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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 15:49, 12 May 2014
, 10 years ago→Making use of Enquiry Ideas
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#How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process? | #How will you introduce the ideas in the first lesson (recall what are some of the ways to present your questions that you have learnt in the previous session) and how many lessons do you think you will need to complete the enquiry process? | ||
== Idea A: Investigating paper airplane design == | |||
[[image: airplane.png|250px]] | [[image: airplane.png|250px]] | ||
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''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.'' | ''Tip: Students could use what they have learned from their enquiry to design their own enhanced airplane.'' | ||
== Idea B: Investigating the process of hand washing == | |||
[[image: left arm.png|200px]] | [[image: left arm.png|200px]] | ||
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{{: Video/Judith.m4v }} | {{: Video/Judith.m4v }} | ||
== Idea C: Investigating the vegetables and trees within our community == | |||
What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) | What are some of the vegetables and trees that are grown in our community? Why are they being grown here? (e.g. consider tomatoes, rape, onion, cabbage, nimu tree, holy fiso, malaina, mango) | ||
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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 {{Zambia|Victoria Falls}}{{Kenya|Masaai Mara}} == | |||
[[image: Victoria_Falls.png|600px]] | [[image: Victoria_Falls.png|600px]] | ||
Imagine you have two overseas visitors who have just arrived in {{Zambia|Lusaka}}{{Kenya|Nairobi}} and would like to visit a game reserve near {{Zambia|Lusaka}}{{Kenya|Nairobi}}, plus the {{Zambia|Victoria Falls}}{{Kenya| | Imagine you have two overseas visitors who have just arrived in {{Zambia|Lusaka}}{{Kenya|Nairobi}} and would like to visit a game reserve near {{Zambia|Lusaka}}{{Kenya|Nairobi}}, plus the {{Zambia|Victoria Falls}}{{Kenya|Masaai Mara}} 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 {{Zambia|Lusaka}}{{Kenya|Nairobi}} 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 {{Zambia|Lusaka}}{{Kenya|Nairobi}} 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}} | ||
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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? | ||
== 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. 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. | 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. | ||
