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Inquiry-Based Approach: How do we become enlightened? Light and…
Inquiry-Based Approach:
How do we become enlightened?
Light and Shadows
Light and shadows, closure of waste our world and integration of communities in our world
Science
Social Studies
Onsite activities: Glenbow Museum: Looking at indigenous communities and how they used sunlight; its impacts on cultural interpretations of the sun
Connecting to inquiry question: What is enlightenment? How do we overcome challenges?
Previously connecting to students discussing quality of life in peru
Exploring light from various sources
What do learners know now? What should learners be able to do at the end of the lesson?
SLE 2: Identify a wide range of sources of light , including the sun, various forms of electric lights, flames, and materials that glow
SLE 3: Distinguish Objects that emit their own light from those that require an external source of light in order to be seen
SLE 4: Demonstrate that light travels outward from a source and continues unless blocked by an opaque material
General Outcome 3.1:Communities in the World
Students will demonstrate an understanding and appreciation of how geographic, social, cultural and linguistic factors affect quality of life in communities in India, Tunisia, Ukraine and Peru
1.S.1 - develop skills of critical thinking and creative thinking
1.S.7 - apply the research process
3.S.8 - demonstrate skills of oral, written and visual literacy
3.1.4 - examine economic factors that shape communities in other parts of the world
English/ Social/Digital Technology
Chernobyl Disaster
Case study into Ukraine: The past; what happened in Ukraine at Chernobyl
How did this change the quality of life?
How did this inspire growth?
Establishing the setting and skills required for task design
How do we become philosophers?
Practicing thinking, investigating, categorizing, exploring, linking, applying skills
Myths and Legends: The Thunder King
Exploring stories and story writing
Elements and parts of stories: Characters and settings
How do the characters of this story become inspired by their challenges?
Previously connected to “Origin story of the Inca lesson” examine stories and the life of the characters in the story.
Students map out the story parts: Problem, climax, solution, beginning, end
3.1.1 - appreciate similarities and differences among people and communities
I can appreciate differences and similarities to different people and communities
3.1.2 - examine the social, cultural and linguistic characteristics that affect quality of life in communities in other parts of the world
I can recognize how social, cultural and language differences can impact the quality of life of communities in other parts of the world
3.S.8 - demonstrate skills of oral, written and visual literacy
I can speak, write and draw to represent and show my ideas and understandings
1.1 Discover and Explore: Students will listen, speak, read, write, view and represent to explore thoughts, ideas, feelings and experiences
I can speak, write and draw to represent and show my ideas and understandings
3.3 Organize, Record and Evaluate
I can organize, record and evaluate different information I collect
3.2 Select and Process
I can select and process important information
What does enlighten mean? (Possibe questions)
How does school help us with our challenges and growth?
Does everyone experience the same challenges?
What challenges do we have in our community? Our world?
Can we experience enlightenment? How?
How does it help us? What does it help? Does it help?
What personal challenges do I have?
What can help us deal with our challenges?
Who can help us with our challenges?
Can all challenges be solved?
Art /Math
Dull and Bright Poppy Flower/ Art, English
Recreation of introduction into dull and bright colours
Students will refocus on more simple concept to understand how dull and bright colought
Backtracking: “Acknowledgment of grand ideas that were to complex, now refocus on a simple activity exploring dull and bright colours in natural objects (Poppy Flower)
Can be connected to inquiry classroom question (Buchanan school): What is enlightenment?
Students will learn to identify different dull and bright colours
Onsite activity: Visual Journaling open minds campus at Glenbow SEE/THINK/WONDER can be connected to any outcomes
ELA Program of Studies Outcomes (grade 3/4)
3.1 Plan to Gather Information: Develop and follow a class plan for accessing and gathering ideas and information
5.2 Work within a Group: work cooperatively with others in small groups on structured tasks, identify others who can provide assistance, and seek their help in specific situations, contribute ideas and information on topics to develop a common knowledge base in the group, ask others for their ideas, and express interest in their contributions
I can gather ideas and information for my plan
I can work together with my group members to help create a shadow box
Science Program of Studies (Grade 4)
4-9 Identify sources of light, describe the interaction of light with different materials and infer pathway of a light beam: Recognize that opaque materials cast shadows, and predict changes in the size and location of shadows resulting from the movement of a light source or from the movement of a shade-casting object.
I can recognize what an opaque object is and understand why it casts shadows
Mathematics Program of Studies
Specific Outcome 3: Demonstrate an understanding of measuring length (cm, m)
I can measure the opening of my shadow box using centimeters
Visual Art Program of Studies
PURPOSE 2: Students will illustrate or tell a story.
I can create and tell my own visual story using a shadow puppet box
A. A narrative can be retold or interpreted visually.
B. An original story can be created visually.
How do we become
philosophers?
How do we know we are learning?
How do we determine importance of text?
How do we monitor texts to create meaning?