Inquiry Demonstration Plan
| Lesson Title: | The interdependence of Living Beings on Plants | Lesson # | 1 | Date: | 2020-07-21 |
| Name: | Rajmanpreet Kaur | Subject(s): | Science | Grade(s): | 8 |
Rationale & Overview
| Why does this topic matter to students?
It is personally related to students considering an inevitable reliance of humans on plants. Moreover, students would understand the importance of plants by telling their own stories by intellectually engaging students (Online activity on Padlet) which would inculcate a sense of belonging and a caring attitude towards Nature. It would contribute to eliminating environmental deterioration by giving a chance to reflect on their daily practices which include the utilization of plant-based resources. How does this lesson fit within the larger inquiry project? Science despite being a subject of practical and experiential learning, losing its significance in the name of rote learning and memorization. This lesson would demonstrate the learner, their inter-dependence by showing real-life instances through natural walk in the presence of an elder, using their knowledge, asking questions, and doing an inquiry via books and online resources. It would make this lesson very much alive by giving an opportunity to my students to think like scientists and behave like one. “To dwell in a place, to come to know a place and to call that place home so I know what is appropriate to do there, requires that I learn to watch (Chamber, 2008, p. 120).” How does this project incorporate the inquiry cycle? When students would be taken to a nature walk in the company of an elder to observe the plants of traditional knowledge like Salmon, which would spark curiosity in them to ask questions. They would then be asked to investigate on that knowledge with the additional resources like technology, and books to verify and recreate the gained knowledge. In the lesson, they will be asked to share their knowledge of any plant they feel to have a connection with either through sharing a memory or story, in small groups which would be followed by a peer as well as their own reflection. It would encourage students to think about and redesign their experiences of place and introduce them to varying perspectives of the same place, inspired by Adichie (2009) to avoid the ‘single story. Thus, it fits very well in the inquiry cycle. |
Key Questions For Inquiry
| Core Question & Supporting Questions for Inquiry Project | Question(s) Addressed in This Lesson |
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What are the various ways in which First Peoples’ Use their traditional knowledge about plants to demonstrate an understanding of the properties of plants?
How do local plants contribute to First Peoples’ sense of place, as well as in our sense of place? |
Name a few plants of traditional importance.
How do these plants contribute to the traditional knowledge of plants?
What are their uses such as fragrant Pineapple weed (Matricaria Discoidea) to make a medicinal tea (The Canadian Encyclopedia, 2019)?
How do plants inculcate a sense of belongingness?
What can be consequences if these plants would be ignored or destroyed by the ongoing actions of humans? |
Inquiry Approach and Rationale
| Nature walk in the presence of an expert/elder either into school grounds or nearby park to give an exposure of natural plants in the surrounding area of traditional importance, where students can ask the questions simultaneously gather information about plants that contribute to traditional knowledge. The main objective of this activity would be to make a connection between them and plants so that they can understand the interdependence of both and show a caring attitude towards (Core competencies) plants. |
Core Principles of Effective Teaching (Sharon Friesen) Focus on one or more core principles in the lesson
| Core Principle 1: Effective teaching practice begins with the thoughtful and intentional design of learning that engages students intellectually and academically.
*What aspects of the inquiry are the most challenging and meaningful for students? |
The experiential and practical approach to understanding the interdependence of plants and living organisms from first peoples’ and scientific perspectives |
| Core Principle 2: The work that students are asked to undertake is worthy of their time and attention, is personally relevant, and deeply connected to the world in which they live.
*What makes this inquiry valuable, meaningful, and “alive” for the students and teachers? |
It would help to identify and build relationships to make this topic alive and personally relevant by demonstrating the importance of plants in daily life. |
| Core Principle 4: Teachers foster a variety of interdependent relationships in classrooms that promote learning and create a strong culture around learning.
*How do I connect students with each other, with experts in the field, with larger communities and nature, and across disciplines? |
An expert/elder would be invited to guide the nature walk to give the exposure of traditional knowledge of plants.
(Interdisciplinary with history and traditions of first people) |
| Core Principle 5: Teachers improve their practice in the company of peers.
*How do I reflect on the inquiry together, and/or collaborate with others? |
Reflection and group discussion in the listening circle along with peer feedback that would help to reinforce the students’ work and encourage them to work collaboratively to intensify their learning experiences.
It would help students collaborate with their peers to address open-ended, complex, and ill-structured problems (Scott, Smith, Chu, & Friesen, 2018). |
BC Curriculum Core Competencies
| Communication | Thinking | Personal & Social |
| Through discussion of gathered as well gained facts and concepts throughout the inquiry.
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By using scientific and traditional understandings and draw conclusions | Via establishing and identifying relationships and bringing a change in the attitude of learners towards plants |
BC Curriculum Big Ideas (STUDENTS UNDERSTAND)
| First Peoples’ knowledge and use of plants/ Practical Applications; Contribution of Plants to inculcate a sense of place and well-being |
BC Curriculum Learning Standards
| (STUDENTS DO) | (STUDENTS KNOW) |
| Learning Standards – Curricular Competencies | Learning Standards – Content |
| Use scientific and traditional understandings to identify relationships and draw conclusions
Transfer and apply learning to new situations
Gain experiences and perspectives that how plants give a sense of place |
Characteristics of plants and their uses other than food and respiration.
Acquired knowledge from families, the elder (guest), and peers during activities |
BC Curriculum Indigenous Connections/ First Peoples Principles of Learning
| How will I incorporate Indigenous knowledge and principles of learning?
By incorporating traditional knowledge along with scientific understanding. By identifying relationships to make it more alive. Holistic, interdisciplinary, experiential, reflective |
Respectful Relations
How will I invite students of all backgrounds, interests, and skills into the inquiry?
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Lesson Activities
| Time Allotted | Teacher | Students | |
| Invitation/ Instructins
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A week before the activity | Invitations would be sent at the homes of learners to acquire permission from guardians/parents for outdoor activities.
Students would be asked to dress up as per weather conditions, to bring fluids and food, a notebook and pen to jot down the important information for the activity. They will also be expected to come with few questions on the set topic along with knowledge gathered from elders/adults in the families before the activity. |
They will acquire the consent in writing from their parents/guardians |
| In class simulation
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20-25 minutes | Students would be introduced to the topic with an engaging demonstration of a local tree followed by an activity and encouraged to ask questions and participate. | A positive and engaging response from the students would be expected |
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Nature walk |
1 hour | Students would be encouraged to be active, ask questions, and jot down important information. | A sense of wonder and curiosity would be seen in students. They will actively listen and watch. |
| Reflection & Discussion
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10-15 minutes | Time would be given to the students to reflect on gained and gathered facts and concepts.
The gathered knowledge would be shared in small groups to enhance the learning experience. |
They will go through all the information they collected and gained. Participation would be expected from all the students with enthusiasm when students will be sharing their knowledge in listening circles. |
Materials and Resources
| A draft/rubric would be prepared by the teacher including key questions mentioned above to discipline and guide the inquiry approach.
https://drive.google.com/file/d/1i2TINV4wkYNrhT4QIw7hSeyGclW6–f4/view?usp=sharing (Note: link for PPT used in class for instructions, in-class activity, and demonstration.) Activity: https://padlet.com/rajmankaur13/6bdp7k9v4pk9mtwu Unit 2 – Plants and Connection to Place (Resource:
Simulation: A local Arbutus tree (Resource: https://www.thecanadianencyclopedia.ca/en/article/native-medicines |
ORGANIZATIONAL STRATEGIES
| Permission of parents/guardians and the school board would be obtained for outdoor activity.
Division of students into small groups in the starting for outdoor as well as indoor class activities, flexibility in time designated to class activities. Volunteers(elders) from society to guide and look after each group. |
Proactive, Positive Classroom Learning Environment Strategies
| Expected challenges can be identified and tackled in advance to respect diversity. Everyone would be allotted a specific time slot in small groups to share and get feedback from peers. All the students would be given a rubric before the peer review to be respectful towards their peers’ work. |
Extensions
| Small groups would be allotted with potted and vascular plants to notice changes either in color or size to enhance their learning and intensify their sense of wonder. |
Reflections (to be completed after the lesson demonstration)
Interesting ideas/resources were suggested by peers to enhance the experience :
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