Designing Inquiry-Driven Learning Engagements by Kelsey https://padlet.com/kelseyannca/3u6oipfyv62v3os0 Please design an inquiry-driven learning experience that supports either a central idea that was created earlier today or one from your school’s PoI. It should be for a 45-60 minute period of time and focus on the inquiring into the central idea through the lens of the discipline you teach. Please post on the Padlet. When sharing, identify how your learning experience is: concept-based contextualised can be differentiated collaborative en-us 2022-05-31 02:33:57 UTC 2025-12-04 17:04:33 UTC hello@padlet.com Taylor https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2207951953 Central Idea: Humans have a desire to explore
Form -challenges, games
Key Concepts: Perspective - What is it like to explore?
Connection: Students will travel to Mars on Minecraft Education Edition. They will work in small groups and use the Engineering Design Process to help them develop a list of materials needed to live in a survival pod for 3 days. ]]> 2022-06-01 19:27:09 UTC https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2207951953 Jim https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2208016931 Theme: How We Express Ourselves
Central Idea: People Use creativity to express themselves
Form: Songs, Hand Drumming, Dance Movements, Written Notation
Key Concepts: Organize Macro and Micro pulses within the music. Do Larger and Smaller beats exist?
Connection - How do learners express themselves while collaborating with their peers? Learners demonstrate awareness of meter through written notation, hand drumming, and/or dance movements to Macro and Micro pulses. Learners may express themselves through Dalcroze Eurhthymics as they move to every note in two different pieces of music. Learners may become the physical representation of the musical notation. Each activity may be achieved in collaboration with class colleagues and/or individually.]]> 2022-06-01 20:49:50 UTC https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2208016931 Lark https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2208152206 Theme:  Who we are
Central Idea:  Awareness can be developed through engagement with art
Lines of Inquiry:  
Ways art impacts how we perceive the world
Identity expressed through art
Learning about ourselves by making and looking at art
How life experiences may influence the way we relate to art
Aesthetic and empathetic awareness developed through engaging with art
Key Concepts:  Perspective, Reflection, Connection 
How do life experiences influence the way you relate to art? 
How does learning about art impact how we perceive the world? 
What can we learn from our responses to art?
How do curated collections communicate meaning?
Related Concepts:  Interpretation, Appreciation, Communication
Learner Profile Attributes:
Communicator, Open-Minded, Inquirer
Learners engage in small groups with a expansive selection of curated portraits from a wide-variety of cultures, times, and artistic styles, looking for similarities and differences.  Students reflect with small groups to create a post-it question for the artist of each work.  What would you ask the artist about this work if you could?  Afterward, students begin the process of curating a collection of the portraits, choosing the pieces that they would exhibit together.  Students will present a theme for their curated collection and communicate to their peers why they made their choices of which pieces to include.  

]]> 2022-06-02 00:22:10 UTC https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2208152206 Eric https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2209128750 Theme: who we are. 
Central Idea: People make good teammates by being aware of their strengths and the team's common goal. 
Key concepts: Function- what are my strengths in a given activity? Connection- How can my strengths be used to help my team? 
Related Concepts- teamwork, body control, fair play
Activity: Survivor game. Students are given various equipment and tools (basketball, cone, jump rope, scooter, etc.) and are tasked with bringing all the items and their team to the other side of the gym without their body touching the floor at any point. Students have to communicate and work together. Students have to understand their own strengths and utilize them to best help their group. 
Lines of inquiry: 
What strategies will help you to succeed at this activity? 
What is the most important thing to understand about this activity? 
How can you help your teammates to better perform? 
How has your understanding of this game changed? ]]> 2022-06-02 15:38:05 UTC https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2209128750 Haihong https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2210201545 Theme:How the world works
Central Idea: Patterns happen in Chinese language class
Key concepts: Connections, function
Lines of inquiry:
What pattern can you find for all the color related words/ vocabulary
What patterns can you find for all the month related words/ vocabulary 
Can you explore more patterns that happens in Mandarin class?
Activity: 
Learners learn and practice color words in Mandarin through flash cards, songs and video. Guide students to find out the pattern for all the color words (they end with the same word "SE") and then make a color vocabulary summary. 
Teachers demonstrate how to write January in Chinese character, and students work in a group to find out the character from February to December. Students share the patterns they found during this activity. And finish the month related words summary. 
Each student has a sticky note and write down any patterns they noticed in Mandarin class and share in small groups. ]]> 2022-06-03 13:37:06 UTC https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2210201545 Olga https://padlet.com/kelseyannca/3u6oipfyv62v3os0/wish/2210232092 Unit: Who we are
Central Idea: We can learn through our senses. 
Lines of Inquiry:                     
* Exploring with our senses 
* Using our senses to learn 

Key Concepts: Form, Function, Connection, communication
Related Concepts:  Inquirers, exploration, discovery; sequence symbols, expression, identification

Activity: Students will explore, collaborate, and learn about the body parts associated with senses while staying in the target language. Students will listen, read, speak, and write in Spanish using body parts vocabulary.

The teacher will facilitate the experience by first showing all the resources on display, then asking questions such as: what do you think we are going to be learning today considering all the resources brought to the classroom for this activity? (posters,images,potato head,minibook, Ipad,etc). This question will be asked in Spanish and students could use the poster to respond in Spanish.
Product:  Students will work on pairs and have options to create a drawing, a play, a video, or a figure with playdough. Students will present it to the class in Spanish.

To activate prior knowledge, the teacher will play the video: Body parts, show the minibook called me duele, and then invite students to explore and complete at least one of the activities on display. Suggest students to work on pairs and remind them that they will present the activity to the class.

Resources: 
  • Mr potato head toys: Have several Mr.\Mrs. Potato head toys to work in  pairs. Instructions will be provided so students can speak/write while putting the body parts on the potato head.
  • Different materials for students to touch and feel and specify the sense in use.
  • Playdough for students to create a figure adding body parts.
  • Paper and crayons for students to draw and express what they are thinking based on the materials and resources available to them. One concrete suggestion could be: draw monsters.
    • Students will present their drawing\playdoughh figure to the class in Spanish. For example: the monster has 3 legs, 10 eyes, 5 noses,etc.
  • Ipads for listening activities and for students to refer back on how to say in Spanish each of the main vocabulary (body parts and verbs associated with the senses).
  • Visuals with labels 
  • Visuals with action verbs associated with senses: to listen, to see, to touch, to taste, to talk.
  • Short story: Me duele. Students could select this activity to read, then make a video or roleplay.
  • A video from Rockalingua about body parts.







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