INTEGRATED INQUIRY Term: 1 2010 Week/s: 1-9

Concept: Our Community Teacher/s: Mrs Sandie Haddock & Mr Rob Haddock

Context/s: Our environment – Cardboard Central

People in a community help each other in times
of need

LEARNING AREAS
ACHIEVEMENT OBJECTIVES LEARNING INTENTIONS
LITERACY
- participate in an interview of a local business person.
By using these processes and strategies when listening, - Complete application forms -
reading, or viewing, students will:
Purposes and audiences Class focus on Comp Strategies – Inferring & Visualising
• Show some understanding of how texts are shaped for
different purposes and audiences. Group Instructional Reading - Building theme
INDICATORS:

– recognises how texts are constructed for different Reflective practice – initiate talk about learning and building up
purposes, audiences, and situations; familiarity of using tools to support this.
– understands that texts are created from a particular
point of view; Writing has a purpose
- persuasive – inferring and use of Real Estate Agent
- information gathering
- Letter writing
MATHS
Number and Algebra
Number knowledge
• Know counting sequences for whole numbers.
Use of Place Value - Number (Money) Financial Literacy
• Know how many tenths, tens, hundreds, and thousands are
in whole numbers.
3D drawing Using isometric paper
• Know fractions and percentages in everyday use.

Geometry and Measurement Linear Measurement

Measurement Measurement of Area and Perimeter

• Use linear scales and whole numbers of metric units for
length, area, volume and capacity, weight (mass), angle, Percentage – Space of section needed to be left exposed
temperature, and time.
Find areas of rectangles and volumes of cuboids by applying
multiplication.
TECHNOLOGY
Technological Practice
Students will:
Following a design brief
Planning for practice
• Develop a plan that identifies the key stages and the Using Google Sketch Up design
resources required to complete an outcome.
Brief development Drawing 3D objects – design
• Explain the outcome they are developing and describe the
attributes it should have, taking account of the need or Cardboard as a construction medium – removing parts weakening
opportunity and the resources available. structures
Outcome development and evaluation
• Investigate a context to develop ideas for potential
outcomes. Evaluate these against the identified attributes,
select, and develop an outcome. Evaluate the outcome in
terms of the need or opportunity.
SOCIAL SCIENCE Mapping – local, national and international,

Students will gain knowledge, skills, and experience to: Visit and appreciate the work people do in our local community
• Understand how people make significant contributions to
New Zealand’s society.
HEALTH & PHYSICAL EDUCATION
Community Organisations
Healthy Communities and Environments
Classroom Responsibilities - Vision
Students will:
Community resources
• Identify and use local community resources and explain how
these contribute to a healthy community.
Rights, responsibilities, and laws; People and the
environment
• Contribute to and use simple guidelines and practices that
promote physically and socially healthy classrooms, schools,
and local environments.
CWSN CWSA
* Support Kathrine, Daniel, Stacey, Casey support with reading - Challenge the investigation what makes a great house
material inquiry approach – Building Research
 Learning Intention
WALT:
Record our prior knowledge and
ideas.
Discuss the School Vision and
identify areas that we understand
and areas that need more
clarification.
Design and construct a mailbox
using limited resources
Count in thousands – Place value
Understand how an auction
works
Measure our sections using tools
to support us.
Read and complete a form
correctly
Understand the tender process
Identify where in the world are
we
Question and Communicate to
experts to gain information
Become aware of community
news
Fax to receive information
Visit places that support us in our
local community
Share our prior knowledge and
establish a personal inquiry into
an area of building that we want
to know more about
Interpret symbols and
information from a collection of
house plans
Use a rubric to develop design
ideas.
Listen and seek information from
an expert
Identify what infrastructure is
required in an area
Cope with and support each
other in a time of need
Record evidence of the
earthquake
Work together to achieve a goal
Record in order the events of
what happened.
Identify how communities are
working together to rebuild
Reflect on our learning journey,
collate images, recordings and
present to the class.
Learning Experiences Preparation and
resources
I think a community is… P/C Thought bubble
Individual Photo Digital Camera
(Initial idea gathering)
Unpack the school vision –jigsaw Copies of vision
What do we know, what do we need to
understand.
Constructing a letterbox personal and classroom Shoe boxes
one
Naming of roads
Counting Money Monopoly Money
Auction of sites – auction process Brainstorm charts
Measuring sections – perimeter, area Range of Tape measures,
Rulers, String.
Applying for a building permit
Purchasing materials – tender process Contact Heathcotes for boxes
3-4 weeks lead in .
Mapping – Tahuna area – Matamata Piako
Google Earth
Contact/visit Mayor – rich questions
Brainstorm
Email?? – How can we make contact.
Reading Local newspaper – Piako Post Contact Piako Post – extra
Scavenger Hunt copies
Building Designs advert Flyer in Paper - Advert
Visit to Morrinsville Risk Management – Link with
- Pools College
- Police Station Constable Reade
- Library Librarian
- Interview local Morrinsville personalities Prep local personalities
- Road Safety - Steve Edwards – Piako Post,
- Subdivision - Jo Judge – Chemist
- Carol Hughes – Video Ezy
- Cathy Balvert – Information
Centre
KWL – What do we know about Building?
Inquiry – how do we find this information out
Reviewing House plans Google Sketch Up
Building a house –
Design of places - Rubric
Visit from Local Real Estate Agent Liaison with Janice Boot
Persuasive Language – Marketing
Infrastructure – What’s needed in an area where
people live.
Earthquake – Disaster Liaison between
- Volunteer Fire Brigade
Compassion - Civil Defence – via Council
- Mr Watson
Bus Stop- Key Questions, Y Chart Risk Management – signed off
Clean Up – TEAM culture Paper – plan of what to do, co-
We are all in this together! constructed
Rebuilding of classroom – moving items in –
designating places, decision making,
Our Space – Communities evolve & change
Recount on Earthquake experience – Images
Earthquake scenario – What if?
Haiti – Chile
How are people coping now it isn’t in the news.
E-Portfolio page – OUR COMMUNITY
Reflective statement
So what? What are our understandings of how a
community works together in times of need?
Photo Story, Powerpoint
Assessment

What are our understandings of how a community works together in times of need?
(Develop rubric of understanding together.)

Did Not Meet Expectations Met Expectations Exceeded Expectations

Evaluation:
Initially I totally underestimated the depth of potential learning in this concept and the value in the pre-planning.
Huge social, moral and ethical issues had to be dealt with along the way and it was certainly emotionally
engaging for all at a variety of levels. Even to the point of feeling lynched when students realised the earthquake
was a hoax (in fact it was necessary to re-develop trust)!
Building issues with the class renovation just added another dimension – very authentic! The problems the
students encountered appeared very real and allowing the children to understand, problem solve and explore the
issues (having applications declined because the details were insufficient or incorrect, building on fault lines,
having insufficient money to do what they wanted, having to negotiate with neighbours and authorities etc) was
essential to their developing understanding and helped them to develop the emotional link to the community –
which was needed before they could experience the destruction of it. Starting with absolutely no furniture in the
room and removing the all too familiar computers etc initially, has made students appreciate them so much more
once they had access reinstated.

Teacher Outcomes: This inquiry certainly had a wow factor. I found teaching this way to be stimulating and
immensely satisfying and I thoroughly enjoyed the journey. I felt it was a move from being a teacher, as we know
the role, to real a facilitator of learning.

Students Outcomes: Student attendance within the class was extremely high throughout the project and parents
reported that students simply didn’t want to miss out on what was happening at school. The learning appeared
authentic, purposeful and coherent. All discussions and assessments reinforced my belief that student’s learning
was deeper than it would have been using my conventional teaching strategies. In fact, students were able to
transfer understandings to the recent Christchurch and Japan Earthquakes and continue to display a deep
understanding of the practical difficulties and emotional needs facing these communities.