INQUIRY LEARNING PLANNER

UNIT TITLE: Educational Research Project (ERP)

LEVELTEAMTERMDURATION

5/6Maryanne HeepsMary Buffon410 weeks

UNDERSTANDINGS:FOCUS QUESTIONS:

Linking personal interests to the four specific learning intentions: We are learning to plan appropriate investigation methods to solve problems We are learning to predict, clarify and question We are learning to use data and graphs to represent and describe patterns and observations We are learning to observe, measure and record data. Which learning intention/s are you linking your project too? How have you done this? How can you record and then show your data? What is your experiment testing for?

KEY CONCEPTS:

ScienceData GraphsPersonal interests with a focus on a science experiment

Thinking Processes Communication SkillsPersonal LearningInterpersonal Development

Challenge others and ourselves with deep thinking and questioning.

Draw conclusions about personal interests through observation and recording of information from practical experiences and previous knowledge/understandings.

Present knowledge and understanding and engage with a range of communication forms such as oral, written, visual, diaries and through the use of technology including PowerPoint presentations, photographs and video clips.To develop a positive attitude and resilience especially in times of difficulty while learning. (Want to succeed)Appropriate, positive and effective engagement with peers in pairs and/ or groups.

Students can work together to identify and solve problems as a team.

Acknowledge the strengths in others by placing on the affirmations chart.

RESOURCES

Thinking Hats On reflection activity sheet Individual materials for personal interest and individual Educational Research Projects Making colours experiment 3 torches Scissors Rubber bands Blue, green and red cellophane Darkened room How does light make different colours reading How does light make different colours worksheet

Sequence that flowed from one session to the next Tuning In Finding Out Sorting Out Going Further

TUNING IN

Lesson 1:Students work across the four year 5/6 classrooms to learn and discuss the four learning intentions associated and linked to the topic of science for this terms educational research project. Science is the focus for term 4s ERPs with the students trying to link their interests to these four learning intentions: We are learning to plan appropriate investigation methods to solve problems We are learning to predict, clarify and question We are learning to use data and graphs to represent and describe patterns and observations We are learning to observe, measure and record data This goes over four lessons, with each teacher taking one of the four learning intentions. The classes then spend 1 x 1 hour lesson working on each of the four learning intentions. Therefore, in the end each student would have completed each of the learning intentions with four different teachers. Therefore, this tuning in lesson goes over 4 hours/4 sessions. Things to discuss in each of the learning intentions: We are learning to plan appropriate investigation methods to solve problems Assisting in the developing and building of ideas for their experiment. What this tests for, how they will display the data and how this will assist in building understanding for themselves and the audience in regards to their educational research project topic. We are learning to predict, clarify and question Students will learn of the importance of predicting at the beginning and throughout their project, as well as the importance of clarifying and asking questions and how this assist with developing a deeper understanding for themselves and the audience watching their exhibit on their educational research project.We are learning to use data and graphs to represent and describe patterns and observations Students are required to complete an experiment for their ERP that tests/evaluate an aspect of their topic. They are then required to display their data using a range of different graphs and ways of displaying data to describe patterns and observations. Students will learn of different graphs that may assist them in displaying the data they have found.We are learning to observe, measure and record data Students will learn of different ways to measure and record data from their experiment.

FINDING OUTSORTING OUT

How can we: Take students beyond what they already know? Challenge their ideas, beliefs and attitudes? Enable them to use skills and knowledge to collect new information? Provide a range of experiences to develop understandings?How will students sort out, organise, represent and present what they have found out? How can they communicate and express what they know? How will they use preferred ways to demonstrate their knowledge, skills and values?

Lesson 2:Link science unit with other curriculum areas. In this lesson, students will be linking science with writing. As science is the topic for their educational research projects, students will be conducting two science experiments during literacy/writing and are required to write these up as an Experiment. The class will be split into two groups. The first group will be completing the Making colours experiment, whilst the second group will be completing the reading How does light make different colours and completing this worksheet.

ReflectionGather students back to the floor. Have one person from each group report back to the class about what they have read and how their group worked together. Ask questions such as: How could you improve on that next time? What could you do differently? Can you explain what you have read?Lesson 4:Students are required to come up with an experiment that relates to their project, which uses the learning intentions whilst presenting their findings from the experiment using data, graphs, surveys etc. Students will then use the My Experiment sheet to complete their question, the equipment they will be using (both listing and drawing), the method (what did/will they do?) and their prediction (what they think will happen). Students then go on with their educational research project.

Reflection Come together as a class and participate in reflection circles. Have students answer the questions: What is your interest/topic for your Educational Research Project? Have you come up with an experiment for your project? Can you describe your experiment to the class? What will you be testing for?

Lesson 3:Linking science unit with other curriculum areas will be evident throughout this term. In this lesson, students will be having new reading books for both guided and reciprocal reading which will all be science based, non-fiction books. Students complete a vocab chart at the start of each lesson based on a text. This term, each of the vocab charts and texts will be associated with science. Students will then work in four groups during reading group as follows: Red Group: Teacher group for guided reading. Green Group: Independent Reading * Red and Green group swap after 15 minutes Blue Group: Use science text given to complete reading strategy activity. For this lesson it will be summarising and paraphrasing. Students will read the text and use the Main idea sort sheet to help write a summary. Yellow Group: Use science text provided to complete reading strategy activity. For this lesson it will be summarising and paraphrasing. Students will read the text and use the Main idea sort sheet to help write a summary.

Reflection Have students return to the floor. One person from each group reports back to the class about what they have read and how their group worked together. Ask questions such as: How could you improve on that next time? What could you do differently? Can you explain what you have read?Lesson 5:Students will conduct experiments throughout this lesson. If students cannot conduct these at school, they will still participate and have to complete their experiment prior to or after this lesson. Students will then be required to finish their My Experiment sheet. They would have previously complete the question, equipment, method, and their prediction of what they think will happen. In this lesson, students need to complete the results, so what did happen and why did this happen sections. Students are then required to go back through their My Experiment sheet and add any equipment, or extra steps they had developed whilst completing the experiment. If students finish this task, they will then be required to put their experiment (video, photos, written, visual) into their project. Students are reminded that they must have an experiment and this must be tested before the expo.

Reflection:Gather students back to the floor. Participate in reflection circles where each student shares what their experiment is, how their experiment went, the results that they found and why they believe they found this. Encourage students that this is a good time to practice presenting their experiments before the Expo is on.

GOING FURTHER

How can we extend and broaden the unit? What other perspectives or dimensions can we explore? What are the ways which students can negotiate their own personal inquiries?

Lesson 6:Students to complete Thinking Hats On reflection activity sheet. Throughout this reflective activity, students can think back over their learning and answer questions such as: How do you feel about what or how you have learned? What are some of the best things about what/how you have learned? What were some of the challenges in this learning? What might you do differently or how could you improve your learning next time? What have you learned about yourself as a learner during this time?Have students answer each of these questions, encourage deep reflective practice. This will provide an understanding of how students learned, positive aspects, aspects they can improve on and aspects they have learned about themselves during this time.

Lesson 7:There will be an exhibition/expo held on Wednesday 10th December for students to present their individual or group Educational Research Project. Initially, students will have to set up their own area where they display their projects. Students projects can be presented in any way of choice but there must be an oral aspect to their project where they orally present their project. Students have previously chosen to present their projects using posters, board games, PowerPoints and many more creative ways. Once students have set up their personal area for their ERP, the grade 3/4s will be coming to watch their presentations. Students stay at their project and people that are viewing wander around the classroom to watch each. The 3/4s are coming to watch to understand the expectations in year 5/6, get ideas and gain confidence about the future years. After the middle unit have watched the presentations, parents, teachers and special guests will be coming to St Pauls Primary School to view students presentations.

Annotation: Thinking Hats on required students to reflect on the strengths of their learning, areas of further development and strategies to achieve this in the future. The last lesson was an exhibition/expo held where students show case their learning in an individually designed way. This was extremely effective as it engaged both the parents/carers and other year levels, providing opportunities for students to use oral language in a professional manner, to verbalise their learning and answer questions from parents, teachers and peers.

ASSESSMENT SUMMARY (ONGOING: FOR, AS and OF learning)

What are the cumulative and summative opportunities for assessment? How can teachers and students monitor progress? What strategies can we use to cater for variance in learning styles and progress? How can we allow for expected and unexpected outcomes? How can we provide opportunities for self, peer, teacher, parent assessment?

INQUIRY STAGEDESCRIPTIONPURPOSE

Tuning In (Lesson 1)As children are working through their activities, the educator is to rove and ask the children probing questions.

Group discussion/reflection at the end of the lesson will also inform the educator of the knowledge that the children have gained.AS

OF

Finding Out (Lesson 2) As children are working through their activities, the educator is to rove and ask the children probing questions.

Group discussion/reflection at the end of the lesson will also inform the educator of the knowledge that the children have gained.AS

OF

Finding Out (Lesson 3)Group discussion/reflection at the end of the lesson will also inform the educator of the knowledge that the children have gained.OF

Sorting Out (Lesson 4)As children are working through their activities, the educator is to rove and ask the children probing questions.

Group discussion/reflection at the end of the lesson will also inform the educator of the knowledge that the children have gained.AS

OF

Sorting Out (Lesson 5)Group discussion/reflection at the end of the lesson will also inform the educator of the knowledge that the children have gained.OF

Going Further (Lesson 6)Thinking Hats On Activity Sheet (reflective practice). Have students think back over learning and answer reflective questions. Encourage deep reflective practice.Assessment OF what they have learnt, and assessment FOR what needs to be taught in future lessons regarding this topic.

Going Further (Lesson 7)Exhibition/Expo The presentation is of any form the students choose and this is an example of assessment OF learning.