Term Planner - Inquiry
Level: 5/6 Term: Inquiry Learning Planner - Brainology
The Big Idea: In order to make the most of their minds, children need to have some knowledge of how the brain works and its part in learning to learn.
Start Up Program Essential Questions: week 1-3
What makes a good student?
How do we learn in groups?
How do I make new friends?
How do I play nicely with my friends?
What makes a responsible kid, community kid
What are some of my favourite things to do?
How can you feel good about yourself?
Who is in my community?
How do I stay safe in my community?
Learning goals
At the beginning of each year all classes/students are involved in the Start Up Program. The Start Up Program helps students and their teacher to focus on their personal and class goals, classroom behavior, class expectations, student effort, student learning, self-assessment and belonging which working through these will assists to set a very positive tone both in the classroom and out in the school grounds. By the end of week three it is planned that every student will take home (to their parents) a pamphlet or a written letter outlining the principles, mission statement and goals that they have developed in their class. A copy of each grade's pamphlet may also be available to view on the grade's blog or schools web site.
Our Amazing Brain Essential Questions: week 4-9
These questions will be answerable by students upon completion of the topic. They will link directly to the assessment tasks that students are asked to complete.
§ What is the brain?
§ What are the parts of the brain
§ What is its function and purpose?
§ How does the brain develop and grow?
§ How does the brain develop at different stages?
§ How do the different parts of the brain work together and with the rest of the body?
§ What are the positive and negative effects on the brain and its function, which can impact on our learning?
§ What are the main switch ons and switch offs that effect our learning?
§ How can we identify our preferred learning styles and needs?
§ How can we improve our learning by using what we know and understand about how our brain works?
§ How can we be responsible for learning more effectively?
Learning Goals:
Students will understand the context of these key ideas related to the topics:
o The brain is responsible for everything that takes place inside the body, and it is also
responsible for interpreting the things that are going on outside the body as taken in
by the five senses.
o The central nervous system is responsible for a person’s understanding of what is
going on inside and around him/her.
o The main parts of the brain have many different functions.
Statement linked to Victorian Curriculum learning outcome
Science Understanding
Science as a human endeavour Science knowledge helps people to understand the effects of their actions (VCSSU056)
Chemical sciences Natural and processed materials have a range of physical properties; these properties can influence their use (VCSSU060)
- Systematic collection of data.
- Systematic collection of data analysis of data and drawing conclusions.
- Using graphic organisers to sort.
Science Inquiry Skills
Questioning and predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (VCSIS065)
Planning and conducting Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests (VCSIS066)
Recording and processing Use formal measurements in the collection and recording of observations Use a range of methods including tables and column graphs to represent data and to identify patterns and trends (VCSIS069)
Analysing and evaluating Compare results with predictions, suggesting possible reasons for findings (VCSIS070)
Thinking
Students represent thinking processes using visual models and language. They practice and apply learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information. Students disaggregate ideas and problems into smaller elements or ideas, develop criteria to assess and test thinking, and identify and seek out new relevant information as required
- Use of simple thinking strategies.
- with teacher direction use a range of strategies and self-formulated questions.
Personal, Social and Community Health
Communicating and interacting for health and wellbeing Practise personal skills of self-care, hygiene and independence and practise social skills to interact with others (VCHPEP046)
Contributing to healthy and active communities Explore what actions promote health, safety and wellbeing (VCHPEP048)
Understanding movement Explore how regular physical activity keeps them healthy and well (VCHPEM052)
Personal and Social Capabilities
Collaboration Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and assess both their own and their team’s performance when undertaking various roles Describe the various causes of conflict and evaluate possible strategies to address conflict
Early Finishers: Brain Puzzler cards ( saved in inquiry 4 5 6) students work out meaning of each puzzle and write down answers. Once completed place in box provided. They go in a draw for a prize.
Boggle” word game make as many words as possible place sheet in box provided.
Resources
http://faculty.washington.edu/chudler/flash/fgames.html
The Big Idea: In order to make the most of their minds, children need to have some knowledge of how the brain works and its part in learning to learn.
Start Up Program Essential Questions: week 1-3
What makes a good student?
How do we learn in groups?
How do I make new friends?
How do I play nicely with my friends?
What makes a responsible kid, community kid
What are some of my favourite things to do?
How can you feel good about yourself?
Who is in my community?
How do I stay safe in my community?
Learning goals
At the beginning of each year all classes/students are involved in the Start Up Program. The Start Up Program helps students and their teacher to focus on their personal and class goals, classroom behavior, class expectations, student effort, student learning, self-assessment and belonging which working through these will assists to set a very positive tone both in the classroom and out in the school grounds. By the end of week three it is planned that every student will take home (to their parents) a pamphlet or a written letter outlining the principles, mission statement and goals that they have developed in their class. A copy of each grade's pamphlet may also be available to view on the grade's blog or schools web site.
Our Amazing Brain Essential Questions: week 4-9
These questions will be answerable by students upon completion of the topic. They will link directly to the assessment tasks that students are asked to complete.
§ What is the brain?
§ What are the parts of the brain
§ What is its function and purpose?
§ How does the brain develop and grow?
§ How does the brain develop at different stages?
§ How do the different parts of the brain work together and with the rest of the body?
§ What are the positive and negative effects on the brain and its function, which can impact on our learning?
§ What are the main switch ons and switch offs that effect our learning?
§ How can we identify our preferred learning styles and needs?
§ How can we improve our learning by using what we know and understand about how our brain works?
§ How can we be responsible for learning more effectively?
Learning Goals:
Students will understand the context of these key ideas related to the topics:
o The brain is responsible for everything that takes place inside the body, and it is also
responsible for interpreting the things that are going on outside the body as taken in
by the five senses.
o The central nervous system is responsible for a person’s understanding of what is
going on inside and around him/her.
o The main parts of the brain have many different functions.
Statement linked to Victorian Curriculum learning outcome
Science Understanding
Science as a human endeavour Science knowledge helps people to understand the effects of their actions (VCSSU056)
Chemical sciences Natural and processed materials have a range of physical properties; these properties can influence their use (VCSSU060)
- Systematic collection of data.
- Systematic collection of data analysis of data and drawing conclusions.
- Using graphic organisers to sort.
Science Inquiry Skills
Questioning and predicting With guidance, identify questions in familiar contexts that can be investigated scientifically and predict what might happen based on prior knowledge (VCSIS065)
Planning and conducting Suggest ways to plan and conduct investigations to find answers to questions including consideration of the elements of fair tests (VCSIS066)
Recording and processing Use formal measurements in the collection and recording of observations Use a range of methods including tables and column graphs to represent data and to identify patterns and trends (VCSIS069)
Analysing and evaluating Compare results with predictions, suggesting possible reasons for findings (VCSIS070)
Thinking
Students represent thinking processes using visual models and language. They practice and apply learning strategies, including constructing analogies, visualising ideas, summarising and paraphrasing information. Students disaggregate ideas and problems into smaller elements or ideas, develop criteria to assess and test thinking, and identify and seek out new relevant information as required
- Use of simple thinking strategies.
- with teacher direction use a range of strategies and self-formulated questions.
Personal, Social and Community Health
Communicating and interacting for health and wellbeing Practise personal skills of self-care, hygiene and independence and practise social skills to interact with others (VCHPEP046)
Contributing to healthy and active communities Explore what actions promote health, safety and wellbeing (VCHPEP048)
Understanding movement Explore how regular physical activity keeps them healthy and well (VCHPEM052)
Personal and Social Capabilities
Collaboration Identify the characteristics of an effective team and develop descriptions for particular roles including leadership, and assess both their own and their team’s performance when undertaking various roles Describe the various causes of conflict and evaluate possible strategies to address conflict
Early Finishers: Brain Puzzler cards ( saved in inquiry 4 5 6) students work out meaning of each puzzle and write down answers. Once completed place in box provided. They go in a draw for a prize.
Boggle” word game make as many words as possible place sheet in box provided.
Resources
http://faculty.washington.edu/chudler/flash/fgames.html
