T3+Inquiry+Rio+Olympics

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** Planning **

 * Riverslea School Inquiry Plan T3 Wks 1-9 2016 **
 * ===** Olympic Games (Rio) **===
 * Health and PE (ODE), Social Sciences, **
 * Maths,Science,ICT **


 * Skills (LOs) developed during the inquiry process **


 * Key competencies **** -Relating to Others, Managing Self and **


 * Using language symbols and texts. **


 * At the end of this Inquiry: **** I will know what the Olympic Games are, where they are held, **
 * some of the countries and sports involved and some of the people and countries that got medals? ** || ** Insights – What are the Olympic Games? (Meaning) **
 * -When are they held? **
 * -Where are the Olympic Games held? (Country/City) **
 * -Why do we have the Olympics? **
 * -How can we find out about people, countries and the **
 * sports that they have there? **
 * -Who are experts that can help us learn about the Olympics? **
 * -Which countries might do the best and get the most **
 * medals? Why? ** ||
 * ||  ||   || **__ Curriculum links __**


 * Health and PE **
 * ODE ( Outdoor Education) **
 * Literacy Links **
 * Oral language, **
 * Written and visual language **
 * Science **
 * Social Studies **
 * ICT/ ipads/ computers **
 * Te Reo **
 * Numeracy/ **
 * Literacy eg National Standards ** ||  ||   || ** Concepts (AOs) **
 * Children will be able to: talk about and discuss understanding of what **
 * the Olympic Games are and where they’re held **
 * : recognise/names sports played **
 * : be able to research how to survive **
 * : Relating survival to people, animals and things. **
 * : set criteria to be able to assess how and if they **
 * have achieved their goals and understanding **
 * about being an Athlete. ** ||


 * ** Assessment Rubric focus area: Understanding **


 * Teacher conference and self/peer assessment ** || ** Goal achievement – **** Show/discuss understanding of what the Olympics are, who is involved and what sports are involved also **


 * ( Task based Inquiry) **
 * ** Choose, with teacher guidance,countries/athletes to research/discuss **
 * ** Look on google,use library to access information about the Olympics **
 * ** Present orally and visually understandings & knowledge about Olympics **
 * ** Discuss what changes may need to be made eg Rio, Para Olympics **
 * ** Play,practise some of the Sports involved in the Games. **
 * ** Participate in a School/Preschool Olympic Game ** ||
 * ** Key Competencies **


 * Relating to others


 * Managing self


 * Participating and contributing


 * Thinking


 * Using languages, symbols and text || ** Visual Maps **


 * Te Ihi Wk 1**


 * He Patai Big question /wonderings Wks 1-2**


 * Whaka aroaro ( what can we do now) Wks 2-4**


 * Whakamarama (Enlightened/ research) Wks 3-6**


 * Whai koreo (communicate to peers)**
 * ( and audience)**
 * Wks 7**


 * Te Mahi ( action)**
 * Wks -7-9**


 * Aromatawai ( assessment)**


 * Whaiwhakaaro (reflection)** || ** Key Words and Concepts **


 * PE and Health **
 * Outdoor Education **
 * Science **
 * Social Sciences **
 * Arts **
 * ICT **
 * Action/ he ohomauri **
 * (Kiplings seven servants) **
 * what, how, when where ,which, why,who **
 * De Bonos hats **
 * Inquiry **
 * Connections-shared experiences **
 * Persistence/commitment **
 * Research **
 * Google ** || ** Resources **

ICT/ ipads/videos etc Computers ipads self whanau community Literacy
 * ICT **
 * youtube (R1) **
 * itube **
 * Sport HB ** ||
 * Motivating question/ scenario (Fertile question) – What can we learn about the Olympic Games? **
 * Motivating question/ scenario (Fertile question) – What can we learn about the Olympic Games? **

** What we did **
As a school we studied The Rio Olympics 2016. R1 decided to focus our planning on understandings about what the Olympics were as well as the Sports and also the Countries involved. We also focused on Kiplings seven servants (questions) Who /what/ how/ when/where /which/why etc and researched these to find answers to our questions/wonderings. Refer below for photos of wonderings and pictures etc

We did wonderings based on Kiplings 7 servants to help us plan for our Olympics Inquiry. This was so that we could record all our knowledge and ideas and plan what we might do and what we wanted to know and find out. We also looked on google, the search engine, to see if we could find out more about the Olympics and obtained books from our school Library on sports. We looked at daily newspaper articles in the news and online as well.
 * Our Planning **

** What I did and what the children did as a result **
I guided the children in this plan of action. They all chose different countries to follow and we drew the names out of a hat. We talked about and inquired about the countries we had chosen and the athletes and sports that they were involved in. We inquired about each one individually, buddies, small group and as a class. Not only did we look at newspaper and TV coverage but also online with the data projector on the screen eg The Opening ceremony and sports such as swimming and running and equestrian etc. We discovered several things about the Olympics including Where and when they are held What countries are involved How many athletes go from each country How big countries like China and USA get more medals as they have many more athletes competing Who some of the NZ Olympians were and how they performed What sports NZ got medals in How the athletes are cared for ( where they live/ transport to the event etc) Where Rio was and how far it would take to get there We were able to research the Olympics (mainly books/google)(I helped guide the children with ideas when they got stuck.) Be able to talk about what they had learnt about the Olympics to others including their whanau/buddies/classes etc) Show their understanding about what they had learnt Record what they had learnt in written and pictorial form Be involved in their own school Olympics, which I mainly organised.

** Impact of that learning (Evaluation) **
The children learnt a lot about The Rio Olympics 2016 and were keen to share that knowledge with others. They had experience with questioning by both asking and answering eg wonderings. This showed them that learning has outcomes, not just learning for the sake of new knowledge. They were able to write about and draw pictures that showed an understanding of the new things that they had learnt about the Olympics They were able to know what it was like to be an athlete involved/participate in games and get a medal.

** Where to next? **
We will continue to read different stories about Olympics, world countries and different Sports and relate our knowledge and understandings to them. We will also occasionally google interesting facts on the above to reinforce /extend knowledge We will continue to use these reflections, relating to Kipling’s seven servants, ( what where, why, how, who when ,which) as a basis for new learning for Inquiry and plans of action for future endeavours, events and learning.

** Photos **








** Create a supportive Learning Environment **
Learning is inseparable from its social and cultural context. Students learn best when they feel accepted, when they enjoy positive relationships with their fellow students and teachers, and when they are able to be active, visible members of the learning community. By involving the students in the Olympic Games by first having them associate with a country and athletes and sports and secondly involve them in their own School Olympics students were able to work together collaboratively and share and compare understandings and knowledge Effective teachers foster positive relationships within environments that are caring, inclusive, non-discriminatory, and cohesive. They also build good relationships with the wider school community, working with parents and caregivers as key partners who have unique knowledge of their children and countless opportunities to advance their children’s learning. This was done by involving whanau in our School Olympics, eg helping monitor and run activities and present medals at the end. Effective teachers attend to the cultural and linguistic diversity of all their students. The classroom culture exists within and alongside many other cultures, including the cultures of the wider school and the local community, the students’ peer culture, and the teacher’s professional culture. All students got medals. In the Tabloids they got a Participation medal and in the Races 1st 2nd 3rd and all who completed got a Participation medal.

** Encourage Reflective Thought and Action **
Students learn most effectively when they develop the ability to stand back from the information or ideas that they have engaged with and think about these objectively. Reflective learners assimilate new learning, relate it to what they already know,adapt it for their own purposes, and translate thought into action. Over time, they develop their creativity, their ability to think critically about information and ideas, and their metacognitive ability (that is, their ability to think about their own thinking). Teachers encourage such thinking when they design tasks and opportunities that require students to critically evaluate the material they use and consider the purposes for which it was originally created. Students did this in the Olympics Inquiry not only by researching and being involved in what was happening but by comparing placings of their countries watching the sports on TV and at school on the data projector, as well as being involved in their own School Olympics.