What if…?

“Can we do more research and work on our boards now?” asks any student in the class at 8:01 each morning. The enthusiasm to jump into their independent learning projects is unmistakeable.

The central idea of our new unit is:

Life on Earth is dependent on how the Solar System works.

 

Step One: Immersion…We assume…

We decided to begin the unit with an immersion. Immerse the students with information about the Solar System so they could quickly reach a point of being able to ask relevant questions. Instead of the teachers leading the immersion, we wanted the students to lead it. Thanks to Ewan McIntosh for the inspiration.

We started with a 4 minute Brainpop movie about the Solar System and then we told the students: 

  1. We assume you know a lot already about the Solar System.
  2. We assume you can learn quickly.
  3. We assume you can share your knowledge. 
  4. Choose a planet/sun/moon to research and share your knowledge on a board (called the ‘Project Nest’).

Go!

The teacher-led introduction took less than 10 minutes. The students were pumped! We acknowledged their ability to be self-motivated, interested and independent learners and they took up the challenge.

We guided their research by supplying books, pre-viewed videos and Internet sites (the teachers created folders full of appropriate resources on the class laptops).

The Project Nests (class pin boards and white boards) started filling up quickly, knowledge and questions were being passed around from group to group. The class begin a true ‘nest’ of shared learning.

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Step Two: What If…? Provocations

Our plan was to introduce some provocations as the unit progressed. We planned to ask some “What if…?” questions. The students preempted us and inherently started asking these questions to each other. We should have known!

e.g.

“What if the sun exploded?”

“What if there was water on Mars?”

“What if didn’t have a moon?”

“What if we could walk on Saturn?”

“What if our day was 243 Earth days long, like it is on Venus?”

They had begun their own significant inquiries. The student experts (those that researched particular aspects of the Solar System) supply the facts and drive the discussions forward. Concepts and misconceptions are being challenged. Informed questions are being asked. The students are collaborating and connecting with each other to extend their learning.

My job? Listen to the discussions, ask different provocative questions, and point students in the direction of resources that will help answer their questions. 

“…inquiry is a collaborative process of connecting to and reaching beyond current understanding to explore tensions significant to learners.” – Kathy Short, in Taking the PYP Forward

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