What, How and why using the PBL and inquiry strategy by Thaiurie https://padlet.com/thaiuriegovender/gd4fqdcmcwjvj5zr What, How, Why? will problem based learning or inquiry strategy be used to teach ecosystems to a Grade 6 NS class. Design a presentation for PBL or inquiry strategy en-us 2022-10-31 11:09:40 UTC 2022-11-17 08:54:08 UTC hello@padlet.com https://padlet.net/icons/png/1f469-1f3eb.png INQUIRY BASED LESSON https://padlet.com/thaiuriegovender/gd4fqdcmcwjvj5zr/wish/2363228614
3 DAY INVESTIGATION 
Learners will be required to investigate and observe the ecosystem around them for 3 days. 
They will be given a worksheet where they will be able note down their findings. 
They will create one food chain daily. The food chains HAVE to be different each day (with 1/2 similarities) 
On the third day they will be expected to create one food web with color coding for each group. This will be presented in class and they can do this with the use of a video or any relevant tool. Poster]]> 2022-10-31 12:50:53 UTC https://padlet.com/thaiuriegovender/gd4fqdcmcwjvj5zr/wish/2363228614 inquiry strategy https://padlet.com/thaiuriegovender/gd4fqdcmcwjvj5zr/wish/2363233165
Low resourced school
project
Material  needed
- stickers with different animals and plants
- charts
- magazines/ newspapers 
- scissors
- colored papers

How
-The teacher will provide learners with the materials, then ask them to design their own food web using the material provided. -Marking rubrics will be provided by the teacher also.
-Teacher will read instructions to learners.
- The project will be done in groups of less than 5 learners.
why
- To test their knowledge
- so that they learn by doing 
- Accommodate visual learners  


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What?  student-centered approach in which students learn about a subject by working in groups to solve an open-ended problem. This problem is what drives the motivation and the learning. 
Why? Allow learners to develop skills such as applying content to real life problems, think critically, learn and work independently, solve problems, work in teams and groups.
How? This will be done over two days as a project. Learners will go to a zoo on a field trip. Worksheets will be given where they would have to make notes on the different animals. in groups, they will combine their information and create their own food web based on the animals they saw. 
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            What is problem-based learning?
My understanding of problem-based learning is that it encompasses real-life scenarios and couples them with learners actively partaking in their learning. Problem-based learning requires learners to really immerse themselves in tackling the problem rather than having educational content fired at them regardless of whether them being attentive or not.

                               Why?
It can promote the development of critical thinking skills, problem-solving abilities, and communication skills. It can also provide opportunities for working in groups, finding and evaluating research materials, and life-long learning.

                                 How?
This task can take place over four days where learners (with adult supervision) can go to a nearby pond where there is a lot of algae and excessive plant growth and sketch the different animals that they can see with the naked eye. With prior knowledge of the organisms that exist in a pond, the teacher can provide the learners with a worksheet that asks them to depict the types of animals and also state why there is a sudden overgrowth of algae and plants and how these problems can be decreased.

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To get students thinking more about how energy works in ecosystems, have them write down how different animals, plants, and even fungi they encounter (or learn about) might be connected. Perhaps they observed a cat hunting mice, a robin harvesting twigs for a nest, or a hummingbird feasting on nectar.

I could even ask them to imagine a day in the life of one of the animals they saw. What do they eat? Where do those plants or animals get their energy? What kinds of predators do they need to watch out for?

Once I  have started these journals, students can continue using them over several days or even weeks to track the gradual changes from one season to another, monitor the progress of a garden or potted plant, and describe dramatic weather events.

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