T4+Inquiry-+Survivor

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** Riverslea School Inquiry Plan T4 2014 **
** Riverslea **** School **** Inquiry Plan T4 Wks 1-10 2014 **
 * ** Survivor **
 * Health and PE (ODE), Social Sciences, **
 * Science,ICT ** || ** Insights – What does the word Survivor mean? (Meaning) **
 * What can you do to be a Surivivor ? **
 * Who are experts that can help us learn about surviving? **
 * What do we want to do about being a Survivor? **
 * How can we find out about people, animals and things **
 * surviving? **
 * What actions can we do to help us and others survive? **
 * How can we and others survive in different situations? **
 * What do I want to learn most? ** ||
 * ** 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 being a Survivor means and show/demonstrate my understanding and examples of surviving (people,animals,things),to others. ** || ** Concepts (AOs) **
 * Children will be able to: talk about and discuss understanding of what **
 * being a Survivor means **
 * : recognise features / ways to survive **
 * : 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 a Survivor ** ||


 * ||  || **__ Curriculum links __**
 * ||  || **__ 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 ** ||  ||


 * ** Assessment Rubric focus area: Understanding **


 * Teacher conference and self/peer assessment ** || ** Goal achievement – Show/discuss understanding of what it means to be a survivor **
 * Discuss and understand survival eg people, animals, things **
 * ( Task based Inquiry) **
 * ** Choose, with teacher guidance, areas to research/discuss **
 * ** Look on google,use library to access information about being a survivor **
 * ** Present orally and visually understandings about survival **
 * ** Discuss what changes may need to be made, and why, to help people, animals, things survive **
 * ** Practise, implement some survival techniques, processes ** ||
 * ** 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 -7-10**


 * 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 cameras/ ipads/videos etc Computers ipads self whanau community Literacy
 * ICT **
 * youtube (R2) **
 * itube **
 * Haumoana Zoo **
 * Sport HB ** ||
 * ** Motivating question/ scenario (Fertile question) – What will capture our kids? **


 * How can we and others survive in different situations? ** ||

** Plan of Action- Survivor **
As a class we looked at what the different ways people animals and things could Survive and what we could learn about how to help them survive. We talked about what we could do. The children, as part of their plan of action from their Inquiry on Survival, discovered and talked about the ways that people, animals and things survived and what we could do to help as well as developed our Essential Question together. We then planned around these using Wonderings and an Inspiration map to help us formulate our Essential Question.

Inspiration Map Wonderings

** What I did and what we did **
I guided the children in this plan of action. We looked on google to find what survival was and how we could do it. We then made posters and took photos and found some photos on google which showed examples of Survival Then we discussed how we could help animals and people survive. We put those photos on the wall for reference along with our Wonderings poster and Inspiration map. We then developed our Essential Question which was- How can we and others survive in different situations? I organised Survival questions and activities to cover the term based on the wonderings and suggestions of the tamariki. We then undertook them and displayed them on our classroom walls and on our wikis. These included activities such as 2 afternoons of Survivor relays in conjunction with Sally from Sport HB. They were based on concepts that we discovered and discussed throughout our Inquiry –Surviving in the Water- sharks, crocodiles, drowning; Surviving in the City (on our own), Crossing the Road; Dressing to Survive; and Surviving in the mountains. The students and I took lots of photos to record the events and activities that happened throughout the term. We also focused on animal survival and visited the animal farm at the A and P show as well as the Haumoana Farmyard zoo. The children also built their own shelters on Minecraft app to help people and animals survive. They had to show them to the class and describe orally all the features that they contained. Some children also wrote stories about them. We visited Cornwall Park and fed the ducks which would help them to survive, as food is an important feature of survival. We had Doug the Digger visit us and tell us how to survive around machinery. We also saw him at the A and P show and had turns at driving the digger and wearing the safety gear. We had Ronald McDonalld visit us and talk about how to survive Crossing the road safely,sneaky driveways and footpath safety. We also saw Ronald McDonald at the show and watched his safety and survival show Below our photos showed examples of the Survivor relays and Animal survival eg a Trip to the A and P show animal farm, a trip to the Haumoana Zoo. (see below in Evidence and photos).

** Impact of that learning (Evaluation) **
The children learnt to reflect on their Inquiry and follow a plan of action. This showed them that learning has outcomes, not just learning for the sake of new knowledge. Also that plans of action from Inquiry can be followed through and have successful outcomes. They were proud of the posters that we all made. They also enjoyed of all the activities that they undertook and took photos to share with their whanau They showed their whanau the posters and photos when they came to school. Whanau also told me what their tamariki were saying about Survival and the activities and knowledge that they had gained as a result. The children enjoyed learning about Survival and practising all the skills that they had learnt as well as the trips and activities that they were involved in. They also built their own shelters on Minecraft app to help people and animals survive and so were using ICT to demonstrate examples of their learning.

** Where to next? **
Next we will use the Survival relays in PE which the children enjoyed so much and extend, change these. We will extend and develop upon our knowledge of Survival and relate it,if possible, to future Inquiry topics and other curriculum areas. We will also include caring for others as part of our Health curriculum and values ( Aroha).

** Evidence and Photos **

 * Minecraft shelters.**


 * Survivor relays - Working together in teams to 'survive'.**


 * Survivor relays**


 * Doug the Digger. How to be safe around machinery and survive**




 * Ronald McDonald- Road Safety and the A and P show- How animals and birds survive**




 * Cornwall Park feeding the ducks and the Haumoana zoo visit, feeding lambs and goats.**


 * At the Haumoana Farmyard zoo. Feeding the deer, brushing the donkey and looking after the Llama**

** Facilitating shared learning **
Students learn as they engage in shared activities and conversations with other people, including family members and people in the wider community. Teachers encourage this process by cultivating the class as a learning community. In such a community, everyone, including the teacher, is a learner; learning conversations and learning partnerships are encouraged; and challenge, support, and feedback are always available. As they engage in reflective discourse with others, students build the language that they need to take their learning further.

** Creating 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, and visible members of the learning community. 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. 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. Children can learn with and from others in this creative and supported learning environment.