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OER4Schools/Starting the enquiry based learning process: Difference between revisions
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OER4Schools/Starting the enquiry based learning process (view source)
Revision as of 11:26, 10 February 2014
, 11 years ago→Making use of Enquiry Ideas
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#Are the ideas interesting and engaging for my students? | #Are the ideas interesting and engaging for my students? | ||
#Are the ideas relevant to the curriculum? What subject will it be most relevant to introduce them? | #Are the ideas relevant to the curriculum? What subject will it be most relevant to introduce them to? | ||
#What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas? | #What can be an appropriate lesson objective(s) if you do make use of the enquiry ideas? | ||
#What kind of resources will you need and are they easily accessible to you and your students? | #What kind of resources will you need and are they easily accessible to you and your students? | ||
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[[image: airplane.png|250px]] | [[image: airplane.png|250px]] | ||
There are many different designs of paper aeroplanes. Some of them have a very plain design but can fly a longer distance whereas | There are many different designs of paper aeroplanes. Some of them have a very plain design but can fly a longer distance whereas others can have rather interesting designs but do not fly as well. What are the factors that affect how far a paper airplane can fly? | ||
You may like to refer to the following web references for more information: | You may like to refer to the following web references for more information: | ||
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* http://www.zambiatourism.com/welcome.htm | * http://www.zambiatourism.com/welcome.htm | ||
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: | 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? | ||
'''Idea E: Investigating my body and how it works''' | '''Idea E: Investigating my body and how it works''' | ||
Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. | Children are naturally curious about how their bodies work so this is a rich area to draw on for enquiry ideas. A simple and straight forward enquiry into pulse rate and how it varies with exercise requires minimal equipment, just a stopwatch (or a clock with a second hand) and some accurate counting. Students can come up with different types of exercise such as running on the spot/sprinting/going up and down stairs and see how these affect their pulse rate. They could also look at whether or not their pulse rate is different when they are lying down. | ||
Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work: | Here are some short videos of Zambian teachers working on an enquiry topic centred around how our bodies work: | ||
