OER4Schools/Starting the enquiry based learning process: Difference between revisions

{{activity|otr| on posing real and productive questions|10}}  Watch the following clip on Abel trying to get students to understand the relationship of area and perimeter. Pay attention to the questions he posed:  

{{: Video/Abel Clip 2.m4v }}

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** http://www.youtube.com/watch?v=tmMGwO4N0Vc

* Video of a Zambian teacher doing this enquiry with her students

== Idea C: Investigating the vegetables and trees within our community ==

{{: Video/Priscillah_Water_Soil_A04.m4v }}

[[image: Victoria_Falls.png|600px]]

{{Zambia|Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.}}

{{Kenya|Example of website on visiting Kenya: http://www.touropia.com. }}

Make sure that you do consider the practical arrangements for this trip! In the itinerary: decide on the length of your imaginary journey and work out the travelling time, but also think about the practical arrangements: how much luggage (water, food, equipment) will you need to take and how will you be able to carry this? Are there any elderly people or young children in your party, who might need special provision, such as extra food, or more frequent stops?

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= Discussion of Enquiry Ideas =  

{{activity|wcd| on enquiry ideas|10}} Nominate one or two representatives from each group to share the enquiry ideas they have discussed in the previous activity. In particular, highlight the reasons for selecting the enquiry ideas that the group has chosen and share ideas on how the teacher should present the enquiry ideas and questions in the first lesson. Share any possible challenges that the teacher may face. The rest of the participants should provide constructive questions or comments to help the group to sharpen their ideas further.

{{activity|Agreeing follow up activities|5}}

Work with the same small group of colleagues to develop the resources (e.g. worksheets and materials) for one or two enquiry ideas that you have discussed just now that will be necessary to carry on the enquiring process by your students. Bring these resources next week (including the materials like the paper for the paper aeroplane) so that you can start the data collection and interpreting process as a group. Remember that you have time to work on at most two enquiry ideas so please choose the idea(s) that you really want to work on! If you think that you have OTHER ideas that you prefer to work on, that is fine but do ensure that you have thought through the questions we have suggested to you earlier.  You may find this document useful as it contains some further enquiry ideas that have been developed by students alongside examples of their work:  [[file:Developing Higher Order Scientific Enquiry Skills.pdf]]

Internet search skills are very important as the internet is typically the first stop to obtaining information on specific news and topics of interest. You may like to direct your students to specific web sites in the early stage of an EBL lesson.  

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We hope today's session will help you to develop your ideas for an enquiry-based ‘project day’ or ‘field trip’. Be prepared to share any updates of your ideas in the next session (5.3). In the previous session (5.1) , we introduced these questions to help you plan for your own EBL 'field trip' or 'project day' so be sure to refer to them:

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''What could be the consequences of water contamination? How does a balanced diet help us? How could we use flowers of plants? Suggest ways to prevent spread of malaria in your community?''

''What would happen if only inorganic fertilizers are used for growing plants? What connections do you see between climate of a region and its vegetation? Why is the water in the nearby pond not safe for drinking?''

''Examples should come from the students themselves!''