An Inquiry lesson plan ...

This plan will assist in the understanding of my final assignment. It is a plan for an Inquiry
topic Saving our Environment

Tuning In Phase
Activity 1
Curriculum Links	Learning Objective/s			Learning Experience and Resources		Assessment	Focus Qn’s
Lesson will take place during Integrated studies (SOSE) Interdisciplinary Learning Communication: Physical, Personal and Social learning Interpersonal Development	At the end of this lesson students will be able to:   -Show some knowledge about recycling in KWL chart -Demonstrate basic understanding of issues in environment with what they already know -Write down what they already know about endangered animals and recycling  and state what they want to learn			KWL Chart – Students are placed in groups of 4 and given pieces to a puzzle (one of an endangered Australian Sea Lion, a school lunchbox with lots of packaging and a reduce, reuse, recycle logo). They are asked to put them together. Once this is completed they will  be shown a  ppt about the Sea Lion and a news report from BTN about recycling. They will then discuss the photos in regards to environmental issues with their groups then write down what they know about these pictures and share as a whole class. Students will then write what they would like to learn about these topics and discuss in a group combining similar ideas. These will then be added to a class KWL chart by the teacher, students should add personal or important information to their journals and fill in their own KWL charts. A teacher led discussion will then take place about what students already know and what they would like to know about these issues.   Resources Photos, PPT,  BTN report  http://www.abc.net.au/btn/story/s3507210.htm, IWB, KWL chart Computers/Ipad, Wiki spaces set up, Student electronic learning journals		Diagnostic assessment Current understandings, prior knowledge will be demonstrated in KWL chart Did they show understanding of recycling  and some knowledge of issues in the environment	What is an endangered animal? What is recycling? What are the environmental dangers facing the world now?
Tuning In Phase
Activity 2
Curriculum Links	Learning Objective/s			Learning Experience and Resources		Assessment	Focus Qn’s
Lesson will take place during English Interpersonal Development: Working in teams Interdisciplinary Learning Communication Discipline Based Learning English	At the end of this lesson students will be able to:   -Listen and respond to questions -Justify and express their points of view if necessary - Participate and work effectively  in small and large groups			3 Step Interview- Students will work in pairs to interview each other. The lesson will start with the teacher modelling a short interview and furthering student learning on how and what questions to ask. In step one student’s work in pairs, one is the interviewer and one the interviewee. They will ask questions of a personal nature in regards to waste, recycling, and endangered animals such as “How do you feel about endangered species? How do you feel about recycling? Questions must be based on the following- How do you feel, What do you think, Can you imagine, What would you do if, Why do you think or feel this way? with each student posing the end of the questions using Debono’s thinking hats. Once each person has been the interviewer and interviewee they will get into groups of 4 for step three where each person discusses what they learnt from the person they interviewed (this can then be added to personal KWL charts and learning journals )   Resources Questions/How to ask and pose questions information sheet , IWB, KWL Personal and class, Computers, learning journals, Debono’s hats on IWB		Formative assessment- Observations of interviews noting if students are able to elaborate on their questions and put across their points of views, opinions and justify these opinions.	How does the misuse of the environment affect nature? What is waste and recycling/ What impact can waste and recycling have on the environment and nature?
Tuning In Phase
Activity 3
Curriculum Links		Learning Objective/s		Learning Experience and Resources		Assessment	Focus Qn’s
Lesson will take place during Integrated studies Discipline Based Learning English Science-working to level 4   Geographic knowledge and understanding   Physical Personal and Social Learning Working in teams Communication-3.75 Listening, viewing and responding Interdisciplinary learning Thinking Processes		-Participate, support  and contribute to the discussion. -Justify their point of view -Use creative thinking to answer questions and discuss feelings as their character (show empathy)   -Ask relevant and appropriate questions		Prior to this lesson students have participated in an incursion from CERES. (See Appendix C and overview for information and learning experiences on this incursion) In groups of 4 students are given 4 pictures with no words related to endangered animals and the environment. The teacher explains that  each person in the group must take on the role of animal, conservationist, miner and the mother or father of a new baby. They must discuss each picture from the perspective of who they are and change roles for each picture. They must answer the following questions, how do you feel about what is happening in the environment, why they think this is happening, how you can help me and why you should help me. An example of how to do this is discussed and demonstrated with whole class e.g.,  when shown a picture of a forest with half the trees missing- as a miner they would discuss the needs of cutting down forests for resources, but as an animal they could discuss how this affects their habitat and so forth. After each person has spoken group members ask questions to each other to clarify answers, thoughts, and feelings. Students will place important, relevant and personal information in their journals and/or KWL charts. Resources  4 pictures, Explanation of activity on IWB, Student journals for note taking		Observation and anecdotal records of participation and contribution to the group exercise such as active listening and  questioning   Observation of creative thinking and answers to questions	What are the dangers facing the environment? What role do different people play in preserving, damaging the environment? What are the needs of humans and do they outweigh the wants?
Finding Out
Activity 1
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place  in Integrated studies Discipline Based Learning Science Economics Interdisciplinary learning ICT			-Students to describe, identify and analyse the process of food production -Use known strategies to search and locate information quickly -Create graphic organisers		Student will choose from the following foods, seed fruits, sugar, muesli bar, corn flakes or rice bubbles. The teacher will discuss with the class the example of from seed to sugar. Students in pairs will then look at and analyse the process of food production from seed to table.  How does this process use resources and/or create waste? Using concept maps show this process/information (using the computer to generate maps) Students will use prior knowledge of creating maps to complete this activity.   Resources Computers, Example of seed to table for sugar on IWB (concept map),	Formative assessment Anecdotal Records looking at  Uses search strategies effectively Locates information quickly Identifies how the process of food production creates waste and uses resources Self assessment of computer skills Am I able to locate information quickly Can I do this better and if so how?	How and why do we create excessive waste? What impact do we have on the environment?
Finding Out
Activity 2
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place in Maths time slot Discipline Based Learning Maths- Stastics and Probability Fractions and Decimals- Science Humanities Economic knowledge and understanding Geographic knowledge and understanding   Physical Personal and Social Learning-			-Calculate own carbon footprints   -Shows skills in comparing and contrasting Interpret data   -Calculate percentages from least to most		Students will watch BTN explanation of carbon footprint and emissions- Calculation of own carbon footprints using carbon estimator @ http://www.pbs.org/teacherline/courses/common_documents/stem/030/kidprint/. In this math-based activity, students will use kidprint to estimate the amount of carbon dioxide emissions released to the atmosphere as a result of the electricity, water, natural gas, and gasoline used in their daily activities. Students will analyse and put into tables their own footprints and then compare and contrast their own to the class. Which student has the least and most and by what percentage in comparison to your carbon footprint? What produces the most emissions and least. Students can choose the most effective way to show their learning. Fill out the calculation of % sheet and show workings   If students finish within the lesson they can then play Journey to fossil Island @  http://fossilisland.generationgreen.co.uk/ which will assist them to gain knowledge about reducing carbon emissions and will show how wind turbines, solar power work and how this can off set their own carbon footprint. This activity will also be used as a homework activity. Students can add any relevant information to their learning journals. Resources http://www.wri.org/project/cait/ http://hdr.undp.org/statistics/data/indicators.cfm?x=211&y=1&z=1 BTN 4 min video , Computers, Calculation of %sheet	Formative assessment-use work samples to see the following- students show skills in interpreting data, comparing and contrasting and understanding of percentages	What are the dangers facing the environment? What can you do to stop carbon emissions from damaging the earth?
Finding Out
Activity 3
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during English Discipline based  learning- English  Science Science knowledge and understanding Interdisciplinary Learning ICT			-To skim information efficiently -Develop summarising skills -Locate Key words   -Explain and describe cause and effect		The teacher will introduce the lesson and explain what students will be doing. (Individually) Newspaper/Internet analysts: students will scan, analyse then summarise the Age, Herald Sun or the ABC, government websites or news scan for issues and editorials of an environmental nature. (they will use these articles to learn note taking, key words and summarising). Another group will look at the cause and effect of habitats. A ppt will show a cause and sub sequential effect of an environmental issue (e.g., melting snow caps) Students will fill in the ppt explaining the effect and determining the cause through research or prior knowledge. Students will add this information to their KWL charts and any personal or relevant information to their learning journals Resources Computers, Newspapers for a week (Herald Sun and Age), PPT (the cause)	Observation of skimming skills in regards to note taking and looking for key words related to the environment.   Checklist English (See Appendix B)     Formative assessment digital work sample - analysis of work samples to see explanation of cause and effect (to be placed in student portfolio)	What is the cause and effect of environmental issues? What are the consequences if we do not maintain a sustainable environment?
Finding Out
Activity 4
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during English Discipline based  learning-. English Geographic knowledge and understanding Interdisciplinary Learning ICT			-Present and layout information -Know how to write  a report   -Use word processing programs with fluency   -Edit written text		As a group the class will discuss who assists in protecting the environment and the teacher will scribe on the board. Then in pairs students will investigate organisations that fund, organise or assist in the conservation of flora, fauna or environments.  What do they do, how do they do it. Choose one to present a brief report of.  Discuss with your partner the best possible way to present your information. Diversity- for struggling learners students will be given a sheet with a checklist that they must answer and a how to write a report sheet - for example, fund name, who or what do they help, do they get assistance from the government etc. Resources Computers, Magazines (Time, Pipeliner, Sustainable business, National Geographic), Books, Update own and class KWL, how to write a report sheet	Observations of word processing skills and research skills   Checklist of presentation and layout of information Checklist English (See Appendix B) (report writing)	What role can we take to contribute to a sustainable environment? Why is sustainability important to our future?
Sorting Out
Activity 1
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place at Integrated studies Physical Personal and Social Learning The individual learner Discipline Based learning Economics Interdisciplinary Learning Thinking processes			-Organise information and produce a flow chart -Identify the process of food processing -Demonstrate creativity to assist in problem solving excessive packaging		How can we streamline the process of food processing to minimise waste, resources, time and energy?  Lesson begins with a discussion of flow chart example that has minimised waste of making sugar and new packaging that produces less material. Students will then create a flow chart to answer the above question. OR Create a flow chart showing the materials used in different types of packaging. Is this excessive? Investigate a new way of packaging two types of materials using less packaging and add to your chart. Resources Computers, Example of flow chart, Minimising waste example for discussion, Sugar packaging, IWB with description of what students need to be doing Homework-research Australian endangered and vulnerable animals and add information to learning journal	Observation rubric on organisation of information Identifies excess packaging/waste Information provided demonstrates sound research practices Demonstrates creativity in idea for new packaging	What is your responsibility to the planet? Can small changes impact the effect of current environmental issues?
Sorting Out
Activity 2
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place at Integrated studies Physical, Personal and Social Learning Civics and citizenship Interpersonal Development Discipline based  learning-. Science Geographic knowledge and understanding Interdisciplinary learning ICT			-Confidently shows a point of view   -Formulate a sequence of events based on researched facts   -Give and receive positive and negative feedback		Inside outside circles (10 mins) The teacher organises the students to sit in two concentric circles facing each other then asks questions to generate  discussion of endangered animals (how this happens, why, how do you feel about it etc.) After each question the students move around the circle to face a different student and answer a new question.  Students will then select in pairs their own Australian animal that is endangered or vulnerable to investigate.  Make a comic strip or write a poem explaining a sequence of events that caused this animal to become endangered (using Pikistrips/Pikikids or Pixton)   Resources Questions to ask that promote higher order thinking (keys, Blooms),  Endangered Australian animals, IPads and computers	Anecdotal records through observation of justification of point of view Formative assessment analysis of work showing visual representation of sequenced events   Work sample will be added to portfolio   Group of 4 Peer Review and Critique For use in portfolio	Why is sustainability important to our future? Why are some species in danger of becoming extinct?
Sorting Out
Activity 3
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during maths Interdisciplinary Learning- Thinking processes Disciplined Based learning Mathematics- Physical Personal and social learning- Personal learning-			By the end of the lesson students will -Identify and evaluate the overuse/excess of packaging -Identify recyclable and renewable products -Construct displays in for form of graphic representations		The teacher will explain the lesson and hand out an activity sheet with the following information. You will need to audit the packaging used in an average weeks shopping in your household, (think beyond grocery shopping). What are the materials used? Are they recycled or renewable? Is the packaging designed to reduce waste or is it excessive? Complete the packaging sheet and then show in the form of graphic representation, your waste, recycled materials, renewable materials compare to 4 peers and show your comparisons and results in the form of graphic representation (column graphs, dot plots or tables).   Resources List of possible packaging to get student’s thinking, Lists for students to fill out, Packaging sheet is it excessive and why, Computers to create graphic representations	Formative assessment Construction of graph is appropriate and represents information well Information is organised	What role can we take to contribute to a sustainable environment? How have people continuously damaged the world’s natural environments over time?
Going Further
Activity 1
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place at Science Physical Personal and Social Learning: Community engagement   Discipline Based learning- Science Science at Work Geographic knowledge e and understanding			-Applies knowledge of sustainable practices (using prior knowledge and research skills) and apply this to their plan   -Devise an action plan with the right elements		The teacher will show students a partial action plan of their own home and how they have reduced their impact in the environment Students will then be asked to devise an action plan for their own homes, how can they reduce their impact on the local and global environment.  This could include recycling, composting, energy efficient appliances/light globes, reducing power usage, conservation/reuse of water and grey water, water tanks, solar and wind power, biodiesel fuel for cars and farm machinery. Students will use KWL charts, learning journal information and research information to create plan                                                                                             Resources Action Planning model Example Shown on interactive WB, Computers	Teacher will check student uses sustainable practices demonstrates understanding and applies this to their plan Follows instruction (creates an action plan that includes all elements of the instructions)	What role can we take to contribute to a sustainable environment? How can we reduce our impact on the environment but still meet our needs?
Going Further
Activity 2
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during English Interdisciplinary Learning- Thinking Processes Disciplined Based Learning English -   Physical, Personal and Social Learning Civics and citizenship- Geographic knowledge and understanding			-Express and defends an opinion about a topic -Write a clear persuasive texts understanding and including the elements of persuasive texts - Use appropriate punctuation  Re read and edit another person’s text		Rethink-Reduce-Reuse-Recycle: The teacher will go through the notes on IWB on how to write a persuasive text. Students will then use their knowledge of persuasive texts to write a persuasive text that will influence others to reduce, reuse and recycle. The teacher will use guiding strategies to assist student writing   Resources Notes on interactive white board- How to write a persuasive text	See Rubric in Appendix B (Portfolio document)	What role can we take to contribute to a sustainable environment? How can we reduce our impact on the environment but still meet our needs? How can we get our message across?
Going Further
Activity 3
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during Integrated studies (SOSE) Disciplined Based Learning- Arts Geographic knowledge and understanding   Interdisciplinary Learning Investigating Creating and Designing-  ICT Thinking processes Physical Personal and Social Learning- Working in teams English			-Be able to work in teams making relative contributions -Design and generate ideas -Communicate ideas by using dramatic elements E.g., darker lighting, soft/loud music		Students will be given a design brief for this lesson and placed into groups of 4. (Double Lesson). In groups of 4 create a claymation using StopMotion Pro to explain to the public how you will protect Australian animals at risk of extinction (the story should be 2 minutes)You should include why you need to do this, why is it important and what is it important to. Think about how you will get a point across using animation and a voice over. Choose an animal and brainstorm an idea. Each student should be given a role in the group then create a story board and then create your story. Resources Clay (sculpey), Computers, Layout briefs for drafts, Peer review	Peer review for portfolio for working in teams   Formative assessment-basic rubric Is the idea communicated and generated well and relevant information included (identify animal, issue, importance of issue and importance of this animal for future) Placed in student Digital Portfolio English checklist	What role can we take to contribute to a sustainable environment? How can we reduce our impact on the environment but still meet our needs? How can we get our message across?
Reflecting and Acting
Activity 1
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during Art Interdisciplinary Learning- Thinking Processes Reasoning, processing and inquiry Creativity – Reflection, Evaluation and Metacognition   Disciplined Based Learning- Arts English			-Use key words to signal meaning   -Thinking about their own knowledge and opinion and applying this to their idea   -Create a message that conveys meaning about sustainable practices		Fridge magnets- Students will create magnets as reminders to one important thing they have learnt in this inquiry or one question they still have. The class will begin with the teacher discussing with students a few message magnets and as a whole class students can describe what messages they think each one conveys. Students will then individually brainstorm ideas they want to convey and then generate this idea into a magnet. Add any personal information to learning journal (Kruse, 2011). Thinking- analysing, applying, reflecting, Resources Magnet display, Blank Magnets, Learning Journal	As I See it formative assessment technique to focus students’ thinking about their own knowledge or opinions Personal statements Explanatory statements Confusion Declarations   Checklist English (expressing ideas)	How can we get the environmental message across? What role can we take to contribute to a sustainable environment?
Reflecting and Acting
Activity 2
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during Integrated studies Discipline Based learning English Science Geographic knowledge and understanding Physical Personal and Social learning Interpersonal Development Working In teams			-Formulate ideas -Work as part of a team taking on various roles -Present or recommend sustainable practices that are informative and practical -Use vocabulary that expresses precise meaning		The lesson begins with students watching environmental campaigns on youtube. Students will then be placed into groups of 3 to create awareness campaigns to educate the school on new initiatives they can undertake. Students will choose one idea such as water savings like waterless urinals and energy saving globes to cut their carbon footprints. Campaign must include representation that shows how much carbon emission/energy consumption/water will be saved by implementing their ideas in to the school (can be graphs etc). Campaigns will be presented as a 30 second – 1 minute video. Each campaign will be shown at assembly Resources Water conservation campaign  http://www.youtube.com/watch?v=YzYmIg6fT78 Save Energy, Save the Earth  http://www.youtube.com/watch?v=gyB5KaILtDE Computers, Video and editing equipment	English checklist Assessment checklist on the following Uses precise vocabulary relative to area of learning Uses expression to express greater meaning Recommends sustainable practices Works well as part of a team Takes on varying roles as part of the team   Mirror -Self Assessment- Who am I? What are my values? What have I learned so far? Do I have more understanding or empathy? In what ways have my feelings changed? Did this learning cause me to have any realisations or insights?	How can we get the environmental message across? What role can we take to contribute to a sustainable environment? What are the environmental dangers facing the world now?
Reflecting and Acting
Activity 3
Curriculum Links			Learning Objective/s		Learning Experience and Resources	Assessment	Focus Qn’s
Lesson will take place during Integrated Studies Interpersonal Development Working In teams- Interdisciplinary Learning- Thinking Processes Reasoning, processing and inquiry Creativity Physical Personal and Social learning- Civics and Citizenship			-Demonstrate skills – opening and saving files, using various computer programs such as PowerPoint, pixton, artoonix and movie maker (this will depend on chosen media)  -Demonstrate literacy skills in writing and speaking   -For students’ to explain, justify show understanding; draw on knowledge learnt through the development and content of their campaign. – Demonstrate and show knowledge that we have a responsibility to sustain and manage the environment and ecosystems within it through the information included in the campaign.		Students will be given the following brief Research one environmental matter and design an advertising campaign (e.g. TV advertisement, radio advertisement, brochure, videogame ) to educate people in our community to stop harming our environment.  It must include:  What type of environmental issue; an explanation of what the issue is; how it affects the community Alternatives to solve the problem – solutions or ideas about how we can reduce the environmental impact of your issue (Students will be given one lesson of 1.5 hours for any research and to draft up their ideas and another lesson to complete the brief) Resources Computers,Video recorder and IPad for editing radio ads	Summative assessment Using a scoring rubric of the final presentation assessment will be on the following Demonstrates knowledge of topic by identifying environmental issues and their own and others role in protecting the environment. Gathers information from direct experiences.  Gives a relevant solution to the issue/problem Media is well articulated Works well in team Spelling and punctuation shows few errors Speaks clearly	Why is sustainability important to our future? What role can we take to contribute to a sustainable environment? What are the consequences if we do not maintain a sustainable environment? What are the environmental dangers facing the world now?