CBI in Early Elementary (K-2)

Part 3: Grade-Level Implementation

Young children are natural inquirers. Before they enter school, they've spent years asking "why?" and "how come?" and "what would happen if...?" The challenge in early elementary isn't creating inquiry—it's channeling children's natural curiosity toward conceptual understanding in developmentally appropriate ways.

This chapter shows you how to adapt CBI principles for your youngest learners while honoring how they think, learn, and engage with the world.

7.1 Developmentally Appropriate CBI

Concept-based inquiry with young children requires understanding how they think differently from older students—and how they think similarly.

What Young Children Can Do

Research on early childhood cognition reveals that young children are far more capable than once believed:

They can:

• Recognize patterns across examples
• Form mental categories (concepts)
• Notice cause-and-effect relationships
• Make predictions and test them
• Revise thinking based on evidence
• Transfer learning to new situations

They need:

• Concrete, hands-on experiences
• Visual and kinesthetic learning
• Shorter inquiry cycles
• More scaffolding and guidance
• Repeated exposure to concepts
• Language support for abstract ideas

Adapting the Six Phases for K-2

The six-phase inquiry model works for young children with appropriate modifications:

Time Considerations

Young children have shorter attention spans but need more processing time:

• Shorter sessions: 15-20 minutes of focused inquiry
• Spread over time: Multi-day inquiry rather than single block
• Revisiting: Return to concepts multiple times
• Processing breaks: Movement, music, transitions between phases

The Role of the Teacher

With young inquirers, the teacher's role shifts toward:

• Facilitator of wonder: Helping children notice and question
• Language provider: Giving words for concepts being experienced
• Scaffold builder: Creating structures that support independence
• Pattern highlighter: Making connections explicit
• Documentation keeper: Recording thinking children can't write themselves

7.2 Concepts Young Children Can Grasp

Young children can understand sophisticated concepts when those concepts are grounded in experience. The key is selecting concepts that connect to children's lived reality.

Macro-Concepts Accessible to Young Children

These broad concepts are meaningful and accessible for K-2:

Change Children experience change constantly: seasons, growth, learning new skills. They readily understand that things can become different over time.

Patterns Children love finding patterns—in stories, in nature, in daily routines. Pattern recognition is a foundational mathematical and conceptual skill.

Needs All living things have needs. Children understand needs (hungry, tired, wanting friends) and can extend this to plants, animals, and communities.

Relationships Connections between people, between things, between ideas—relationships are central to children's social world.

Systems While the word may be advanced, young children understand that parts work together: a family is a system, a classroom is a system, a body is a system.

Cause and Effect "Because" thinking comes naturally to young children. They understand that actions have consequences.

Micro-Concepts by Subject Area

Science (Life Science):

• Living/nonliving
• Habitat
• Needs (food, water, shelter)
• Growth
• Characteristics

Science (Physical Science):

• Properties (hard, soft, rough, smooth)
• Change
• Movement
• Force (push/pull)

Mathematics:

• More/less
• Same/different
• Part/whole
• Quantity
• Shape

Social Studies:

• Family
• Community
• Rules
• Roles
• Needs and wants

Language Arts:

• Character
• Beginning/middle/end
• Same/different
• Connection
• Message

Concept Language for Young Children

Use concept vocabulary consistently, even with young children:

Instead of: "These animals are the same in some ways." Say: "These animals share some characteristics. Characteristics means what something is like."

Instead of: "Things are connected." Say: "These things have a relationship. A relationship means they go together or affect each other."

Children can learn sophisticated vocabulary when it's:

• Used consistently
• Connected to experience
• Defined in child-friendly terms
• Revisited frequently

7.3 Inquiry with Emerging Readers

Traditional inquiry relies heavily on reading and writing. With emerging readers, we must adapt while maintaining intellectual rigor.

Gathering Information Without Reading

Observation Children can observe closely and systematically:

• Looking at real objects, specimens, artifacts
• Watching demonstrations, videos, processes
• Noticing details with magnifying glasses
• Comparing objects side by side

Listening Information comes through ears:

• Read-alouds (fiction and nonfiction)
• Interviews with experts (including other adults)
• Discussions with peers
• Audio/video resources

Doing Hands-on investigation provides evidence:

• Experiments and explorations
• Building and creating
• Sorting and categorizing
• Measuring and counting

Recording Thinking Without Writing

Drawing

• Observational drawings of what they notice
• Diagrams showing relationships
• Sequential drawings showing change/process
• Labeled drawings (with teacher support)

Talking

• Recorded verbal reflections
• Partner discussions
• Whole-class discussion documentation
• "Thinking out loud" captured by teacher

Acting

• Role play to demonstrate understanding
• Movement to show processes
• Gestures and body positioning

Creating

• Models and constructions
• Collages and visual displays
• Dramatic presentations

Documentation Strategies

The teacher becomes the recorder of children's thinking:

Dictation

• Record exact words children use
• Read back to confirm accuracy
• Display for reference

Photos

• Document process and products
• Create visual records of inquiry
• Use for reflection and review

Video

• Capture thinking in action
• Review for assessment
• Share with families

Class Charts

• Co-created documentation
• "I notice... I wonder..."
• Growing understanding over time

7.4 Play-Based Concept Exploration

Play is not separate from learning—it IS learning. Concept-based inquiry for young children often works best when embedded in play.

Conceptual Play Centers

Design learning centers that invite conceptual exploration:

Discovery Center Concepts: Properties, characteristics, same/different Materials: Collections for sorting, magnifying glasses, observation journals Invitation: "What do you notice? How are these the same? Different?"

Building Center Concepts: Structure, balance, cause/effect, design Materials: Blocks, connectors, building challenges Invitation: "What happens when...? How can you make it...?"

Dramatic Play Center Concepts: Roles, relationships, needs, community Materials: Role-play materials related to unit themes Invitation: "What does a [role] need? How do [roles] work together?"

Math Center Concepts: Quantity, pattern, equivalence, part/whole Materials: Counters, pattern blocks, measurement tools Invitation: "How many? What pattern? How do you know?"

Guiding Play Toward Concepts

Teacher moves during play:

Noticing: "I see you sorted these by color. What other ways could you sort them?"

Wondering: "I wonder what would happen if you put that block there..."

Connecting: "That reminds me of what we noticed in the book. Do you see a pattern?"

Extending: "What else has those same characteristics?"

Documenting: "Tell me about what you're doing. I want to write down your thinking."

Structured Play Experiences

Guided Play Teacher sets up materials and guides exploration toward conceptual targets:

• Introduce materials with wondering questions
• Observe and prompt during exploration
• Gather for sharing and pattern-finding
• Connect to target concepts

Play Provocations Materials arranged to prompt inquiry:

• Unexpected combinations
• Intriguing problems to solve
• Invitations to explore

Concept Play Routines Regular structured play focused on specific concepts:

• Monday: Discovery play (observation concepts)
• Wednesday: Building play (structure concepts)
• Friday: Story play (character concepts)

7.5 Scaffolding Young Inquirers

Young children need more support to engage in inquiry. Scaffolds help them participate in sophisticated thinking while building toward independence.

Language Scaffolds

Sentence Stems

• "I notice that..."
• "I wonder why..."
• "This is like... because..."
• "I think... because..."

Thinking Prompts

• "What do you see?"
• "What does this remind you of?"
• "What might happen if...?"
• "How do you know?"

Vocabulary Support

• Concept word walls with pictures
• Repeated use of target vocabulary
• Songs and chants with concept words

Process Scaffolds

Visual Supports

• Picture schedules for inquiry phases
• Icons representing thinking moves
• Anchor charts with examples

Routines

• Consistent inquiry structures
• Predictable sequences
• "I notice, I wonder" routine

Graphic Organizers (Simplified)

• Two-column sorts (same/different)
• Simple sequence strips
• Circle maps (what I know about...)

Grouping Scaffolds

Whole Class

• Shared experiences
• Teacher modeling
• Co-construction of ideas

Small Groups

• Guided inquiry with teacher support
• Peer collaboration
• Differentiated investigations

Partners

• "Turn and talk" structures
• Buddy system for tasks
• Peer teaching opportunities

Individual

• Choice within structure
• One-on-one teacher conferences
• Personal documentation

Gradual Release in K-2

Even with young children, move toward independence:

K-2 GRADUAL RELEASE

HEAVY SUPPORT (Beginning)
├── Teacher models all thinking
├── Teacher asks all questions
├── Teacher records all documentation
└── Class does everything together

MODERATE SUPPORT (Developing)
├── Teacher prompts, students respond
├── Students choose from teacher questions
├── Students draw, teacher labels
└── Small groups with teacher guidance

LIGHT SUPPORT (Growing)
├── Students notice, teacher confirms
├── Students generate questions with stems
├── Students document with support
└── Peer collaboration with monitoring

INDEPENDENCE (Emerging)
├── Students wonder independently
├── Students ask questions naturally
├── Students record own thinking
└── Student-directed exploration

Classroom Snapshot: Kindergarten Science Inquiry

Unit: Living Things and Their Needs

Context: Ms. Ramirez's kindergarten class explores the concept of "needs" through an inquiry into living things.

Target Concepts:

• Needs (macro-concept)
• Living/Nonliving (micro-concept)
• Characteristics (micro-concept)

Target Generalization: "All living things have needs that must be met for survival."

Week 1: Engage and Focus

Day 1: Provocation

Ms. Ramirez places a collection of items on the carpet: a plant, a goldfish in a bowl, a teddy bear, a rock, and a photo of a child.

"I'm going to put these in two groups, and I want you to figure out my rule."

She places the plant, goldfish, and photo in one group; the rock and teddy bear in another.

"Turn and talk: What's my rule?"

Children discuss. Ideas emerge: "Things that move?" "Things that are real?" "Things that are alive!"

Ms. Ramirez introduces vocabulary: "The word for my groups is living and nonliving. Living things are alive. Let's investigate what makes something living."

Days 2-3: Focusing Questions

Class generates wondering questions that Ms. Ramirez records:

• "How do you know if something is alive?"
• "What do living things need?"
• "Is a tree alive? It doesn't move."
• "Can something be a little bit alive?"

Ms. Ramirez focuses the inquiry: "Our big question is: What do living things need?"

Week 2: Investigate

Days 4-7: Hands-On Investigation

Station 1: Plant Investigation Children observe two identical plants—one watered, one not watered (set up a week earlier). They draw what they notice.

Station 2: Animal Observation Children observe the class goldfish and the classroom hamster. What does each need? How do we care for them?

Station 3: Human Needs Children sort pictures of things humans need vs. things humans want. They discuss their own needs.

Station 4: Book Corner Teacher reads books about animal habitats and needs. Children listen for patterns.

Documentation: Each day, Ms. Ramirez adds to a class chart:

• "What we noticed..."
• "What living things need..."

Week 3: Organize and Generalize

Days 8-9: Organizing Findings

Children help Ms. Ramirez organize their discoveries:

• Plants need: water, sunlight, air, soil
• Animals need: food, water, shelter, air
• Humans need: food, water, shelter, air, love

"What do you notice? What's the same on all our lists?"

Children identify patterns: "They all need water!" "They all need air!"

Day 10: Co-Constructing the Generalization

Ms. Ramirez guides: "So what could we say about ALL living things?"

With prompting, children construct: "All living things need things to stay alive."

Ms. Ramirez refines: "Let's use our fancy word. All living things have... needs. What happens if needs aren't met?"

Final generalization (in child words): "All living things have needs. Without needs, living things can't survive."

This is posted with pictures as the "Big Idea" of the unit.

Week 4: Transfer

Days 11-12: Applying to New Context

Ms. Ramirez presents a new scenario: "A family wants to get a pet turtle. What would the turtle need? How do you know?"

Children apply their generalization:

• "Turtles are living, so they have needs like all living things."
• "They need water because all living things need water."
• "They need food because living things can't survive without eating."

Day 13: Extended Transfer

"When we go outside, you're going to be scientists. Find one living thing. Think about: what does it need? How do you know?"

Children explore the playground, making observations and inferences about the needs of bugs, plants, and birds.

Assessment Evidence

Ms. Ramirez gathers evidence through:

• Observation notes during investigations
• Photos of children's sorting and drawings
• Recorded responses to questions
• Final transfer application (turtle scenario and outdoor exploration)

Understanding demonstrated:

• Children correctly identify living vs. nonliving
• Children can name several universal needs
• Children apply the generalization to predict needs of unfamiliar living things
• Children use concept vocabulary (needs, living, characteristics)

Templates & Tools

Template 7.1: K-2 Inquiry Planning Template

K-2 INQUIRY PLANNING TEMPLATE

Unit Title: _________________________________
Grade Level: K / 1 / 2
Duration: __________________________________

TARGET CONCEPTS:
Macro-concept: _____________________________
Micro-concepts: ____________________________
_________________________________________

TARGET GENERALIZATION (in child-friendly language):
_________________________________________
_________________________________________

PHASE 1: ENGAGE (Day ___)
Provocation:
_________________________________________
_________________________________________
Materials: ________________________________

PHASE 2: FOCUS (Day ___)
Central question: ___________________________
Student questions we'll pursue:
_________________________________________

PHASE 3: INVESTIGATE (Days ___-___)
Hands-on experiences:
□ ______________________________________
□ ______________________________________
□ ______________________________________

Documentation method: _____________________

PHASE 4: ORGANIZE (Day ___)
Organizing activity: _________________________
_________________________________________

PHASE 5: GENERALIZE (Day ___)
Guiding questions for co-construction:
_________________________________________
_________________________________________
Final generalization statement:
_________________________________________

PHASE 6: TRANSFER (Day ___)
New context for application: __________________
_________________________________________
Transfer questions: _________________________

ASSESSMENT:
How will I know students understand?
_________________________________________
_________________________________________

Template 7.2: Play Center Concept Design

PLAY CENTER CONCEPT DESIGN

Center Name: ______________________________
Target Concept: ____________________________

MATERIALS:
□ _____________________________________
□ _____________________________________
□ _____________________________________
□ _____________________________________

INVITATION (posted in center):
_________________________________________
_________________________________________

TEACHER LANGUAGE PROMPTS:
Noticing: "_______________________________"
Wondering: "______________________________"
Connecting: "______________________________"
Extending: "_______________________________"

DOCUMENTATION STRATEGY:
□ Photos  □ Audio recording  □ Anecdotal notes
□ Child drawings  □ Other: _________________

CONCEPT VOCABULARY TO REINFORCE:
_________________________________________

CONNECTION TO CURRENT INQUIRY:
_________________________________________
_________________________________________

Template 7.3: K-2 Observation Documentation

K-2 OBSERVATION DOCUMENTATION FORM

Student: _________________ Date: ___________
Activity: _________________________________
Concept Focus: ____________________________

WHAT I OBSERVED:
(Actions, words, products)
_________________________________________
_________________________________________
_________________________________________

CONCEPTUAL UNDERSTANDING EVIDENCE:
□ Recognized concept in context
□ Used concept vocabulary
□ Made connections to other examples
□ Applied concept to new situation
□ Explained thinking using concept

EXACT STUDENT WORDS:
"________________________________________
_________________________________________"

LEVEL OF UNDERSTANDING:
□ Emerging (beginning to notice)
□ Developing (recognizing patterns)
□ Proficient (using concept)
□ Advanced (transferring independently)

NEXT STEPS:
_________________________________________

AI Prompts for K-2 CBI

Prompt 7.1: K-2 Unit Developer

Create a developmentally appropriate concept-based
inquiry unit for [GRADE: K, 1, or 2] students.

Topic: [TOPIC]
Duration: [NUMBER] days/weeks
Required standards/content: [LIST IF ANY]

Please provide:

1. TARGET CONCEPTS (1 macro, 2-3 micro)
   - Explanation of why these are accessible to this age

2. TARGET GENERALIZATION
   - Sophisticated version
   - Child-friendly version

3. DAILY/WEEKLY PLAN following six phases
   - Engage: Provocation description
   - Focus: Central question
   - Investigate: 3-4 hands-on activities
   - Organize: Sorting/categorizing activity
   - Generalize: Co-construction process
   - Transfer: New context application

4. PLAY CENTERS (2-3)
   - Materials and setup
   - Invitation prompts
   - Teacher language moves

5. ASSESSMENT
   - Formative observation focuses
   - Transfer task for summative assessment

6. MODIFICATIONS
   - For emerging readers
   - For English language learners
   - For advanced learners

Prompt 7.2: Child-Friendly Language Translator

I need to make these CBI components accessible for
[GRADE: K, 1, or 2] students.

CONCEPT(S): [LIST]
GENERALIZATION: [ADULT VERSION]

Please provide:
1. Child-friendly definition of each concept
   (using words children know and examples they relate to)

2. Child-friendly version of the generalization
   (same meaning, simpler language, approximately
   10-15 words maximum)

3. Visual/kinesthetic ways to represent each concept
   (gestures, movements, simple drawings)

4. Repeated exposure strategy
   (song, chant, or routine that reinforces vocabulary)

5. Discussion prompts at appropriate level
   (sentences children can complete or questions
   they can answer)

Prompt 7.3: Play-Based Learning Designer

Design play-based concept exploration for a [GRADE]
unit on [TOPIC].

Target Concept: [CONCEPT]
Target Generalization: [GENERALIZATION]
Classroom Setup: [DESCRIBE ANY RELEVANT DETAILS]

Create 4 play center activities:

For each center:
1. Name and materials needed
2. Setup description
3. Written "invitation" to post (2-3 sentences)
4. How this play explores the concept
5. Teacher language prompts (noticing, wondering,
   connecting, extending)
6. Documentation strategy
7. How to extend if children show readiness

Also provide:
- Suggested daily rotation schedule
- Whole-group reflection questions for after play
- Signs of conceptual understanding to watch for

Prompt 7.4: K-2 Provocation Creator

Create 5 engaging provocations for [GRADE] students
to launch inquiry into [CONCEPT] through [TOPIC].

For each provocation:
1. Detailed description
2. Materials needed
3. Setup instructions
4. Teacher script (what to say and NOT say)
5. Questions it should generate from children
6. Connection to six-phase inquiry sequence
7. Safety considerations (if any)

Requirements:
- Appropriate for developmental level
- Involves concrete, sensory experience
- Creates genuine wonder/curiosity
- Doesn't require reading
- Can be completed in 15-20 minutes

Rank the provocations from most to least engaging
and explain your reasoning.

Prompt 7.5: Scaffolding Strategy Generator

Generate scaffolding strategies for teaching [CONCEPT]
to [GRADE] students through inquiry about [TOPIC].

Please provide scaffolds in these categories:

1. LANGUAGE SCAFFOLDS
   - 5 sentence stems children can use
   - Key vocabulary with child-friendly definitions
   - Chant or song to reinforce concept language

2. VISUAL SCAFFOLDS
   - Anchor chart design
   - Icon set for thinking moves
   - Picture cues for vocabulary

3. PROCESS SCAFFOLDS
   - Step-by-step routine for observation
   - Simplified graphic organizer
   - Documentation method for non-writers

4. GROUPING SCAFFOLDS
   - When to use whole group, small group, partners
   - Roles for partner work
   - Differentiation by group

5. GRADUAL RELEASE SEQUENCE
   - What teacher does first (full support)
   - What children do next (shared)
   - What children do independently (goal)

Key Takeaways

1. Young children are capable inquirers. They can recognize patterns, form concepts, and transfer understanding when given developmentally appropriate support.

2. Adapt, don't abandon the six phases. Shorten, scaffold, and make concrete, but maintain the inquiry structure.

3. Concepts need concrete experience. Young children understand abstract ideas through hands-on exploration, not explanation.

4. Use inquiry without reading. Observation, listening, doing, and talking can replace reading and writing in early grades.

5. Play IS learning. Embed conceptual exploration in well-designed play centers with intentional teacher support.

6. The teacher documents what children cannot write themselves. Record children's thinking to make it visible and revisitable.

7. Language development is crucial. Introduce concept vocabulary consistently, with repetition and connection to experience.

Reflection Questions

1. What concepts do your youngest students already understand through life experience? How might you build on these?

2. How might you redesign a current unit to be more play-based while maintaining conceptual rigor?

3. What documentation strategies could help you capture young children's conceptual thinking?

4. How comfortable are you with children's inquiry taking unexpected directions? What would help you embrace productive tangents?

In Chapter 8, we'll explore CBI in upper elementary grades (3-5), where students can engage in more complex and sustained inquiry.