijFeTGfw6S-JGZnCFAbz-vGHHeNSQbiYzT5~jRlRdPI0VlQM2w5pBkBcWocWuJLdhRHjbvkDW6r9K74M5tQ68Cg6YcaDOdMdB0qbs1Ka1PJxheIWncM1irfHHJkX24aqTyFQZowQWzSAGzi-t9bNP-Bx0wtVt22YmyOdcWcownQn7PpTfDrAHFVruUGvOFSo2nAyNYOCxwZhYN0INFdWxWZghxRMRJhU2BgaEhDnEkHLUcAP1xIHdsQqnXAyQ__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Of the three I think I like the Interesting Fact, Golden Brick. So that is what I will use to start off my introduction.
The next part of the introduction is the sentence that lets the reader know what the rest of the essay will be about, but it does not include any specific details, those are for the three main idea paragraphs.
Look back at your cluster web to help you write your second sentence in your introduction. I will use mine as an example to help you.
.jpg?Expires=1715935638&Signature=cvyySIzQjEQXwqGPxLjVu6LQiG~3stBn9KgiolBXG1LjfPiOqWt9lJH1qc6C46Y5Oo3tC0fdahK7TLAJ1MYZFKLoJ2Q5iQVENGxVqxRenKPMSZh2MWfSf2W9epuwdqwrVZ16gNfOUxmZvfwnQSxp202yulqqspmKnjiM1lMiHQM4mYwb4bwO0AsXZfSQWEZ0gG7LX5P33EuK9tv~0ryM2rIK-Q4QLlgaASnPpCW8R1EnBaly4auZx32HAccghL3PDDmw~RBBkOL6BHtrzAp0btFzjYEpphvBTkr3dZnhV6llnaiFGQa5J0rRH42h9UR7ivuZdp5OIo~0UCYQki1GQw__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Using my cluster web I will write the rest of my introduction:
.png?Expires=1715935638&Signature=RhvAHbiLFACx16Ug-Emb1-2ZkRA6imoQ9aB-4pVwubXqMr-0G6-C1lxptRvJZRQo5yZxPKPBjuRwvQCM6yEm7IX96~XnMY9UBOq-iQFU5ZJ0GJwYgON9jiJORDGK-55IY6ALJ7LHLVIn0kKl3MgtDiWAH9o3pDBKBeVJNZw0SDCuHaNe70tuV8NWRHjGnU965C4QscPcLRcnf2obBXhcZqrlJk0acmvkjgDTH4H5DnhUITceC0-DHeMl6NqhHdaiqFqkMHMeVAa0oCtMpCAlzuTvWeUyD8GtAJVYyt5co~k2q0Facp~RBdp1y~CE9D4B9Oz~y6jAYD44k7NL9ttWbQ__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Let's look more carefully at my introduction so you can see I have included all four main ideas that I have researched.
.png?Expires=1715935638&Signature=LAfrzvgsIEZkZbrcO7N~9ejgSKb4rOHgpGQZxlhRRiE-REgY0nCoGaN4XUENsb6JfdD-FLdzOnP~SCkYRlMQLvlkdz-c3fODoR7Hxz-ZOedH7N-YFnYbtUgYgub2xmYMn7p6wVrbs5q-y4EPEUBwZk9k4hbPltmrlEil-CWeL8aBwbgQ69UIROYT6MvP63l~KiFi2tWgjtvGgkiJTlTAVNm5Sga8o9K6y-iQeja14gI1pvaOX2Dv3tAvc72hFr8-TjBo6UwFIqnfG7lXfczdX0Dqxoop-tNQ--DKDyhXoYg~aw104dT5y6Ld3je3WxS9MbIryLijWJBMbeS4v8HF7A__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Notice, I did not give specifics about any of my main ideas here, I just hinted at what the paragraphs would be about. The reader will know that the first paragraph will be about different species of otters, the second paragraph will be about the family dynamic of sea otters, the third paragraph will be about the sea otter's habitat, and the fourth paragraph will be about interesting facts about otters.
Your conclusion is written exactly like the introduction but in reverse.
.png?Expires=1715935638&Signature=UlimKMoL7nSkxJe3SgEfcp5sHbKvAjepMvQwvTD~fJdJHPRfDf8r7xBwF~SZj6glBrvvu78WaUJ6DgdkvoOfa8B0GOfxk4J4l8P1c5wWBaPEg-CVUh~0HTEKcRttT3GRwBaeVt2192e0GaNdBSG3D0va5~MCsdt9Fqs7uae43TTSrAMNEgdtXw3qhr9trSUP1wV~rqcduNI-H0IpCWSNgyf3Zsd12nS1c57fZRacHypM5BqwAiW8sbuK93gjwOAa6nl3UFeRR6Bx4A1xiWsoX2RkrJPbwW3dpHTEY3FmZBdwFY5WLNUiKtZrAeu68HXsxG8sCT2IazAheRLD1uH8Eg__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
The following video gives suggestions for the different stages of your essay.
Media Source: Teaching Without Frills. (2017c, September 12). How to Write a Research Paper for Kids | Episode 4 | Writing a Draft [Video]. YouTube. https://www.youtube.com/watch?v=qfuWM897mjI
Comment: Which Golden Brick did you decide would be the best hook for your introduction and what about this Golden Brick did you think helped interest your reader? Be sure to write your comment in complete sentences, using proper grammar, and correct punctuation.
Update: Create your update showing your introduction and conclusion. Read and comment on at least two classmate's updates. For each comment, be sure to include two Glows (what did they do well for their introduction and conclusion) and a one Grow (what could they do better or how can they improve their introduction or conclusion).
Differentiation:
Some students will really struggle with figuring out how to write an introduction. Keep a close eye on all students and be prepared to pull students aside to help guide them through the introduction process.
Students who are below grade-level academically should only be required to have two main idea paragraphs. Students who are above grade-level academically should be required to have four main idea paragraphs.
Essential Question: How do you take main ideas and details to turn them into paragraphs?
Learning Outcomes:
Last week you created your introduction and conclusion to your Genius Hour essay. This week you are going to write the main idea paragraphs.
Last week you learned how to create a hook for the introduction by using a Golden Brick, this week we are going to use Golden bricks to start the main idea paragraphs. You can use the same type of Golden Brick for each paragraph or you can use a different type of Golden Brick for each paragraph.
You will need your cluster web and notes to turn your questions into paragraphs. I will demonstrate how to take one main idea and details and turn them into a paragraph.
Step 1: Using your introduction, determine which main idea will be the first paragraph. In your introduction, the first main idea you mention will be the first paragraph. Think of your introduction as a table of contents for your paper. In my introduction, my first main idea will be about the different species of otters.
Step 2: Create a Golden Brick to begin this paragraph. Here is an example of what mine looks like:
.png?Expires=1715935638&Signature=M6CMuu8E-WumxgWdfGEZbhnkwkubxSJbeojt0uzuBsMUfozXPIuvpXUHuy437TM09GjMPFmoymmpGOloD93c2VTBGVJzmTy6N~SVmarOa6lQhelMvWp1WSrwsyBmlIVul67X~rYD~fsK~-XIvinrEs6Vuxwe-znQ8OG76U3PFfBOOc50ZgGouvbVa9gS~8AVbxhhroL0sxf2oxzXprI0Q1LwWziA-AI9HPCn4Z0wziFKigE4AKZ-vA4isj3WHzyHmYgAHSDZ4aiI8EtXaotsdO45NetNh23BbUn4lSNfXNJAIDxcnj0ErGDZoW7870v5ynBOPCu3OK2eeRnxiM32KQ__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Step 3: The four details for main idea #1 now make up the rest of the paragraph. Below is mine about the different species of otters.
.png?Expires=1715935638&Signature=EIrPG4dPCWD7K9e9WvbCUh~wPvcgISP2vOYyGrQNWlQPDFRqmbt3uD~A~PcTD57GwrTpAPQyy0S5dRjeAf224PCn5mg4VZTQGcuwlgB0uoMfGI0wyigw7~Gv7jugoP-~DZbho5Yw-djgoj9s8t1QrEbj2Fq59hVt~i~9dzskLdSDA6hkbVuV-S9Gr-8Fj3mm7OKrE4Q8wt8OZ5te~Sz4Mj~dxIXLyi1729gJsMeOojdueZkBu6aYsjy1kZQgwRPDxqz-Bl3kUbBhsbT5qU4xvvv-x8LAqxGHBsS5HzhQBsrv7m0YMGWwb1ofgN6TIObbArjcVmzShwYsWv~06gqj8Q__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Now it's your turn to write your main ideas and details into paragraphs!
Comment: Which Golden Brick did you decide would be the best hook for your main idea paragraphs and what about this Golden Brick did you think helped interest your reader? Be sure to write your comment in complete sentences, using proper grammar, and correct punctuation.
Update: Create your update showing at least one main idea paragraph. Read and comment on at least two classmate's updates. For each comment, be sure to include two Glows (what did they do well for their main idea paragraph(s)) and a one Grow (what could they do better or how can they improve their main idea paragraph(s)).
:
Differentiation: Students who function below grade-level academically should only have to write 1-2 body paragraphs. Students who are above grade-level academically or who finish early should be encouraged to write 4 body paragraphs.
Meet with students who are struggling to turn main ideas and details into paragraphs to assist them in learning this skill.
Here is a link to a great website called Nearpod.com that provides a lot of guidance to students on how to write an essay. You can assign this as a whole class activity or independently.
https://share.nearpod.com/PUAednWjQjb
.png?Expires=1715935638&Signature=Jf~r~acwx0mbVpypa5lzRIc64Q4qVBnh8BRlIJt0~jGL2PwrtDWA2ZxXI-kTOkCP6vsVKI5zKUiIT51xFYDW3OGLwJvFXS4vy4jFcOJKdlj7Ibvd1NYbGxs-jZd4pQ8eMeX2mTtah8bJejfD8zfub2cfy0rEZxNZgZ3TB9QJajx1VPwphIwA2-vUDhNrJbm~j7JnAfiVBlD2CvAqqbJSW0A1MiEUbH4xsSBBOKmR952~R7HfoeShkfN34HYNkWM9w-UHZDNu5yyT7YNV0qXjmpkwMFiii71jDxHjal8YIFSGITNjRUUhcr1ntzrWhPirkvGV~heglrc8qhEkoHIKsQ__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
Essential Question: How can I effectively review and edit my classmates' essays?
Learning Outcome: I can plan, revise and edit my writing with the help of peers and adults.
Last week you learned how to create your main idea paragraphs for your essay! This week you will learn how to peer review your classmate's essays.
Click on the following link to connect to the Nearpod.com lesson that will walk you through all of the steps you will need to learn how to be a great help to your friends by reviewing their essays with a critical and helpful eye.
https://share.nearpod.com/LVl5QHZkQjb
.png?Expires=1715935638&Signature=bPPtnTvPYssFcWMOyvwo2Dmh340Jd5OLwPHUEXp2qTA6cUSsEoswgwog-egDH72XnF5etiAtY~JUMqkY1NrIic5rRgHxPSsLiRU2PKY-UmfQZUJys16F8l6PXftRkzY~sLXPEDfYqk6jgI3FTyNseXdqyCyHagJJ7pOYLy4qgBD0svTh37qE-ca6sGtJNZCHrM5LWcU6OD4ly2NryKI7p3AY7CVcjmmmmp6kB5C6oznPNEKHbs1coMrQddhtDKk5YjAYVew0xdpwEGAAHxTbC1Jwz1EPRHzH9UwlDR78RXzDbtiTetvZn5~UGzn~HnxPShCL8~Nv15~ci4nXGg8cZw__&Key-Pair-Id=APKAJELYXGUCCDL7FUQA)
I will be assigning you at least one classmate's essay to review. Please use the skills you learned from the Nearpod about editing to help your friend's essay be amazing. Take your time reviewing and editing their essay.
Watch the video to get more ideas on how to help review your friend's essays and revising your own.
Media Source: Teaching Without Frills. (2017d, September 13). How to Write a Research Paper for Kids | Episode 5 | Revising [Video]. YouTube. https://www.youtube.com/watch?v=AsmqTJhFb_Y
Comment: Discuss what you learned that will be the most helpful in editing your classmate's essay, along with revising your own essay. Your answer should be in complete sentences, using proper grammar, and correct punctuation.
Update: Create your update on three to five things you plan to revise in your essay before submitting your final draft. Be sure to include what suggestions your reviewer gave you and why you plan to make the changes they suggested or why you will not make these changes.
This can be a bit challenging pairing students for the review and edit process. Complete the Nearpod.com lesson as it is very helpful. The video link is also helpful.
Essential Question:
Learning Outcome: I can create engaging audio recordings or visual displays to help me better explain a main idea or theme when necessary.
All students must complete a five-paragraph essay that discusses your essential question and the answers you learned while analyzing the various texts, websites, and magazines/newspapers. Your paper must have an introduction, conclusion and three main idea paragraphs.
Before writing your paper you will complete an outline graphic organizer that must be approved by Mrs. Moores before you begin writing your essay.
Once your paper has been written, then it has to be peer-edited and revised, then submitted. After you have completed this writing process, then you may begin your project. Below are some suggestions for a project, if you have a different idea than what is listed, you must have approval from Mrs. Moores first.
GENIUS HOUR PROJECT IDEAS:
Once a student has written their five paragraph essay, had it peer-reviewed, and revised based upon suggestions from peers, then a student may begin the project plan. I often encourage students to not think about a project idea until they have completed the writing process because I want the project to reflect the learning and not be influenced by the project. I have had students who decide on a project before they have begun their research, then all of their research is about the project rather than letting their new knowledge dictate the proejct.
The Parent/Teacher/Student approval section of the project plan is important. This allows parents to see which Genius Hour project their child has picked and also to help check if the student has easy access to all the necessary materials needed.
The actual project will vary from student to student. Each child will choose how he or she wants to showcase what they have learned and how they would like to share it with the rest of the class.
Be sure to meet with students at least once a week to check in to see how the project is going. If you have a disorganized student you may want to meet with that student more than once a week.
Basnet, A., Ghimire, P., Timilsina, Y. P., & Bist, B. S. (2020). Otter research in Asia: trends, biases and future directions. Global Ecology and Conservation, 24, e01391. https://doi.org/10.1016/j.gecco.2020.e01391
Conservation International. (2008, June 23). World’s only captive hairy-nosed otter gets new home. ScienceDaily. https://www.sciencedaily.com/releases/2008/06/080618094346.htm
D’Onfro, J. (2015, April 18). The truth about Google’s famous “20% time” policy. Business Insider Australia. https://www.businessinsider.com.au/google-20-percent-time-policy-2015-4
Gonzalez, J. (2021, June 7). Your Top 10 Genius Hour Questions Answered. Cult of Pedagogy. https://www.cultofpedagogy.com/genius-hour-questions/
Haase, W. (2003). Lontra provocax (southern river otter). Animal Diversity Web. https://animaldiversity.org/accounts/Lontra_provocax/
Idea Generator. (n.d.). Creative Idea Generator - Random Word Generator. Ideagenerator.Creativitygames.Net/. Retrieved September 20, 2021, from http://ideagenerator.creativitygames.net/
Juliani, A. J. (2021, August 24). The 20% Project (like Google) In My Class. A.J. Juliani. https://www.ajjuliani.com/blog/the-need-for-udl-and-backward-design-8yfd7?rq=Genius%20Hour
Kessler Science. (2013, September 7). What is genius hour? - Introduction to genius hour in the classroom [Video]. YouTube. https://www.youtube.com/watch?v=NMFQUtHsWhc
Kowalsky, D. (2013). Aonyx capensis (African clawless otter). Animal Diversity Web. https://animaldiversity.org/accounts/Aonyx_capensis/
Lariviere, S. (1999, May 4). otter | Habitat & Facts. Encyclopedia Britannica. https://www.britannica.com/animal/otter
Leach, M. (2009). Otter (1st ed.). Power Kids Press.
LearnZillion & Nearpod. (n.d.). Writing Body Paragraphs. Nearpod.Com. Retrieved September 25, 2021, from https://nearpod.com/
Lee, L. (2019, June 25). Teaching Students How to Ask Productive Questions. Edutopia.Org. https://www.edutopia.org/article/teaching-students-how-ask-productive-questions
Mariconda, B. (2001). Step-by-step Strategies For Teaching Expository Writing, Grades 4–6. Scholastic Professional Books.
National Geographic. (n.d.). Filming Otters. Nationalgeographic.Com. Retrieved September 24, 2021, from https://www.nationalgeographic.com/animals/mammals/facts/otters-1
National Geographic Kids. (n.d.). Otters to the Rescue. Retrieved September 25, 2021, from https://kids.nationalgeographic.com/animals/mammals/facts/sea-otter
Nearpod & LearnZillion. (n.d.). Editing Your Writing. Nearpod.Com. Retrieved September 25, 2021, from https://nearpod.com
Project Zero. (2014, November 30). PZ Thinking Routines [Video]. YouTube. https://www.youtube.com/watch?v=oKV_S5NpDdc
SoulPancake. (2013, January 24). A Pep Talk from Kid President to You [Video]. YouTube. https://www.youtube.com/watch?v=l-gQLqv9f4o
Stoll, J. D. (2020, May 15). Corporate America’s Most Underrated Innovation Strategy: 3M’s 15% Rule. WSJ. https://www.wsj.com/articles/corporate-americas-most-underrated-innovation-strategy-3ms15-rule-11589556171#:%7E:text=The%20purifiers%20are%20a%20complex,lasted%20more%20than%2070%20years.
Teaching Without Frills. (2017a, August 21). How to Write a Research Paper for Kids | Episode 2 | Making a Plan [Video]. YouTube. https://www.youtube.com/watch?v=3qqyH-YvzXM
Teaching Without Frills. (2017b, September 4). How to Write a Research Paper for Kids | Episode 3 | Researching [Video]. YouTube. https://www.youtube.com/watch?v=xqKuTW6EWsg
Teaching Without Frills. (2017c, September 12). How to Write a Research Paper for Kids | Episode 4 | Writing a Draft [Video]. YouTube. https://www.youtube.com/watch?v=qfuWM897mjI
Teaching Without Frills. (2017d, September 13). How to Write a Research Paper for Kids | Episode 5 | Revising [Video]. YouTube. https://www.youtube.com/watch?v=AsmqTJhFb_Y
Teaching Without Frills. (2018, October 25). Writing Videos for Kids: How to Evaluate Sources for Reliability [Video]. YouTube. https://www.youtube.com/watch?v=q1k8rcYUmbQ
The Resilient Educator. (2020, May 21). Teaching Research Skills to Elementary School Children | Resilient Educator. ResilientEducator.Com. https://resilienteducator.com/classroom-resources/five-ways-to-teach-research-skills-to-elementary-school-children/
Walsh, J. (2019, May 27). How to Get Your Students to Ask More Good Questions. MiddleWeb.Com. https://www.middleweb.com/40383/how-to-get-your-students-to-ask-more-questions/