Sei sulla pagina 1di 38

Inquiry-Based

Learning:
A Cross-Curricular
Adventure

By
Brittany Hannah and Jared Fraser

Inquiry-Based Learning | Hannah & Fraser

Table of Contents
Abstract 2
Introduction .. 3
How to use this guide . 4
Purpose . 5
Hypothesis .. 5
Research 6
Subjects . 7
a) Social Studies 8
b) English ... 17
c) Mathematics .... 24
d) Science ... 29
e) Physical Education, Technology, Art & Music .. 33
f) Final Project: Habitat for Humanity ... 35
Conclusion . 36

Inquiry-Based Learning | Hannah & Fraser

Abstract
Students often ask such questions as: Why does this matter? or Why do we have to learn
this? Students need to know that what they learn in school has real life applications; however
teachers do not always know how to relate what is taught directly to student lives. This
resource compilation is intended to fulfill a practical role by providing teachers with an
exemplar how to guide for incorporating a cross-curricular inquiry-based unit in any
classroom. Our research is based upon interviews with several teachers and professors on the
theoretical necessities and implications of inquiry-based education as well as the barriers that
currently face its implementation. We also read research relevant to the inquiry-based field
such as Engaging Readers and Writers with Inquiry by Jeffrey Wilhelm. We learned that
inquiry-based learning, whether it presents itself as inquiry, project, or phenomenon-based
education is a highly relevant and practical means of content delivery which can be
incorporated into the classroom or in multiple classrooms across varying subjects. We have
created a simple how-to guide for teachers and administration to help educate educators
how to easily and effectively incorporate inquiry-based education in a cross-curricular setting.
The guide will demonstrate for teachers how to ask big questions that relate directly to
students lives.

Inquiry-Based Learning | Hannah & Fraser

The inquiry based approach to learning is centered on asking students the big questions.
Students will move through school learning material that they see as pointless and not relating
to real life. Inquiry based learning is the process of addressing problems expressed by guiding
questions. In the classroom it is important to make everything relevant to student lives in
order to keep them engaged and active in their learning. The inquiry based approach succeeds
at this by not just simply transmitting information to students then reminding them that this
information is important. Questions like Where does my clothing originate from? or Who
owns the land? are big questions that relate directly to required curriculum outcomes and
provide a relevant and engaging question for students to use as a springboard.
If implemented properly into the classroom, inquiry based learning will encourage students to
speak their minds, to ask their own big questions and cultivate their critical thinking skills.
Inquiry based learning will allow students to engage in the larger curricular outcomes through a
practical lens which challenges them to think beyond the worksheets to the gritty, down-toearth reality of the world around them.
This guide is intended to serve teachers by providing a framework of thinking in implementing
inquiry based education in their classrooms. While the guide only uses one question, the
process is transferable to any big question. Teachers will find in this guide subject materials
and concepts that relate to the big question, a section with suggested questions and
activities, a resource list under most components as well as a sample lesson plan for Social
Studies, English, Mathematics and Science. In the following section, the guide is broken down
into an easy to follow, step-by-step instructions.

Inquiry-Based Learning | Hannah & Fraser

How to Use This Guide


Under each subject are components. Under each component will be examples of suggested
possible activities and or questions to guide the teacher's own instruction. At the very end of
each subject will be a sample activity that will incorporate one or more of the sample
components under the subject. This is merely a guide for teachers in order to give examples of
how to incorporate all subjects into inquiry based learning. This approach offers many benefits,
including its organization. All topics can be redirected back to the same question the class
began with. How do I build a house? is extremely broad, however as readers will see
throughout this guide, the broadness of the question has allowed for smaller, but also
significant questions to be asked. Teachers are encouraged to go in the direction of that the
students take. There are no hard rules when it comes to inquiry based learning, but this guide
gives teachers a really great place to start.

Inquiry-Based Learning | Hannah & Fraser

Purpose
The purpose of this guide is to eradicate the fear that teachers have about inquiry based
learning. So many educators fear not meeting the curriculum outcomes resulting in a rushed
and well-practiced teaching style that does not leave options open for new techniques and
methods. Teachers fear taking risks in the classroom, but taking risks is important in order to
make the most of instruction time. Risks are necessary in education, if there were no risks how
would we know which new practices work best?

Hypothesis
By using inquiry based learning, students will foster a better relationship with their critical
thinking skills and be more apt to address these big questions that relate to their lives by
allowing a variety of school subjects to interact, collaborate and overlap.

Inquiry-Based Learning | Hannah & Fraser

Research
Our research consisted mainly of reading articles and books discussing inquiry based learning as
well as various materials relating to each subject within the guide. Each article and book used
for research purposes has been cited within the reference sections for each subject. We also
interviewed several experts in the areas mentioned throughout the guide and discussed with
them at length the concept of inquiry based learning as a model for teachers to use in their
classrooms or schools. These experts provided insight and direction in the implementation of
the question, How do I build a house? into each subject area. Included is a list of each subject,
their connection to the question as well as key outcomes addressed in each activity.

Inquiry-Based Learning | Hannah & Fraser

Social Studies

Inquiry-Based Learning | Hannah & Fraser

Social Studies is an engaging and formative subject that enables students to


become familiar with a variety of subtopics. These topics may include but
are not limited to History, Geography, Civics, Psychology, and Sociology.
Using the question, How do I build a house? students can explore the
history of home construction, the political procedures for constructing a home, the concepts of
house and home, the development of neighbourhoods, towns, cities and public services as well
as a host of other local, relevant topics that easily fit in with curricular outcomes.
Demographics
In examining the question, How do I build a house? a proper
investigation of the benefits and disadvantages of choosing to live in a
rural or urban community. Canada has traditionally been a rural-based
society yet with the advancement of technology and industry, people have increasingly been
moving to cities. There are a variety of reasons why people choose to live in rural or urban
centers as well as a variety of job opportunities and social access when living in either situation.
The question of building a house provides an opportunity to discuss the differences between
both options.
Activities & Questions
Teachers can create a map of their local area and ask students to pinpoint
where they live. Some classes may find a tightly knit cluster while others
may find a wider spread. Questions that teachers can ask their students to
think about rural versus urban demographics can include: Why do you live where you live?
What job opportunities are available in your area? How might they be different from other
students in the classroom? What municipal services are available in your community? Would
those services be different based on whether or not you live in a rural or urban area? How
might schools be different based on whether you live in a rural or urban area?
Resources
Stats Canada: New Brunswick http://bit.ly/1Ni
8

Inquiry-Based Learning | Hannah & Fraser

Governments
By using the question How do I build a house? to highlight various
Social Studies components, the grade 9 Atlantic Canada Social Studies
curriculum offers an opportunity for students to examine the three
levels of government: Federal, Provincial and Municipal. Under each
government section, there are a number of implications for homeowners. For example, under
the municipal government, there are a number of steps before ensuring the purchase or
construction of a home. Similarly, there are also a number of financial expenses to owning a
home that many students may never have considered. For example: property taxes, water,
garbage and electricity bills, etc.
Activities & Questions
Teachers can create a list of expenses that need to be paid to both
provincial and municipal governments. Teachers can create the choice
between rural and urban communities. Then, teachers can give students a
monthly salary to pay their expenses that is less than the necessary amount. Students will then
need to decide which municipal service they deem to be less important as well as learn the
risks of missing bill payments. Possible questions might include, Why does the government
take so much money? Who pays for road repairs? Who pays for garage removal?
Resources
Municipal Governments: The Canadian Encyclopedia: http://bit.ly/1Cyyhrn
City of Fredericton Municipal Services: http://bit.ly/1BSe19s

Inquiry-Based Learning | Hannah & Fraser

History
Historically, depending on how far back you look into the past, building
homes was setting up camp for a few months then moving to another
area. Far back in history humans were nomads and did not have a reason
to remain planted in one place. Until, of course agriculture came along
and allowed for them to remain rather than chase after herds and gather vegetation. Building
houses settled the West.
The way in which houses are built is much different than it used to be. In terms of materials,
legislation, laws, areas, styles and workers and technology. Many of these topics can be
explored through the question How do I build a house? The answer to this question would be
different depending on what time period or year we were discussing.

Activities & Questions How did they build houses in the past? How much
has building houses changed since the beginning? Take students on a walk
through your community. Many Canadian cities built by water are often
the oldest parts of the town. As a city gradually grows away from the
center, the various styles and family needs through each successive
generation is apparent in the houses and neighbourhoods of that city. Allow students the
opportunity to make observations and assumptions based on what they see. Create an I Spy
chart to guide students interpretation of the neighbourhoods they are travelling through.

Displaced People
In learning about houses throughout the world and down through
history, its important to learn about societies and cultures that have
experienced the lack of a home. This opportunity enables students to
appreciate the value and importance of identity in a home or dwelling location. For example,
the history of First Nations in Canada not only demonstrates an alternative cultural concept of
10

Inquiry-Based Learning | Hannah & Fraser

house and home such as many Westerners hold but also the importance of identity that is tied
to location. Students may be exposed to the mistreatment and abuse that came from settlers
attempting to uproot First Nations communities from the homes they inhabited. Additionally,
students should be exposed to several other nationalities who have experienced displacement
throughout history such as Jews, Armenians, Northern Cypriots, etc. In contemporary historical
events, students may be introduced to the ongoing displacement of communities in Syria and
other countries.
Activities & Questions
Pretend youre a displaced person. Your students are refugees who are
headed to get on a truck that takes you to a boat. You have one minute to
write a list of 10 items to take with you. While driving, your friends
backpack goes overboard. Each student must provide one item to that person to help them.
Once you arrive to the boat, the captain demands payment of two items per person.
Resources
The UN Refugee Agency: http://bit.ly/1ui6rRE

Globalization
When thinking of houses and homes, how does the answer to the question
How Do I Build A House? differ across the world? The process which we
go through here in Canada differs so much from how houses are built in
Africa, Serbia, and China or even in the United States. When thinking of houses globally what
factors would play into these many differences? Factors such as climate, terrain, building
requirements and restrictions, and the enforcement of those laws, materials available, and so
much more come into play when we think of how to build a house in another country.

11

Inquiry-Based Learning | Hannah & Fraser

Activities & Questions


Possible questions relating to globalization is, How Canadian is your
house? Consider the effect that buying local has. This doesnt have to be in
home construction necessarily. It may be easier to begin by using a farmers
market that sells local goods. Consider interviewing small business owners on the difference
buying local makes. Then have students research building materials to find out where they
come from. This could possibly be in the form of visiting a local hardware store or research
done online. Have small groups responsible for individual products - hardwood flooring, wall
studs, gyprock and shingles. Create a map that shows where the products are coming from
relative to your own schools location. Possibly extend the activity by having students find out
how much of a house could be built with only local materials.
Resources
Canadian Construction Materials Center: http://bit.ly/1LXwiVZ
Canadian Construction Association: http://www.cca-acc.com/en/

12

Inquiry-Based Learning | Hannah & Fraser

LESSON PLAN
NAME:
B.Hannah/J.Fraser

TOPIC: Social Studies

ADMIN: M. Holmes

UNIT: How Do I Build a


House?
GENERAL/SPECIFIC CURRICULUM OUTCOMES:

DATE: 9 July 2015

GRADE: 9

9.2.2 Analyse the effects of selected geographic factors on Canadian identity.

I CAN
Describe where Canadians live and explain why communities are established and grow at
particular locations.
Account for the variations in growth of settlements due to physical and human factors.
Confront the issues of regional stereotypes.

LESSON FORMAT:
Teacher led, and then group form, and then pairs working together independently of other
pairs.

REQUIRED MATERIALS:
Craft materials, research devices, and chart paper and markers.

ORDER OF ACTIVITIES
WARM-UP ACTIVITY
[Optional]

10 MINUTES

Begin by asking students which areas of the region they are from.
Ask students if they live inside the city limits (or town limits) or if
they live on the outside of those limits in smaller communities.
Then, divide the class for the rest of the class based on this
information. Move student within the city to the very centre of
the room with all of the supplies and best view of the board. Move
the remaining students to the outside of this tight inner circle,
away from many resources. (If all students are from one region,
assign them a region).

13

Inquiry-Based Learning | Hannah & Fraser

INTRODUCTION
[Review Reinforce Recap]

5 MINUTES

BODY
30 MINUTES

This activity focuses on examining region growths and


stereotypes. Students will begin the class with moving
to different seats/tables (based on the warm up game).
The teacher will introduce the concept of region growth
by discussing the growth of Fredericton over the years
(or any other city the teacher may choose). What kinds
of growth can the students think of that has happened
over the years? (Possible responses could be: growth of
the military, baby boom, expansion of the North Side,
expansion of the outskirts of Fredericton such as
Lincoln, Marysville, New Maryland etc.) The teacher can
also ask the students what kinds of stereotypes
accompany those areas.
For the remainder of class, students will work in pairs on
the following:
Students from the centre of the classroom will
use the resources available to them to create a
representation of why people choose to build
their houses in urban areas. These students will
have a variety of materials at their disposal
including glue, coloured pencils, markers, paper,
other craft supplies and device usage.
Students on the outskirts of the classroom will use
the same resources available but it will be less
convenient to them. These students are to create
a representation of why people choose to live in
rural areas rather than urban ones.
Students are able to create a visual
representation such as drawings, models, or
collages. They may write their representation in
short story, poem or research based format.
Students may create a data chart on Microsoft
Excel (could include prices of homes etc.) or a
virtual representation via Prezi/PowerPoint or
other.
14

Inquiry-Based Learning | Hannah & Fraser

Students will include things such as:


- Reputation of the area
- Quality of homes and services
- Distance from amenities (hospitals, schools, bus
routes etc.)
- Their feelings about living in that area (would they
like or dislike it and why).
This lesson may require a few classes to complete,
however the teacher may build other outcomes onto
this lesson.
This lesson can begin to wrap up with the teacher
explaining that there are advantages and disadvantages
to building your home in urban and rural areas. Each
area comes with its own conditions, pros/cons.
Discussing how our choice of where we build or buy
houses may be influenced by many factors such as
convenience, are you close to your job? Are you going
to drive 45 minutes in a snowstorm to arrive at work on
time versus the 10 minutes if you lived in the city? Are
you okay with not having a big backyard? What kind of
building codes and restrictions might influence you?
And so on.

CLOSURE
5 MINUTES

When students are nearing completion of the project


(or the time of class is finishing) have them write a
reflection in their journals in response to these
questions:
- For the urban students, what was your impression
of living in the urban area close to the materials
and supplies?
- What was convenient or inconvenient?
- For the rural students, what was your impression
of living a further distance from the supplies?

15

Inquiry-Based Learning | Hannah & Fraser

EVALUATION

DIFFERENTIATION &
SPECIFIC
ACCOMMODATIONS

The teacher will provide students with a prepared and coconstructed rubric that was done in previous classes for in class
assignments (that fit the same criteria as this assignment). The
teacher will also ask students to fill out a peer evaluation form for
their partner. At the end of the assignment, students will hand in
these evaluations and be graded according to the rubric.

STUDENT A

STUDENT B

STUDENT C

Students that need


enrichment in this
class may want to
build upon the
stereotype aspect
of the project and
ask these students
to expand on these
thoughts more. Ask
them to examine
why areas carry
stereotypes
and
whether they are
true or not. Get
them to make a list
of nearby areas
that carry obvious
stereotypes and ask
them to make a list
on chart paper,
then present to the
class.

Students
that
struggle in this area
of work may be
partnered with a
student that is
strong in leading
and modeling. The
student should not
be unengaged, but
following
and
assisting anywhere
they can on the
assignment.
The
teacher
should
check in regularly
and ask questions
about what they are
doing and why.
Lead the student to
success
by
encouraging them
to express their
ideas
in
the
assignment.

This lesson serves all


learners
in
the
classroom but most
specifically
the
following multiple
intelligences: bodilykinesthetic, logicalmathematical,
interpersonal, and
visual-spatial.

16

Inquiry-Based Learning | Hannah & Fraser

English

17

Inquiry-Based Learning | Hannah & Fraser

Literature
There is a number of literature that focuses on the house or home. One
selection by David Richard Adams is called Nights Below Station Street
which follows the characters surrounding a home in Northern New
Brunswick. Additionally, other literature sources may be consulted such as The Notebook,
Grapes of Wrath (displacement), The Great Gatsby, etc.
Questions/Activities
Students could be asked what literature they have encountered that deals
with the concept of house and home. It could be anything from
Homebuilding: Do-It-Yourself to poetry about the difference between a
house and a home. Possible questions could prod this line of thinking such as - What do you
think of with the word house? What about the word home? Is there a difference for you?
Explain the difference. Could a house still be a home if the situation were different?
Interview
Focusing on the real life skills, those hard skills students will need someday,
and this section is based on interviews for various purposes. In order to build
a house there is a need for interviewing and being interviewed. Typically, a
person would go to the bank in order to secure a loan or mortgage to be able to build or buy a
house. This is an excellent opportunity to ensure that the spoken curricular outcomes are being
met while also changing the context from perhaps a typical job interview scenario. Students
will be required to do basic research beforehand in order to understand fundamental aspects of
mortgages. The classroom could host a financial representative in the classroom and field
questions related to mortgage hunting, purchasing, etc. Perhaps even more engaging would be
the opportunity to go to a bank and ask such questions. Similarly, students should be aware of
what types of questions when searching for a contractor to employ in the construction or even
simply the purchase of a home. Older homes often need little to extensive renovations and
having an inspector will also ensure that the house is properly valued.

18

Inquiry-Based Learning | Hannah & Fraser

Activities & Questions


Students should be encouraged to research in order to understand
mortgages. For example, there could be a mortgage championship where
students are placed in small teams which compete to find the cheapest
mortgage. This may involve evaluations from online content or actually calling mortgage
brokers with their questions. Community members who are made fully aware of the
importance of the activity and its school-based relevance are likely to comply. Choosing a single
house for all the teams to base their searches, the team that finds the best mortgage with the
lowest overall payment wins.
Resources
Top 10 Mortgage Questions: http://bit.ly/1HP96qf
Mortgage Calculator: www.getsmarteraboutmoney.ca
CIBC Mortgage Rates: http://bit.ly/1dP7Abp

19

Inquiry-Based Learning | Hannah & Fraser

Poetry
Personal Connections to Houses
Is it possible to be emotionally attached to a house? Thinking about houses
and whether they are establishments that humans place meaning onto is
part of building a house. Some people buy pre-owned houses, some build their houses from
scratch on a piece of land they might have spent their whole life saving for. Some people buy or
build houses right after they are married, some do it on their own before meeting a special
someone. Houses are the place where many people raise families. It is important to remember
all of these things when building your home, you are constantly considering the future.

Activities & Questions


How does a house become a home? What are other meanings that could
accompany home (home is where your heart is etc.)? Is this a starter
home? How many times will you move? How many rooms will you need?
What if you decide to start a family? How many connections can you make to your home? What
if your home caught fire and burned to the ground? How would that fire affect you? Think
about what memories are attached to your home, happy ones versus sad ones. Students could
write a poem based on these writing prompt questions. Another activity could be to find a song
or poems based on houses or homes and create a lesson plan based on that song or poem.

Resources
Poetry Inquiry Tips: http://bit.ly/1NSeaKx
Poems about Home: http://bit.ly/1Hg0qp9
Exploration of Inquiry in the English Classroom: http://bit.ly/1ToGFDq

20

Inquiry-Based Learning | Hannah & Fraser

LESSON PLAN
NAME: B.
Hannah/J.Fraser

TOPIC: English Language


Arts

ADMIN: P. Sherman

UNIT: How Do I Build a


House?
GENERAL/SPECIFIC CURRICULUM OUTCOMES:

DATE: 18 June 2015

GRADE: 9

Reading and Viewing: Students will be expected to respond personally to a range of texts.
Speaking and Listening: Students will be expected to speak and listen to explore, extend,
clarify, and reflect on their thoughts, ideas, feelings, and experiences.

I Can..
Read a piece of text respond to it through writing, speaking or another form of expression.
Actively listen to a poem and draw my own interpretation from it.
Explore what the author is expressing through poetry.
Reflect on my thoughts, ideas, feelings and experiences that accompany the poem.

LESSON FORMAT:
Teacher directed, and then group oriented and finally closed by the teacher.

REQUIRED MATERIALS:
Projector, Power Point, laptop, coloured pencils, blank drawing paper, and sticky notes.

ORDER OF ACTIVITIES
Teacher will show a picture of their house (or just any home), and

WARM-UP ACTIVITY will ask students to write on a sticky note what makes a house a
[Optional]

10 MINUTES

home. The students will spend 5 minutes on this. When they are
finished their sticky note they will place it in one of the following
columns on the board: Family/Memories, Furniture/Design, or
Neighbourhood/Location. Ask students why they believe these are
the aspects that make a house a home.

21

Inquiry-Based Learning | Hannah & Fraser

INTRODUCTION
[Review Reinforce Recap]

5 MINUTES

Students will be introduced to How do I build a house?


by reading and listening to the song The House that Built
Me. Through this introduction students will be inspired
to think about the personal and emotional connections
we make with houses.
This lesson reinforces any former discussions on personal
connections to text and how we relate to poetry on an
emotional level.

BODY
30 MINUTES

Each student will be provided with a copy of the poem


which will be read aloud in class first.
After the initial reading students will discuss the
meaning of the poem through using the following
prompting questions:
What makes a house a home? What do people have to
consider when they build a house? (Future, children,
other family, location, design, colours etc.) What is the
purpose of a home? (Protection, storage, safety, guard
from elements).
After discussing these topics, ask students to use the
blank paper and coloured pencils provided to draw their
dream house and who they would hope to share it with
someday.
After discussing their drawing with their group, ask
students to flip it over and write in point form a few
memories they have at their house, or at a past house.
For a deeper meaning, have students consider what
happens when a house is taken away from a person or
family. For example, a flood, a fire, or other natural
disaster and how that affects a family.
(based on the song by Miranda Lambert The House
That
Built
Me
https://www.youtube.com/watch?v=DQYNM6SjD_o )

22

Inquiry-Based Learning | Hannah & Fraser

CLOSURE
5 MINUTES

EVALUATION

DIFFERENTIATION &
SPECIFIC
ACCOMMODATIONS

Finally, to wrap up this lesson, students will answer the


question Is a house just a place to live or is it more than
that? on an exit slip before leaving class. The teacher will
collect the exit slip at the end of class.

Students will be evaluated formatively through in class


observation of participation, engagement, and their exit
slips at the end of class. This lesson will be assessed later
on in the form of a summative assessment.

STUDENT A

STUDENT B

STUDENT C

For enriched students


have them use the
classroom technology
(if available) and ask
them to research
recent disasters that
have affected homes in
the area or across the
world. This could lead
into a discussion about
how different people
are affected by natural
disasters and how
difficult it would be to
recover from it.

For
students
that
require
more help with
self- reflection
activities ensure
that sufficient
think-time is
given for the
reflection
questions. For
the
students
that
really
struggle it may
be beneficial to
pair them with a
classmate or to
speak with them
one on one to
ensure they are
making
progress with
the reflection
aspect of this
activity.

This lesson caters to


the needs of all
students
but
specifically those that
fall under the bodilykinesthetic,
visualspatial,
musicalrhythmic,
and
intrapersonal learners
from
the
eight
multiple intelligences
theory.

23

Inquiry-Based Learning | Hannah & Fraser

Mathematics

24

Inquiry-Based Learning | Hannah & Fraser

Mathematics, when used in a context that students can apply to real life, is
extremely important. Learning math outside of its context by doing
repetitive sheets does not benefit any student. This section allows for
students to use their knowledge in mathematics in order to solve real life
problems. In her book, Relearning Mathematics Marilyn Frankenstein argues that knowledge
of numerical and statistical concepts is vital to make our individual and collective lives
meaningful. Through the question How do I build a house? this knowledge can be used in its
proper and meaningful context.

There are several real-world applications in which math is required and relate to the question
of home construction. Everything from the actual construction of homes to financing
construction involves math. The following are several suggested examples which connect to the
question, How do I build a house? Statistics financial, mathematics, credit/credit scores,
mortgages, loans and measurements, angles, load and pitch.

Activities & Questions


How do I take out a mortgage? What is a mortgage? How do I take out a
loan? How do I pay for utilities and necessities for living in a home? What kind
of math do I have to use for budgeting? What is credit? How do I improve or
damage credit? How do I purchase a house? If I were to build a house, what kind of math would
I need to know? How does Habitat for Humanity finance houses?

25

Inquiry-Based Learning | Hannah & Fraser

Resources
Gutstein, Eric. Reading and Writing the World with Mathematics: Toward a
Pedagogy for Social Justic. 2006.
Secada, Walter. Changing the Faces of Mathematics: Perspectives on Multiculturalism and
Gender Equality. 2002.
Secada, Walter. Changing the Faces of Mathematics: Perspectives on Indigenous People of
North America. 2002
Frankenstein, Marilyn. Relearning Mathematics: A Different Third R Radical Maths. 1989.
Cabinet Measuring: http://bit.ly/1HiTJVs
Mathematics in Construction: http://bit.ly/1FcwBJG

26

Inquiry-Based Learning | Hannah & Fraser

LESSON PLAN
NAME:
B.Hannah/J.Fraser

TOPIC: Number Sense

ADMIN: I. Newton

UNIT: How Do I Build a


House?
GENERAL/SPECIFIC CURRICULUM OUTCOMES:

DATE: 9 July 2015

GRADE: 9

Students will develop number sense.


Students will Demonstrate an understanding of rational numbers by:
- comparing and ordering rational numbers
- solving problems that involve arithmetic, operations and rational numbers

I CAN
Collect data based on measurements.
Solve problems that involve rational number and arithmetic.

LESSON FORMAT:
Teacher led mini lesson, students will branch off into pairs.

REQUIRED MATERIALS:
Cabinetry measuring tapes (enough for all pairs). Cardstock paper, rulers, pencils, scissors.

27

Inquiry-Based Learning | Hannah & Fraser

ORDER OF ACTIVITIES
This lesson is intended to familiarize students with using rational
numbers in a real life context through the question How do I build
a house?

MINI - LESSON
(15 Minutes)

Students will become familiar with exact measurements on a


measuring tape. When it comes to building cabinets, millwrights
must use very specific and detailed measuring devices. These
devices contain rational numbers in which they must use
arithmetic and operations to ensure the cabinets for the home are
made properly.
Give students cabinetry measuring tapes to begin practicing using
rational numbers in a real life context. Divide students into pairs.
There will be stations with one puzzle piece per table. The
students must use their measuring tape to measure the sides of
the piece and record the measurements on a chart provided. After
they measure each piece they will return the measurements to
their partner, who will then draw the puzzle piece based on their
measurements, then cut it out. This will continue until all eight
pieces of the puzzle are measured, then the students must fit the
puzzle pieces together to make a rectangle, of which the
measurements will be revealed on the board at the end of the
activity. The students who finish first will receive a prize.

28

Inquiry-Based Learning | Hannah & Fraser

Science

29

Inquiry-Based Learning | Hannah & Fraser

Science is a large part of asking How do I build a house? This question alone
opens many doors in the subject of science which they teachers can use as a
springboard to learn several skills. Science relates to building a house in many
ways, as the following sub-sections will demonstrate. Science skills are
essential to students, however they also like math, need to be experienced in the proper and
relevant context. If students cannot see the relevance of the information that they are
expected to know, they will deem it unworthy of their time; that is why always reverting back
to this solid question is essential to student engagement.
Several subsections within the broader spectrum of science may include electricity, cells as a
home, animals, habitat (humans and animals), environmentally consciousness, heating, water &
water systems.

Activities & Questions


Students should be made aware that science is constantly engaged in the
construction and habitat of the home. They could be encouraged to go home
and find as many living organisms as they can in their own houses. This might surprise the
students as to whom theyre sharing their space with. Create a large map of a house with the
main spaces such as basement, kitchen, living room, bedrooms, mudroom, garage, and
bathroom. Have the students represent each organism in some way - it may be drawing, words,
print out images, etc. Place each of these representations in the layout of the house. Ensure
that there isnt any representative that a student may not be familiar with. If this is the case,
write it on the board and teach on it the next day.
Resources
Grade 9 New Brunswick Science Curriculum Document: http://bit.ly/1NRWAq4
The Science of Building a House: http://bit.ly/1fs6GmO
Canada Blue House Energy: http://bit.ly/1qpi2c7

30

Inquiry-Based Learning | Hannah & Fraser

LESSON PLAN
NAME: B. Hannah/J.
Fraser

TOPIC: Science

ADMIN: P. Sherman

UNIT: How Do I Build a


House?
GENERAL/SPECIFIC CURRICULUM OUTCOMES:

DATE: 9 July 2015

GRADE: 9

Students will be expected to: recognize that the nucleus of a cell contains genetic information
and determines cellular processes.

I CAN
Identify the key components of the cell and along with their functions. Correspond the
functions of the cell to the functions of household appliances.
Prep: Projector, Power Point, laptop, coloured pencils, chart paper, sticky notes.

ORDER OF ACTIVITIES
INTRODUCTION

BODY

Teacher will ask students to think about the type of house that
they would want to build some day including the dream
appliances they would purchase. Have students draw one room
of their house including their dream appliances. Ask students to
volunteer to explain the purpose of their appliances. Have
students consider whether their appliance is necessary or not.
Place a large floorplan of a house with most major rooms on the
board or even on the floor of the classroom. Have students
include their dream appliances in the room where it is most
appropriate.
31

Inquiry-Based Learning | Hannah & Fraser

Questions: How important is your appliance? Could you live


without it? Do you think the body has frivolous appliances? If we
put a map of a cell on the floor, would you be able to identify the
purpose of each cell appliance?
Place a floorplan of the cell on the floor or board. Divide students
in to teams responsible for specific cell functions. Have them
detail the functions purpose in the cell, whether or not it is
necessary and what the corresponding home appliance is.

CLOSURE

EVALUATION

DIFFERENTIATION &
SPECIFIC
ACCOMMODATIONS

Have students return to the group after 15-25 minutes and report
on each cell function represented. Add to the cell map if possible.

Students will be evaluated based on their group work as well as


the results of their group research.

STUDENT A

STUDENT B

STUDENT C

Have
enriched
students lead the
discussions within
their
assigned
groups or/and have
them paired with a
student who may
struggle to stay on
task.

For students that


require more help
with
research,
provide them with
more opportunity to
think, draw and
research based on the
provided questions
during the activity.

This lesson caters to


students who require
more kinesthetic and
visual-spatial
learning. The group
activity is highly
interpersonal
so
create
groups
ensuring
that
students are most
effectively
working
with one another.

32

Inquiry-Based Learning | Hannah & Fraser

Physical Education, Technology,


Art & Music

33

Inquiry-Based Learning | Hannah & Fraser

Physical Education, Technology, Art and Music are all subjects which can also
incorporate the theme of How do I build a house? Several ways in which this
is possible is:

Safety Procedures When Building

Cooperation

Using Computer Aided Design (CAD)/ Drafting

Songs about homes

Designing the perfect home

Visual representation of houses

Activities & Questions


In this section, the teacher may want to focus on an outcome focusing on
music's effect on or contribution to the changes in society, or how it is an
indication of the many changes throughout the years. By looking at music through a cultural,
historical and societal lens it can be connected to the significance of housing and homes in a
local, national and global context.
The teacher may also want to use this topic for visual art purposes. Students could create a
visual representation of their home or a house that they hope to live in some day.
If the teacher is using this question for physical education or health, it may be useful to lead in
with safety precautions, proper gear, and the steps to take when exerting yourself physically in
the construction setting. The teacher may also lead into First Aid with this question and why it
is important to always keep a kit handy not only when building a home but keep one nearby in
the home at all times in case of accidents. Students could do a project on the type of injuries
that could be sustained within a home, or while building a home.
Resources
http://www.dennydavis.net/poemfiles/homest.htm
http://www.greatamericancountry.com/living/lifestyles/top-20-songs-abouthome
34

Inquiry-Based Learning | Hannah & Fraser

Final Project

35

Inquiry-Based Learning | Hannah & Fraser

Think Globally, Act Locally


This final project is a service learning project which allows their hard work
to come to fruition literally in front of them. Habitat for Humanity is a nonprofit organization which provides financially viable and affordable housing
to families who may not otherwise be able to afford a suitable home in the traditional way. The
question used throughout this guide serves as a perfect segue in to this practical service
learning project. The final project involves all aspects of what has been covered under the in
this guide using the question How do I build a house? Subject material from mathematics,
science, social studies, English, art, music, technology and physical education are employed by
classes engaged in a home construction project with Habitat for Humanity. Not only does the
final project make the classroom material local and relevant but it also serves as a unique team
building, interpersonal development for students. By building a house, or assisting in building a
house, students will learn how to put all their knowledge gleaned from the inquiry approach
based on How do I build a house?

Conclusion
Inquiry-based learning is an effective tool for every teacher to employ in the development,
instruction and assessment of students in key curricular outcomes. The difficulty arises when
teachers who may not have had previous experience with inquiry-based learning feel
overwhelmed with implementing this method into their class. We have spent considerable time
researching effective strategies for using inquiry-based learning, consulted with numerous area
experts and created a how-to guide to introduce inexperienced teachers to this fantastic tool.
This resource has been designed to encourage teachers to branch out of their typical teaching
methods and employ strategies, in this case inquiry based learning, to engage the most amount
of students as possible in a real and authentic way.
Further information may be found at: www.questionsthatteach.wordpress.com

36

Inquiry-Based Learning | Hannah & Fraser

About the Authors


Brittany Hannah and Jared Fraser are both Secondary Social Studies and Second Language
educators who have a passion for inquiry-based learning and equipping teachers with the tools
to use this method in their own classrooms.

Special Thanks
Philip Sexsmith
Lisa Holyoke-Walsh
Dr. David Wagner
Dr. Alan Sears

Questions That Teach


The University of New Brunswick
Faculty of Education
July 2015
37

Potrebbero piacerti anche