Flourishing through Inquiry
Unit plan & Rationale
This page provides a rationale for the redesign of this unit of work, with reference to many theories and design and analysis tools. Upon reflection, this initial Science inquiry learning unit was heavily teacher directed and lacked student choice, as further outlined below. The redesign of this Science inquiry unit was to incorporate aspirational learning experiences, utilising the affordances of a 1:1 iPad learning environment, within a contemporary redesigned classroom. Students are able to take this inquiry unit into different directions than what is outlined, and this unit allows for this flexibility to evolve with students' interests and as their own inquiry questions arise. As discussed by Brew, (2013), the original plan of the research being well-defined may become more open-ended than the original plan. This inquiry unit has the scope for learners to take the unit in an entirely different direction than planned.
​
​
Redesigned unit plan:
​
​
The levels of inquiry
​
At the beginning of this inquiry unit, the scope and sequence for the Australian Curriculum are indicated. Links are also made to prior learning in the Science area of Earth and Space Sciences, as well as Science as a Human Endeavour. The teacher initially guides the direction of the unit, though children are not limited to these experiences. The cross curriculum priorities, the general capabilities and links to other curriculum areas are also indicated. The general capabilities are indicated at the start of the unit, as they always are at Pope Francis Catholic School. There are suggestions for the ways these capabilities can be addressed throughout the inquiry unit.
The initial inquiry unit was predominantly teacher directed, as indicated in the graphic below. The redesigned unit aspires to be student led, after initial teacher questioning. Essential inquiry learning elements include guiding students to question, information literacy and iterative research cycles (Lupton, 2017). The initial explicit inquiry model for this Science unit of work being used to frame the inquiry is the Primary Connections 5Es involving inquiry stages of engage, explore, examine, elaborate and evaluate (Bybee, 1997). The National Research Council, (2000), recognises the importance of teaching Science through inquiry as it allows students to seek explanations to questions they pose. This inquiry unit is implemented through a series of teacher led inquiry questions which frame the approximate two week sessions, and link to the meaning of the word within the 5Es.
​
​
​
​
5Es Inquiry model. Image created by author.
​
As highlighted by Brew, (2013), curriculum decisions are often made at the institutional level, taking it out of the hands of students and teachers. In this Science unit, the needs of the Australian Curriculum must be met, therefore placing constraints on the direction of the inquiry based unit. Decisions over the Australian Curriculum stipulations must be met, therefore providing a challenge for who has authority over particular aspects of teaching and learning. "It is clear that these frameworks are helpful for academics in thinking through aspects of research and/or inquiry-based learning, but they have some limitations" (Brew, 2013, p. 608). These limitations are evident in the redesigned Earth and Space Sciences unit, as the teacher makes decisions about the appropriateness of student's questions, resources and presentation mode. As indicated in the image below, this represents the levels of autonomy; as you move down the arrow, the level of autonomy for students increases as the level of teacher direction decreases.
Continuum based on Brew (2015). Image created by author.
​
The inquiry topic
​
As the Year 5 Science curriculum needs to be me over the course of Year 5, the initial inquiry topic (Earth and Space Sciences) is chosen by the teacher. The initial inquiry question is brainstormed with the students, after the teacher shares the Australian Curriculum learning intentions through the Year 5 Science Achievement Standard. There is potential for the teachers to show the children the achievement standard at the beginning of the year and negotiate a plan to tackle each area of these standards throughout the course of Year 5. The implications for teachers are problematic, as planning, preparing and adequately resourcing would need to be spontaneous. Additional teacher led inquiry questions are weaved throughout the duration of the 6 week unit, as indicated in the attached unit plan. Students are encouraged to develop their own inquiry questions throughout the course of the unit.
The redesigned unit incorporates 'sessions' rather than lessons, as suggested by Kuhlthau, Maniotes & Caspari (2012), which encourages more student direction as 'lessons' indicate teacher devised 'answers' and more student led questions. “Sessions, in contrast, are learning centred and the team facilitates learning in an environment designed to enter the third space where the student and the curriculum meet” (Kuhlthau et al., 2012, p. 6). The Guided Inquiry Design Process is implemented within this Science Inquiry Unit which incorporates eight phases including Open, Immerse, Explore, Identify, Gather, Create, Share, Evaluate (Kuhlthau et al., 2012). This process was based on a model of information search processes on students where they need to question information before accomplishing assessment work (Kuhlthau et al., 2012).
“The Guided Inquiry Design Process is based in the model of thoughts, feelings, and actions in Kuhlthau’s studies of the information search process (ISP) of students. Students in the ISP studies needed time to explore information and to form a focused thesis or question before collecting information to accomplish their assignments and present their findings” (Kuhlthau, Maniotes & Caspari, 2012, p. xiii).
This is embedded alongside the Primary Connections inquiry process 5Es as a way to help students understand Earth and Space Sciences before researching a chosen aspect to demonstrate their understanding with others (Bybee, 1997). The two different inquiry models are represented below.
Adapted from Bybee, (1997) & Kuhlthau, Maniotes & Caspari, (2012). Image created by author.
​
​
Inquiry audience
​
The teacher sets up the audience for the inquiry as the blog allows users across the world to comment and share on posts. The OneNote is shared internally through the Year 5 cohort and class teachers. The finished product has the potential to be shared amongst parents, school community and through the blog. As discussed by Kuhlthau et al., (2012), employing social contexts for learners provides rich experiences to make learning meaningful and relevant. “All learning happens in a social context and Guided Inquiry employs the social contexts to enhance and enrich the learning” (Kuhlthau et al., 2012, p. 11). The authentic audience has the potential to help enrich the learning experience for the Year 5 learners.
​
When describing other inquiry frameworks, Lupton (2017) describes the level of teacher guidance and student input. Some inquiry pedagogies range in the level of teacher guidance and student agency, to bring the unit from less teacher directed to more students directed. One end of the continuum, teachers make the decisions regarding the inquiry, whereas the other end the students make the decisions. The students are able to choose the means to present their findings throughout the inquiry, and at the culmination stage through online and offline ways including: blog, video, iMovie, Explain Everything, One Note document, PowerPoint, Clips, written speech, poster, Sway presentation, diary entries. Children will be asked to share how they are presenting their findings and classmates will provide suggestions. Providing students with opportunities to work collaboratively and share resources through the blog and OneNote, have the capabilities to enhance the learning taking place (Kuhlthau et al., 2012). Students have the choice throughout the unit to explain their understandings such as record voice, different applications and presentation tools (Sway, PowerPoint, video etc), and again in the final assessment. This allows children agency and power over the inquiry. As indicated below, the teacher makes all of the decisions at one end, and the other end the student makes the decisions (Lupton, 2017).
Adapted from Lupton (2017) & Brew (2013). Image created by author.
​
Questioning frameworks
​
This redesigned Science inquiry unit incorporates a variety of questioning frameworks, including:
· Generative
· Essential
· Process
​
As discussed in Bell, Smetana & Binns, (2005), the most authentic inquiry questions involve those that students pose and research themselves, through analysing and collecting data and drawing their own conclusions. Students in this unit are encouraged to pose their own inquiry questions after viewing different Earth and Space Sciences stimuli, through various scaffolding techniques.
“In inquiry-based classrooms, the ultimate aim is for students to pose their own powerful questions shaped by background knowledge, curiosity, and wonder about the world” (Jackson, 2012).
​
Students need substantial scaffolding before they can devise their own scientific questions (Bell, Smetana & Binns, 2005). It is important to facilitate the students in devising powerful questions to help develop more substantive questions (Jackson, 2012). Questioning techniques are clearly embedded within the inquiry unit, including KWHLAQ, See think Wonder and ongoing questions throughout each phase of the inquiry.
​
The redesigned inquiry Science unit incorporates a big question that frames the inquiry: “Why don’t humans live on Mars?” Investigating learning, rather than ‘doing’ a topic, by providing compelling questions for students to answer helps to activate prior knowledge (Murdoch, 2012). Providing a big question is key to this inquiry. Murdoch, (2012) outlines key elements for successful essential questions including that they can be investigated in multiple ways, provide multiple perspectives, connects to the world beyond now and is relevant, thought provoking and can be transferred to other contexts. Inviting students to question, rather than insist on them providing questions is paramount to this inquiry unit (Murdoch, 2012). This inquiry unit begins with a question that Barell (2008) might describe as a problematic scenario which is mysterious, intriguing and students might want to answer.
“Questions give voice to our passions and our curiosity”
To initiate and prompt discussions, students are exposed to inquiry questions throughout all phases of the inquiry unit. Further questioning occurs after students view an array of stimulus provided by the teacher. Students are encouraged to share online and print resources to the class blog throughout the duration of the unit.
Barell’s (2008) KWHLAQ framework is included at the start of the unit, and revisited during the unit, to help guide the student’s inquiry questions. It includes the questions as indicated on the image below.
Adapted from Barell’s (2008) KWHLAQ framework. Image created by author.
​
Evaluative frameworks (GeSTE)
The GeSTE windows provide a way of seeing information literacy in the form of a hierarchy that increases with its complexity, from the basic Generic window to Transformative and Expressive windows at the top level (Lupton, 2016). These are further outlined below.
GeSTE model based on (Lupton, 2012). Image created by author.
​
​
​
​
​
The generic window involves having the children explore a variety of given inquiry questions about Earth and Space Sciences. "The Generic window for information literacy is the most simplistic as it deals with generic skills and processes” (Lupton, 2016). This includes learning research techniques with the classroom teacher and are reinforced during library lessons. Teachers will provide the initial YouTube clips and information pages though Class OneNote and iBook which will help to spark the initial inquiry questioning. Sources of information will be scrutinised using the CRAP test, which was developed to critically evaluate online information, including currency, reliability, authority and purpose. As noted by Lupton (2016), “we should be actively evaluating all forms of information, not just web-based information.” Resources, such as text books and non fiction books relating to Earth and Space Sciences borrowed from the library, will also be subjected to the CRAP test. Utilising a wide variety of resources, including electronic and print, help to provide relevant and interesting learning experiences (Kuhlthau et al., 2012). Also, the school librarian is a valuable resource to help with sifting through the large quantities of information on the internet (Kuhlthau et al., 2012). “When students come to a webpage or an online article, they should immediately ask who put it there and whether their ideas can be trusted. They must also challenge the author of a book” (McKenzie, 2005). As the Year 5 children are in a 1:1 iPad learning environment, the “Tech Boot Camp” at the beginning of Year 5 will provide a foundation to digital citizenship and cyber safety which will be further enhanced through this inquiry unit.
The Situated aspects of this inquiry concern the children asking questions about the exploration to colonise Mars project, Mars One. They use YouTube clips and Mars One website to evaluate information and question the relevance of this project. Students will complete graphic organisers such as 5 Ws and H on Mars One project to help with initial understanding and evoke questions. As Lupton & Bruce, (2010), describe, the Situated is making the information personal to oneself. Children will be questioning whether they would choose to go on the Mars One project. Questions would include who, what, when, where, why and how about the project itself. Students could utilise a Venn diagram to organise and evaluate information about the differences between Mars and Earth, which has the potential to lead to discussions about colonising Mars. Further evaluation of the Mars One project includes using the Spotting bad Science proforma which may provide further scope for students questioning.
The potential aspects of this inquiry unit to be in the Transformative window lie in the sustainability aspect of space exploration. The Transformative perspective is concerned with effecting social change and challenging the status quo (Lupton & Bruce, 2010). Children will be provided with stimulus about Mars One and pose questions about the project, as well as other space explorations around the world. “Questions enable the next generation to make changes in society, to invent new and better ways of doing things” (McKenzie, 2005). Such questions include, what damage to Earth and Space occurs with space junk? Also, should countries be spending billions of dollars researching ways to live on Mars, when there are problems such as famine, poverty and natural disasters that plague our world? These questions form part of the inquiry unit in the Transformative window.
The inquiry unit has the potential to challenging students to think about sources of information from NASA and Australia's space agency, and potential to interview politicians about their thoughts on space exploration. How are politicians and space agencies pushing their space travel agenda? What messages do they convey? Furthermore, children will be asked to consider the voices that are marginalised in society, such as the poor. The privileged include governments, including NASA and Australia's space exploration agency. Considering the voices of those who are often marginalised is an important part of critical literacy (Powell, Cantrell, & Adams, 2001). Students could create an exposition about how they feel about space exploration and share opinions on their blog and call on politicians. The inquiry unit could lead to these discussions and investigations with students as they are exposed to being sustainable and stewards of the world. This relates to Pope Francis Catholic School's religious perspective, which calls students to be active and informed stewards of the world. However, the students may choose a different direction within this inquiry unit.
There are limited Expressive aspects of the Science inquiry. The Expressive window is about considering feelings, expressions, identity and aesthetics (Lupton, 2016). The children are encouraged to share their voices on their blog to the wider community, and in classroom lessons through OneNote. Students express their opinions about space travel and exploration of other planets with the intent to colonise Mars, making reference to the Mars One project. This would involve students interviewing each other, and considering such questions as: Would you go on the Mars One project? Why/Why not? What are your thoughts and feelings, about leaving this world to establish a new one? These answers are deeply personal and will be related to children's individual identities. There is scope for children to artistically present these feelings through a role play exercise with a partner. Students will interview each other to role play how they think and feel about colonising Mars, using metacognition prompts.