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{{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: | {{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/reflection}} | |||
{{: Video/Abel Clip 2.m4v }} | {{: Video/Abel Clip 2.m4v }} | ||
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{{: Video/Priscillah_Water_Soil_A04.m4v }} | {{: Video/Priscillah_Water_Soil_A04.m4v }} | ||
== Idea D: Planning for a trip to the game reserves and {{ | == Idea D: Planning for a trip to the game reserves and {{nationalpark}} == | ||
[[image: Victoria_Falls.png|600px]] | [[image: Victoria_Falls.png|600px]] | ||
Imagine you have two overseas visitors who have just arrived in {{ | Imagine you have two overseas visitors who have just arrived in {{capital}} and would like to visit a game reserve near {{capital}}, plus the {{nationalpark}} and one other interesting site by car. The two visitors only have one day to visit these three places by car. Can you inform the visitors about the distance to these places from {{capital}} city centre? Can you also suggest an itinerary that will take into consideration the shortest distance of travel to and between the three places, starting and ending at {{capital}} city centre? Please state the distance of travelling to each place and the approximate time required to travel. | ||
{{Zambia|Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.}} | {{Zambia|Example of website on visiting Zambia: http://www.zambiatourism.com/welcome.htm.}} | ||
{{Kenya|Example of website on visiting Kenya: http://www.touropia.com. }} | {{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? | 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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{{Related resources|text= | {{Related resources|text= | ||
As well as providing an additional context for enquiry work, this substantial resource will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations. | As well as providing an additional context for enquiry work, this substantial '''TESSA''' resource ''Investigating Distance'' will help you to develop ways of teaching in a more pupil-centred way and contains useful ideas on how to improve your ability to organise, support and assess practical investigations. | ||
Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry. | Reading through the case studies will be useful when you are developing your own enquiry ideas, especially case study 3 which emphasises the importance of assessing students' prior understanding and ensuring that they have the necessary skills before embarking on an independent enquiry. | ||
[[File: Investigating_distance.pdf]] | [[File: Investigating_distance.pdf]] | ||
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{{activity|Agreeing follow up activities|5}} | {{activity|Agreeing follow up activities|5}} | ||
== Part A: Small group planning task. == | |||
Part A: Small group planning task. | |||
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]] | 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]] | ||
Part B: Developing Internet search skills | == Part B: Developing Internet search skills == | ||
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. | 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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}} | }} | ||
Part C: Notes for planning 'project or field day' | == Part C: Notes for planning 'project or field day' == | ||
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: | 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: | ||
