8/8/2019 Inquiry 6 Weeks Plans

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Week 1

Connect

and wonder

Teachers:

Help learners make

connections; dev

vocabulary; recognize

content of text

structure;

interdisciplinary

Students:

Make connections to

self, text, and world;

ask questions and

make predictions.

Strategies:

Imagery, KWL, smallgroup discussion,

brainstorm, webbing.

Students will be:

Sort questions

Organizing

Skimming

Scanning

Brainstorming : how much do kids know about the people of Mombasa and where they have come

from.

They could be aware of the different cultures but do they understand why the people and their

ancestors came to Mombasa.

Pictures of people from different backgrounds could stimulate this discussion easily.

Teacher questions to facilitate discussion: look at these buildings. Who built them? Why are they

different? The food of Mombasa different cultures and yet we call it our own. Why?

The purpose of this discussion is to make the children aware that Mombasa has a lot of history where

people from all parts of the world have come and contributed to the current flavor of the city

Summary of activities this week:

Brainstorming using imagery. Lots of oral discussion to activate prior knowledge.

Once they kids are aware of what they know, we can hand them the KWL chart. While discussing,

their queries can be put up on the board. Kids who are quiet will be given the option of using post- its toplant their questions on the query board. The kids will fill up questions they feel are relevant.

Empowerment!

Go to 280slides for

imageryhttp://280slides.com/Viewer/?user=55345&name=Old%20is%20gold&fullscreenesentation

Monday: imagery (structures)

Tuesday: continue showing imagery (food)

Wednesday: Introduce central idea etcDraw concept map of what you know so far

Thursday: Use concepts to ask meaningful questions (change, connection etc)Friday: KWL chart

Week

2 and 3

Investigate

Students will generate and sort questions. They can use linoit.com to sort questions according to their

level of importance (at least 9 questions) They will choose two questions that they feel passionate

about and predict the answers to the best of their ability. They will then decide which source of

information to pursue (library, people, and internet) For this activity they can work in pairs. They will

collaborate using http://ietherpad.com to collaborate from home as well. All their analysis (including

8/8/2019 Inquiry 6 Weeks Plans

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Observing

Collaborating

Composing

Drawing

Discussing

Reflecting

Teacher will have

following mini lessons:

y Skimmingy Scanningy Descriptive

language

y Features of anon-fiction

text

In this phase, students

will look back at their

inquiries and see

whether they have

built new

understanding, gained

prediction) will be posted on the blog.

This is an independent research activity that they will need to carry on throughout this week. Teachers

will create a monitor chart where students will visually indicate at which stage of inquiry they are.(This will be their unit homework every day)

In the meantime, during class time. Teachers will set up centers which will aid investigation in order to

build up their appreciation skills etc.

Monday-Before this, we will spend one day creating an archaeologists journal using tea and candles.

Centre 1: Students will watch YouTube videos and write in their journals as a follow up activity.

Center 2: students will go to the artifact centre where they will draw the artifact in their archaeologists

journal, label and use concept questions to stimulate their thinking. They will be encouraged to answer

the questions themselves. (This can be a group activity).They will also measure length, width, volume,area and perimeter wherever applicable. Teacher will be guiding them at this station.

Centre 3: Students will use Exploring History Africa by I.Ibazebo. They will have to answer some

questions which the teachers will pose. They will need to skim, scan and use post-its to record

information and answer in paragraphs using their own words (research skills) Two books (two groups)

will be available. They share and revise their answers when they collaborate with the other group after

they complete their work

Center 4 : Students will use a world map and trace the trade routes using the above book to guide

them. They will need to focus on what was being traded and also find out and indicate in the map whythe people came to Africa(?)

Centre 5: Students will look at pictures of old artifacts and describe them in great detail. (mini lesson

with sample of some descriptive language should be up on classroom walls)

Week 4

construct

In order to revise thinking:

Class conversations

Peer to peer discussions

Quick speaks

Quick writes

Journaling

8/8/2019 Inquiry 6 Weeks Plans

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new knowledge and

can explain then in

context to theirprevious knowledge

Filling up the L in the KWL chart after these activities.

Express

phase

Organizing work

Writing reports usingediting process

Choose format of

expression