Prepared by Neha Kapileshwarker for Queen's University Continuing Teacher Education and Professional Studies, 2018.

Module 1
Module 2 revision
Module 3 revision
Module 4 revision
Module 5
Name: Matt Korbutt
Inquiry Planning Inquiry Title:Plants Timeline: 180-200 minutes spread over 4 days
Inquiry-Based Learning Opportunity (Big Idea/Inquiry Knowing Your Learners
Question)
What big idea, concept or issue do you want the students to What does a classroom look, sound, and feel like when it is inclusive and when instruction is responsive to the full range of student diversity?
investigate or gain new knowledge from? Students feel listened to, feel safe, respected enough to ask questions and share their experience.
How are different groups of plants survive & reproduce?
How does leaf surface area affect the movement of water In small groups, pairs or independently, students are planning/discussing, using their prior knowledge, to design and carry out their own investigation to answer the guiding
through a plant? question. Group members listen to each other, giving everyone the opportunity to contribute.
Are there any real-world situations/current events that could
inform the basis of the learning? Student work is displayed on the walls.
Geographic distribution of plant species (broadleaf plants in
trops, needles in boreal forest)
Climate change effects on food crops
Why certain plants are evergreens and others are deciduous?

Course/Grade Core Competencies Learning Standards

Which course are you Communication: Questioning and predicting
using? • Students can communicate effectively,
Life Science • Demonstrate a sustained intellectual curiosity about a scientific topic
in well-constructed forms, both verbal or problem of personal, local, or global interest
(biology) 11 and written, that are effective for
Plant Unit • Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world
audience and purpose.
• Formulate multiple hypotheses and predict multiple outcomes
• They are able to aquire, critically
Home Economics & analyze, and integrate information Planning and conducting
Social Studies: from a range of sources. • Collaboratively and individually plan, select, and use appropriate investigation methods, including field work and lab experiments,
Local native plants to collect reliable data (qualitative and quantitative)
species used in • They are able to ask thought-
provoking questions, solve conflicts • Assess risks and address ethical, cultural, and/or environmental
traditional first issues associated with their proposed methods
nations and challenges, and work well with a
team. • Use appropriate SI units and appropriate equipment, including digital technologies, to systematically and accurately collect and record data
medicines/food and
local cularinary arts Creative Thinking: Processing and analyzing data and information
• I can develop ideas that are new, or • Experience and interpret the local environment
ideas that rework existing ideas, into • Apply First Peoples perspectives and knowledge, other ways of knowing, and local knowledge as sources of information
something that has not previous
• Seek and analyze patterns, trends, and connections in data, including describing relationships between variables, performing calculations,
existed before.
and identifying inconsistencies
• I can handle ambiguity, set-backs, and
failure, and use them to advance my • Construct, analyze, and interpret graphs, models, and/or diagrams
thinking • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence
Critical Thinking: • Analyze cause-and-effect relationships
• I can compile evidence or examine Evaluating
evidence from various perspectives, • Evaluate their methods and experimental conditions, including identifying sources of error or uncertainty, confounding variables, and possible alternative
analyze explanations and conclusions
• and make well-supported judgements,
• Describe specific ways to improve their investigation methods and
interpretations and conclusions. I am
 open-minded and patient, taking the
time to explore, discover and
understand. I can connect the results of
my inquiries and analyze them in light
of criteria or relevence in the natural
world or everyday marketplace of life.
Personal & Social:
• I can set priorities, implement, monitor
and adjust a plan. I can take
responsibility for seeking help as I
need it.
• I can advocate for my learning needs,
• and recognize the implications of my
choices. I strive to use every
opportunity as a chance to improve.
Know (Content)
What is a Plant:General Plant characteristics, challenges of
moving from water to land
Lesson on each plant group (in order they evolved):Nonvascular
plants, Seedless vascular plants, Gymnosperms, Angiosperms,
Plant Tissue & Response
• Inquiry Lab: How does leaf surface area affect water movement through a plant?
• Ecosystem in a bottle mescosm Project
• POE Falling Test Tube
the quality of their data
• Evaluate the validity and limitations of a model or analogy in relation
to the phenomenon modelled
• Consider social, ethical, and environmental implications of the findings from their own and others’ investigations
Applying and innovating
• Cooperatively design projects with local and/or global connections
and applications
Communicating
• Communicate scientific ideas and information, and perhaps a suggested course of action, for a specific purpose and audience, constructing evidence-based
arguments and using appropriate scientific language, conventions, and representations
• Express and reflect on a variety of experiences, perspectives, and worldviews through place
Learning Goals
Do (tasks, labs, ADI lab, local plants used in traditional medicines) Understand (BIG Idea)
• Survey labs/nature walks on diversity of each plant group, looking at structure and Life is a result of interactions at the molecular and cellular levels.
function and identifiable characteristics • What characteristics allow living things to live on land?
• Identify local plants used in traditional medicines • What unique characteristics allow organisms to live in extreme environments?
• How climate change will affect the distribution of broadleaf leaf plants?
• Tell stories from my past and also local legends about plants
• How are plants interconnected to other life (plants, fungi, animals incl. humans)?
• Fruit lab: Angiosperm reproduction
Evolution occurs at the population level.
• What factors might influence speciation in your local environment?
Organisms are grouped based on common characteristics.
• How can morphology provide evidence for relatedness?

Prior Knowledge Assessment

Science 8 – plant cell
Science 9 – N, P, C nutrient cycles
Science 8-10 Scientific Inquiry (ADI model) experience.
How does your assessment reflect the learning cycle? Is your assessment considered a formative assessment?
Formative assessment can/does occur during all 8 stages of Argument Driven Inquiry (ADI).
 When students ask for approval of their experiment: Teacher feedback is given and can be tailored for the group. Their initial designs inform which groups to keep a closer eye on a provide more
guidance/eplicit instruction.
 Exit slips can be given after some/all of the 3-4 class periods.

Summative assessment will be at the end of the process (step 8, the inquiry report) where the students after a rigorous process produce a final report to be handed in and
assessed by the teacher using the teacher column of the peer review rubric.

Adatations for case study student:

 Connect and Collaborate with Gifted teacher
 Off more time on assessments or break up into multiple parts, allow breaks, write in separate setting
 To alieviate anxiety students may use fidget device (wobble board, exercise ball, spinner) or eat
 Use student survey/one-on-one talk to find out students passions and find ways to link passions to curriculum and develop a passion project that links their passion to curriculum or extension to inquiry
lab they can pursue.
 More open ended inquiry projects to demonstrate learning.
o Connection to Photosynthesis ADI llab: Why Do Temperature and Light Intensity Affect the Rate of Photosynthesis on Plants? This could be a possible extneion activity to enrich their
experience. Space/equipment could be provided in the classroom for the student to perform this investigation.
 Plan
Do students have opportunities to make
connections within and between curricula,
their prior learning, and their lives?
Connections to plant adaptations to land,
climate change, food supply, gardening.
Forest walks allow students opportunity to
observe the variety of leaf shapes and
sizes.
Is the planning flexible while still
providing enough support?
Yes, have can choose how to conduct their
investigation, how to present their
argument.
Which learning skills apply best to the integrated learning opportunity chosen?
Learning is holostic, reflexive , reflective, experiential, relational and involves patience and time.
Apply
How is ongoing student interest and integrated assessment being continued?
Scaffolding steps of inquiry into manageable steps with examples
Feeback is given throughout the process:
 Planning stage
 Data collection
 Argumentation
 Blind Peer Review
 Summative assessment of final investigation report
 Exit slips can be given after some/all of the 3-4 class periods. What went well, where did they
struggled
How will students make connections with the inquiry question/big idea/learning goals
and make their learning visible?
 They are immersed in the scientific process. During each step they learning is visible because they
are either doing planning, active investigation/data collection, communicating ideas OR they are
producing their whiteboard/digital argumentation presentation or inquiry report
 Within their own groups, between other groups, as a class and with the teacher students are sharing
their ideas, critiquing their methodologies and analyses.
 Persevering when they struggle and seeking help from their colleagues and peers
Learning Skills
Materials/Resources/Technology/Manipulatives
Reflect
How will students have the opportunity for reflection, to give and receive feedback and to consider next
steps in their learning?
 Argumentation Session: Groups share their argument and the audience asks questions and offiers critiques. Groups
given opportunity to reflect/revise argument and collect additional data if required. Teacher participates and may
offer critiques/feedback to all or certain groups requiring additional support.
 Explicit / Reflective Group discussion: Teacher lead class discussion about content, scientific principals/nature of
science, how to improve experimental design.
 Blind peer review: In groups students use the peer-review guide to qualitatively assess 3-4 different investigation
reports. Groups are required to give author constructive feedback. Authors are required to reflect on the reviewrs
feedback and share what revision they made and what the kept the same a why.
What are some opportunities to extend the learning, integrate other subjects, investigate the expectations
that are ahead, and/or support student learning?
 Links to promote gardening club or student participation “Living on the Ledge” gardening competition
 Links to vascular tissue and transpiration content discussed throughout the out. Relates to reasons why certain plants
can inhabit certain environments and can’t survive in others. Relates to how large a plant can grow (why mosses are
so small while trees can grom so large), why deciduous trees lose their leaves in the fall.
 Physics Extension – relate surface area of leaves to collection of light energy → solar energy collection. Possible new
designs for photovoltaic cells.
 Animal Ecology Extension – importance of treed landsape over salmon breeding grounds. Relate leaf surface area over
streams with stream water temperature and survival rates of salmon.
Extensions/Next Steps/Teacher Reflections
What worked well or needs improving?
Are there learning tools that can be used to support multiple subject areas or purposes?
Is there choice around the materials, resources, technology and manipulatives to make the inquiry accessible to all learners?
White boards
Students have choice of materials and data collection method: Test tubes, test tube race, graduated cylinders, electron balance, 3 week old bean plants (6 per group), graph paper/software, ruler, flood light, galss stir rods
Technology: powerpoint or keynote can be used to create their arguments.
ADI Biology Book: pg