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Our Year 3 and 4 Students were asking for a mud kitchen in their nature play area. Some Year 5 students who had a passion for design and building planned, budgeted and built a mud kitchen with some Year 3 and 4 students.

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​This term we are learning to write animal information reports. We have been inquiring into zoo animals and the last 2 weeks we have focused on animal habitats. The students have been making their own habitats for different animals. They have thought about the needs of each animal and their food requirements as well as the surrounding habitat features.

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In Year 4 we have been exploring maths in our own ways with limited input from the teacher. We are encouraged to work as a team and learn from each other. The teacher prompts us with questions that guide us to finding new and better ways for problem solving.

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At the start of the term we had a focus on “the zoo” with our exciting trip to the zoo. One of our maths content areas is directional language and mapping. We had been looking at zoo maps and I put some butchers paper in our tuff tray and drew a zoo entrance sign. The students then created a collaborative zoo map on the paper (one of my boys in particular really flourished socially doing this activity). We then used the zoo map they created to drive the spheros on to ‘visit’ the animals

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After having a play with the mini sphero’s in Bec’s PD I decided to give them a go with my year ones. We were just using the drive function on them and at first they were just driving them around the classroom randomly. We discussed as a class what we could do with the spheros and some of the suggestions were make a track, make a maze for them, make a obstacle course. Here are some of my little cherubs having a go ☺️

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With the introduction of our new mud kitchen in the yr 1 playground, we have been talking a lot about playgrounds- what they used to have in PP, what they’ve got in yr 1, what they can and can’t do. I posed the challenge for them to design and build a playground they would enjoy. It had to include a slide of some form and something to climb. We are still in the create and change phases of the process but they are doing some wonderful problem solving! 😆

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When the ladybirds were flocking to the grass in abundance my yr 1s were fascinated. We did an ‘I wonder’ brainstorm and then set about researching and learning about ladybirds. We borrowed some magnifying glasses to take a closer look at them. We answered our I wonder questions (on leaves), drew ladybirds and labeled their body parts.

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Questioning as an Inquiry Teacher SDD Term 4 2020

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Remember not all questions need to be answered – they can be there to provoke thought and thinking but not require a direct answer. 

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Questions are at the heart of an inquiry classroom

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Human beings work best at the ‘speed of life’, taking time to think, reflect, and see the bigger picture. We’re losing those slow, open conversations in which new ideas are born!

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See one, do one, teach one, learnt one. 

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See one, do one, teach one, learnt one. 

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By the end of term I will have consulted with My students about planning 2020 with the inquiry question “How can I/we create a learning experience(s) to excite and educate my classmates in a field I am interested in/passionate about?”

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To practise the process of Inquiry Based learning.

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During investigations we will introduce students to pose their own question in print rather than oral

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By the end of week 7, we will provide students with the opportunity to have an input into their learning of the HASS planning process by generating inquiry questions, record information, exploring ways to gain information and to communicate using a simple text.

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In term 4 we will frame our maths instruction with an inquiry question.

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By the end of Term 4 we will incorporate inquiry based learning into our Maths.

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Year 3
By the end of Term 4, Year 3 will ask INQUIRY questions that link to the Number and Algebra  curriculum.

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Our goal for this term is for Kindy students to be able to pose a question about what they would like to learn about the sea.

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By the end of Term Four the year four teachers will open up the Inquiry Questions posed to the students to allow for more student driven inquiry learning.

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By the end of Term 4, Year 5/6 students will have been immersed in Inquiry Based Learning opportunities.

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Begin our lessons with an interesting and big inquiry question.