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An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Central Idea: Positive and sustainable action to global issues in our local communities make a difference to present and future life .

Line(s) of Inquiry:

What is pollution? (Form)

Why do people pollute the earth? (Causation)

What is pollution connected to? (Change)

Key Concepts:

My related concepts:

5W Student Questions

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FEELING
I feel different after knowing about pollution.
SAYING
I say to the shop keeper that I don't need a plastic bag. That can make a difference.
DOING
I pick up little bits of trash on the ground and put it in the trash.
THINKING
I think different after researching about pollution. I know things about it.

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This is a calendar for what we had every week for our exhibition.
HERE

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This is an overview of the inquiries we will be working with during our Exhibition.

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As we start developing ideas about our chosen global issues students will be required to carry out a research on their chosen topic/idea. Please use the following template to carry out the research.

KEY CONCEPTS and GLOBAL ISSUES

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I made a pages about pollution.

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1. Using Visual Thinking Strategies to develop ideas about what we KNOW / THINK about this stage of the inquiry.

2. Compass Points - students in groups work out different ideas about how they are feeling / thinking about the Exhibition Process.

3. VIDEO - this resource helps me to understand the issue of ......... better because it explains it well.

4. Unpacking the Trandisciplinary Theme - students will work in groups and will collect their ideas and thinking about key words, ideas and questions they may have.

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I will write a script to introduce my problem.

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My work I made in class. Melting Earth.

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1.