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Dinosaurs and Evolution: A Guided Inquiry Unit
By: Jennifer Ryan
Learning Theory, Media & Curriculum
Dr. Rebecca Reynolds
May 9, 2015

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Mission Statement:
It is the mission of the [name] Elementary School Library Media Center to provide
students with a vibrant, comfortable space that encourages their learning and
creativity. Through a rich variety of resources, and collaborative instruction by
teachers and library staff, students will build on their knowledge and gain skills
necessary to become successful 21st Century individuals.
The Project:
Activity:
Exploring Dinosaurs and Evolution
Level:
Grade 6
About the Students:
The students are in the 6th grade at a public elementary school. The students are
above average learners in honors Biology and Literature classes.
Content Standards:
NJ Common Core ELA Standards:
CCSS.ELA-LITERACY.RL.6.7: Compare and contrast the experience of
reading a story, drama, or poem to listening to or viewing an audio,
video, or live version of the text, including contrasting what they "see"
and "hear" when reading the text to what they perceive when they
listen or watch.
CCSS.ELA-LITERACY.RL.6.10: By the end of the year, read and
comprehend literature, including stories, dramas, and poems, in the
grades 6-8 text complexity band proficiently, with scaffolding as
needed at the high end of the range.
CCSS.ELA-LITERACY.SL.6.1: Engage effectively in a range of
collaborative discussions (one-on-one, in groups, and teacher-led)
with diverse partners on grade 6 topics, texts, and issues, building on
others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.SL.6.4: Present claims and findings, sequencing
ideas logically and using pertinent descriptions, facts, and details to
accentuate main ideas or themes; use appropriate eye contact,
adequate volume, and clear pronunciation.
CCSS.ELA-LITERACY.SL.6.5: Include multimedia components (e.g.,
graphics, images, music, sound) and visual displays in presentations
to clarify information.

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Next Generation Science Standards:
MS – LS4: Biological Evolution: Unity and Diversity
MS-LS4-1: Analyze and interpret data for patterns in the fossil
record that document the existence, diversity, extinction, and
change of life forms throughout the history of life on Earth
under the assumption that natural laws operate today as in the
past.
MS-LS4-2:
Apply scientific ideas to construct an explanation for the
anatomical similarities and differences among modern
organisms and between modern and fossil organisms to infer
evolutionary relationships.
MS-LS4-6: Use mathematical representations to support
explanations of how natural selection may lead to increases
and decreases of specific traits in populations over time
American Association of School Libraries (AASL) Standards for the 21st
Century Learner:
1: Inquire, think critically, and gain knowledge
1.1: Skills
1.1.1: Follow an inquiry based process in seeking
knowledge in curricular subjects, and make the real
world connection for using this process in own life.
1.1.2 Use prior and background knowledge as context
for new learning.
1.1.3 Develop and refine a range of questions to frame
the search for new understanding.
1.1.4 Find, evaluate, and select appropriate sources to
answer questions.
1.1.5 Evaluate information found in selected sources on
the basis of accuracy, validity, appropriateness for
needs, importance, and social and cultural context.
1.1.6 Read, view, and listen for information presented in
any format (e.g., textual, visual, media, digital) in order
to make inferences and gather meaning
1.1.7 Make sense of information gathered from diverse
sources by identifying misconceptions, main and
supporting ideas, conflicting information, and point of
view or bias.
1.1.8 Demonstrate mastery of technology tools for
accessing information and pursuing inquiry.

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1.1.9 Collaborate with others to broaden and deepen
understanding.
1.2: Dispositions in Action
1.2.1 Display initiative and engagement by posing
questions and investigating the answers beyond the
collection of superficial facts.
1.2.2 Demonstrate confidence and self direction by
making independent choices in the selection of
resources and information.
1.2.3 Demonstrate creativity by using multiple
resources and formats.
1.2.4 Maintain a critical stance by questioning the
validity and accuracy of all information.
1.2.5 Demonstrate adaptability by changing the inquiry
focus, questions, resources, or strategies when
necessary to achieve success.
1.2.6 Display emotional resilience by persisting in
information searching despite challenges.
1.2.7 Display persistence by continuing to pursue
information to gain a broad perspective.
1.3: Responsibilities
1.3.1 Respect copyright/ intellectual property rights of
creators and producers.
1.3.2 Seek divergent perspectives during information
gathering and assessment.
1.3.3 Follow ethical and legal guidelines in gathering
and using information.
1.3.4 Contribute to the exchange of ideas within the
learning community.
1.3.5 Use information technology responsibly.
1.4: Self-Assessment Strategies
1.4.1 Monitor own information-seeking processes for
effectiveness and progress, and adapt as necessary.
1.4.2 Use interaction with and feedback from teachers
and peers to guide own inquiry process.
1.4.3 Monitor gathered information, and assess for gaps
or weaknesses.
1.4.4 Seek appropriate help when it is needed.
2: Draw conclusions, make informed decisions, apply knowledge to
new situations, and create new knowledge.
2.1: Skills
2.1.2: Organize knowledge so that it is useful.
2.1.4: Use technology and other information tools to
analyze and organize information.

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2.1.5 Collaborate with others to exchange ideas, develop
new understandings, make decisions, and solve
problems.
2.1.6 Use the writing process, media and visual literacy,
and technology skills to create products that express
new understandings.
2.2: Dispositions in Action
2.2.4 Demonstrate personal productivity by completing
products to express learning.
2.3: Responsibilities
2.3.1 Connect understanding to the real world.
2.4: Self-Assessment Strategies
2.4.1 Determine how to act on information (accept,
reject, modify).
2.4.2 Reflect on systematic process, and assess for
completeness of investigation.
2.4.3 Recognize new knowledge and understanding
3: Share Knowledge and participate ethically and productively as
members of out democratic society
3.1: Skills
3.1.1 Conclude an inquiry based research process by
sharing new understandings and reflecting on the
learning.
3.1.2 Participate and collaborate as members of a social
and intellectual network of learners.
3.1.3 Use writing and speaking skills to communicate
new understandings effectively.
3.1.4 Use technology and other information tools to
organize and display knowledge and understanding in
ways that others can view, use, and assess.
3.1.6 Use information and technology ethically and
responsibly
3.2: Dispositions in Action
3.2.1 Demonstrate leadership and confidence by
presenting ideas to others in both formal and informal
situations.
3.2.2 Show social responsibility by participating actively
with others in learning situations and by contributing
questions and ideas during group discussions.
3.2.3 Demonstrate teamwork by working productively
with others.
3.3: Responsibilities
3.3.1 Solicit and respect diverse perspectives while
searching for information, collaborating with others,
and participating as a member of the community.

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3.3.2 Respect the differing interests and experiences of
others, and seek a variety of viewpoints.
3.3.5 Contribute to the exchange of ideas within and
beyond the learning community.
3.4: Self –Assessment Strategies
3.4.1 Assess the processes by which learning was
achieved in order to revise strategies and learn more
effectively in the future.
3.4.2 Assess the quality and effectiveness of the learning
product.
3.4.3 Assess own ability to work with others in a group
setting by evaluating varied roles, leadership, and
demonstrations of respect for other viewpoints.
4: Pursue Personal and aesthetic growth
4.1: Skills
4.1.5: Connect ideas to own interests and previous
knowledge and experience
4.1.8 Use creative and artistic formats to express
personal learning.
4.2: Dispositions in Action:
4.2.3 Maintain openness to new ideas by considering
divergent opinions, changing opinions or conclusions
when evidence supports the change, and seeking
information about new ideas encountered through
academic or personal experiences.
4.3 Responsibilities
4.3.1 Participate in the social exchange of ideas, both
electronically and in person
4.3.4 Practice safe and ethical behaviors in personal
electronic communication and interaction.
4.4 Self-Assessment Strategies
4.4.2 Recognize the limits of own personal knowledge.
4.4.5 Develop personal criteria for gauging how
effectively own ideas are expressed.
4.4.6 Evaluate own ability to select resources that are
engaging and appropriate for personal interests and
needs.
Unit Objective:
Throughout this unit, students will work through the information search process.
They will use previous knowledge to understand new information. They will
collaborate with others to come up with thoughtful inquiry questions. They will
learn to evaluate information for validity and appropriateness to their inquiry
question and respect diverse opinions. Finally, they will use technology to express
their learning and share their knowledge with others.

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Project Overview:
After hearing about dinosaurs from a paleontologist and learning how evaluate
information for validity, students will choose a specific dinosaur from a narrowed
down list to research. First, student will collaborate to come up with inquiry
questions they want to know about their specific dinosaur. Next, they will begin to
research. To keep track, organize and evaluate their sources, students will use
inquiry logs (see appendix at the end of this document). Once the research is
complete, students will create a PowerPoint presentation complete with pictures,
videos and animation. The presentation will also include a screencast. Students will
learn to use Jing to narrate their slides. Students will have the opportunity to view
and comment other student’s presentations. Finally, family, friends, faculty and staff
will be invited to hear student’s give their presentations. Throughout this process,
students will be keeping an online blog where they are able to reflect on their
learning, and assess their final product.
Co-Curricular Tie In:
Language Arts:
Students will read Jurassic Park by Michael Crichton in their language arts
class. After finishing the novel, they will view the film adaptation and write a
paper comparing and contrasting the two.
CCSS.ELA-LITERACY.RL.6.7
CCSS.ELA-LITERACY.RL.6.10
Math:
As seen in Next Generation Science Standard MS-LS4-6, math can be used to
explain how natural selection causes an increase or decrease in specific
traits. That being said, students will explore probability and proportions in
their math class.
Assessment:
Formative Assessment:
Students will be assessed through questionnaires at the beginning and the
end of the unit to gage their progress in understanding the information
search process, as well as the topic of dinosaurs and evolution (see appendix
at the end of this document). Student blogs will also be assessed once a week
to determine how students are feeling throughout the inquiry process, keep
track of their learning progress and identify any issues or a need for
intervention. Finally, team members will interview students twice. The first
interview will occur after the research process, and the second will occur
before they present their PowerPoint slides. All these assessments will allow
team members to gage whether students are on the right track, understand
their expectations and the information search process, and feel comfortable
with their final product.

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Summative Assessment:
The summative assessment will be split into four parts each worth 25%. The
librarian will assess the sources the students have chosen and how they were
evaluated. The teacher will evaluate the final PowerPoint presentation for
content, as well as the oral presentation for criteria such as eye contact,
pronunciation, volume, etc. Finally, both the librarian and the teacher will
evaluate the blogs and the posted comments about other students’
presentations.
Lesson Plans:
Lesson 1: An introduction
Objective: Students are introduced to the project and the topic of
dinosaurs and evolution.
Content Covered: Next Generation Science Standards: MS-LS4-1
NJ CCCS: CCSS.ELA-LITERACY.SL.6.1
AASL: 1.1.2, 1.1.3, 1.1.6, 1.1.7, 1.1.9, 1.2.1, 2.1.5,
2.3.1, 3.2.2, 4.1.5, 4.3.1, 4.4.2
Day 1:
Location: Classroom
The teacher introduces the project to students. He/She
explains the criteria and shows an example of a final project,
including the blog. The students are then given a
questionnaire to determine what they already know about
dinosaurs, evolution, using the library, PowerPoint and blogs.
Day 2:
Location: Classroom
Students listen to a presentation by a paleontologist. They are
able to examine fossils and ask questions.
Day 3:
Location: Library Media Center
Materials: Access to computers with the Internet.
Students are instructed on how to create their blog. They write
their first entry, reflecting their thoughts on beginning the
project and the paleontologist’s presentation the day before.
Lesson 2: Research and Information Literacy
Objective: Students will learn how to evaluate sources, proper search
techniques and proper citing techniques.
Content Covered: AASL: 1.1.2, 1.2.4, 1.2.6, 1.3.1, 1.3.3, 1.3.5,1.4.1,
1.4.4, 2.4.1, 3.1.6
Day 1:
Location: Library Media Center
Materials: Access to computers with Internet and databases

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The librarian will give a lecture and demonstrate proper
search techniques. He/She will explain reasons for choosing a
database over a general web search and when to choose a print
source over an electronic source. After the lecture and
demonstration, students are given three practice questions to
research. One question will require a print source, one will
require a database search, and the last will require a general
web search. Students must determine which source to use,
explain why and answer the question. Students reflect on the
day on their blog.
Day 2:
Location: Library Media Center
Materials: Access to a computer with the Internet
The librarian and teacher will work together to teach how to
properly cite in MLA format. They demonstrate using both
print and electronic sources. Students are then given
information about five sources (author, publisher, etc.) and are
asked to create proper citations. Students reflect on the day in
their blog.
Day 3:
Location: Library Media Center
Materials: Access to a computer with the Internet.
The librarian will lecture on evaluating sources for validity.
He/She will even show students two example website, one that
is reliable and one that is not reliable. Students will then be
asked to choose a topic and find two website on that topic, one
reliable and one not reliable. They will then present to their
sites to the class and explain the difference. Students reflect on
the day in their blog.
Lesson 3: Research
Objective: Students begin researching their dinosaur and organize their
information.
Content Standards: Next Generation Science Standards: MS-LS4-2
NJ CCCS: CCSS.ELA-LITERACY.SL.6.1
AASL: 1.1.1, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.1.7, 1.1.8, 1.1.9,
1.2.1, 1.2.2, 1.2..3, 1.2.4, 1.2.5, 1.2.6, 1.2.7, 1.3.1,
1.3.2,1.3.3, 1.3.5, 1.4.1, 1.4.2, 1.4.3, 1.4.4, 2.1.2, 2.1.4,
2.1.5, 2.3.1, 2.4.1, 2.4.2, 2.4.3, 3.1.2, 3.1.6, 3.2.2, 3.2.3,
3.3.1, 3.3.2, 3.3.1, 3.3.2, 3.4.1, 3.4.3, 4.1.5, 4.2.3, 4.3.1,
4.3.4, 4.4.2, 4.4.6
Day 1:
Location: Library Media Center

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Materials: Access to computers with Internet and databases,
Inquiry logs
Students are given a choice of dinosaurs to choose from to
research. They are then broken up into groups of three or four.
In their groups, students are to brainstorm inquiry questions
they would be interested in researching about their dinosaur.
Groups will share their questions with the rest of the class.
The teacher will then start a discussion about the questions
and suggest more. Students will reflect on the day in their blog.
Day 2-4:
Location: Library Media Center
Materials: Access to computers with Internet and databases,
Inquiry logs.
Students perform research on their dinosaur. They start off
simply exploring, and then narrow down their focus. Each
source they find, they must add to their inquiry log. Students
will reflect on the day in their blog.
Lesson 4: Assemble Final Project
Objective: Student will assemble their final PowerPoint presentation.
Content Covered: NJ CCCS: CCSS.ELA-LITERACY.SL.6.5
AAS L: 1.2.3, 1.3.1, 1.3.3, 1.3.5, 1.4.4, 2.1.2, 2.1.4, 2.1.6, 2.2.4,
3.1.4, 3.1.6, 4.1.8, 4.3.1, 4.3.4, 4.4.5
Day 1:
Location: Library Media Center
Materials: Computers equipped with PowerPoint and Jing.
Teacher reminds students of expectations for final project.
He/She then instructs students on how to use Jing to narrate
PowerPoint Slides. Students are asked to choose a picture
from the Internet and create a 1min narration about that
picture using Jing. Students reflect on the day in their blogs.
Day 2 -5:
Location: Library Media Center
Materials: Computers equipped with PowerPoint and Jing.
Students spend the time creating their presentations. Students
upload final project to a class Wiki and reflect in their blogs.
Lesson 5: Presentation
Objective: Students view and comment on other classmates
presentations and orally present their slides in front of family, friends,
faculty and staff members. Students reflect on the unit and their final
project.
Content Covered: AASL: 1.1.6, 1.3.4, 2.1.5, 3.2.1, 3.2.2, 3.3.1, 3.3.5,
3.4.1, 3.4.2, 3.4.3, 4.1.8, 4.2.3, 4.3.1, 4.4.5

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Day 1:
Students access other classmates’ presentations on the Wiki.
They are asked to view and comment on two other
presentations. Students then present their projects in front of
family, friends, faculty and staff members. Students reflect on
their blog and fill out the final questionnaire.

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The following forms and resource list will be linked to the class Wiki and/or the
student’s reflection blog. Students can type right on them.
Appendix A:
Introductory Questionnaire
Name:
1: Tell me what you know about dinosaurs.
2: Tell me what you know about evolution.
3: What would you like to know about dinosaurs and evolution?
4: How often do you perform research in the library?
5: What is your preferred method of searching search engines, databases, or books?
6: How can you tell if a source is reliable?
7: Do you know any tips or tricks for searching for information?
8: Do you prefer to work alone or in a group?
9: How do you learn best (visually, auditory, hands-on) ?
10: Have you ever written a blog?
11: Are you familiar with the screen capturing program Jing?

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Appendix B:
Final Questionnaire
Name:
1: What do you now know about dinosaurs?
2: What do you now know about evolution?
3: Is there anything you wished you had learned about dinosaurs and evolution?
4: How do you feel about your final project and presentation?
5: What, if anything, would you have done differently throughout this unit?
6: How can you tell if a source is reliable?
7: Describe any search tips and tricks you now know?

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Appendix C:
Daily Reflection Questions
Name:
1: What did you do today?
2: What did you already know?
3: What did you learn today?
4: What do you want to learn tomorrow?
5: How are you feeling about today’s activities/ your progress/ your final project?

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Appendix D:
Inquiry Logs
Source Author URL Why is this
source
reliable?
How will this
source help
me?

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Appendix E:
Sample Rubric
0-1
Incomplete
1-2
Poor
2-3
Good
3-4
Very Good
4-5
Excellent
Found at least
5 reliable
sources
helpful to my
inquiry
question
Wrote on the
blog reflecting
on what I
learned and
my feelings
PowerPoint
was complete
including,
pictures,
videos,
animation,
narration and
source
citations
Gave a
interesting
presentation
complete with
eye-contact,
clear
pronunciation,
and good
volume

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Appendix E:
Resources
Dinosaur Resources
1: The Smithsonian National Museum of Natural History
http://paleobiology.si.edu/dinosaurs/
2: Dino Data: A searchable database featuring scholarly information about
thousands of dinosaurs.
http://www.dinodata.org/
3: UC Berkeley Museum of Paleontology
http://www.ucmp.berkeley.edu/diapsids/dinosaur.html
4: Natural History Museum
http://www.nhm.ac.uk/nature-online/life/dinosaurs-other-extinct-
creatures/index.html
Source Evaluation Resources:
1: Sheridan Libraries & University Museum at Johns Hopkins University
http://guides.library.jhu.edu/c.php?g=202581&p=1334914
2: Louisiana State University Libraries
http://www.lib.lsu.edu/instruction/evaluation/evaluation20.html
3: UC Berkeley
http://www.lib.berkeley.edu/TeachingLib/Guides/Internet/Evaluate.html
4: Colorado State University writing guide
http://writing.colostate.edu/guides/guide.cfm?guideid=15

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MLA Resources
1: Purdue OWL MLA Style Guide
https://owl.english.purdue.edu/owl/resource/747/01/
2: EasyBib: Bibliography Generator
http://www.easybib.com/
3: Cornell University Library MLA Style Guide
https://www.library.cornell.edu/research/citation/mla