Explore Asia at the Zoo

Planning a unit of work around bamboo.

Jennifer Brown-OmichiProject Officer National Asian Languages and

Studies in Schools Program (NALSSP) Catholic Education Commission Victoria

• Inquiry Based Learning – Why do it?• Independent and engaged learners – Success for all learners• Develops problem solving and creative thinking skills• problem solving, reasoning skills, generating hypotheses

and explanations.• understanding in literacy, mathematics, science, social

studies, art and architecture, and technology.• Requires application of knowledge• They learn more deeply• Connecting and making links with the world and others

Project-based learning is a process of generating • meaningful questions• using background and prior knowledge • utilizing information resources• learning to work in a group • managing time• sustaining motivation• facing setbacks • reflecting• evaluating • track and defend their thinking • connect the learning to the original plan.

How to plan an inquiry unit:

• Identify the action• Identify the concepts, understandings and skills• Tuning In Activities – prior knowledge• Finding Out Activities – What are the possible effects the action may have on

people, animals, places, environments• Provide opportunities for students to work in groups and organise, locate and

sort out information.• Provide resources, materials and time to work on the action• Provide opportunity for groups to reflect and share their knowledge and

journey.

Asking thought provoking questions

• The questions you ask should help students to focus on their direction and formulate their own questions and understandings.

• Tuning in• What do you know about….?• What would you like to learn more about?

Why?• Where could you find this information?• What is your plan for finding this out?

• Finding Out• What questions have been answered?• Do you have any new questions?• Who can help you with your questions?

• Sorting Out• Do you have all of the information you need?• What are the key/important ideas?• How will you record this information?• How will you organise this information?

• Reflection• Why do you think we looked at this

question/topic?• What was the most interesting thing you

discovered through this research?• What challenged you the most?• What are you proud of?

• Action• How will you use this information in your

everyday life?• What do you want to do as a result of your

learning?• Who else needs to know about your learning?• What will you do with this?

Whole school based approach• What are the benefits of getting teachers in

other areas involved?

• Task: Tuning InIdentify key uses of bamboo.Try to write down specific themesand ideas which relate to bamboo in eacharea of the curriculum.

English

Visual Arts

Language

Performing Arts

Math

Science

Food Technology

Music Sport and Health

Geography

Other Ideas and symbolism specific to bamboo

BAMBOO

English

Visual Arts

BAMBOO Geography

Sport and Health

Science

Food Technology

Performing Arts

Language

Other Ideas + Uses of Bamboo

Music

Math

Bamboo Haiku

Symbolism

Myths and Legends

Basket weaving

Kite making

Sumie painting

Bamboo Cothing

Furniture

The Bamboo Princess- Japan

Creation story –Philippines

The false friends – Manipur, India

A magic paintbrush princess - China

Where is bamboo eaten?

Preparation of bamboo.

Climate relates to food and how it grows.

Bamboo steamer, utensils, chopsticks

Instruments

Rhythms

Beats

Differences in countries

Bamboo uniforms for health benefits and anti bacterial properties

Skateboard decks

Medicine

Bio fuel

Fastest growing plant on earth

Bamboo also converts about 35% more CO2 into oxygen than a regular tree.

Housing and construction

Costing

Growth rate

Growth of industry

Where does it grow, weather conditions, countries where it grows, how well does it grow here

Takeuma (bamboo horse) – stilts

Symbol of a noble gentleman (being tall, straight, and honest).

Historical -scroll

Flooring

Animals rely on bamboo for food

Visual Stimulus – Bamboo objectsPlanning – Tuning In

• What questions will you ask?• What will you need to know?• Who will be involved in these discussions• How will you ensure success for all students?• What is your action plan?• How will you assess as (self/peer assessment), for (what

do I need to do to engage each student according to their needs), of (summative), learning

Assessment tasks – what is your focus?• Presentation – relevant?• Organisation – gathering and sorting information• Questioning – thoughtful, clear, effective• Keep a journal - plus, minus, interesting scale• Interviews – audio or film creating an expert• Graphic organisers• Reflection on tasks – peer and self evaluation, audio or film

production• Range of resources used• Group worker and sharer Vs independent learner

• Your ideas and questions?

Thank you for attending

Jennifer Brown-OmichiCatholic Education Office Melbourne