What’s Cooking:

A Guide to Successful Inquiry

Setting the SceneMotivating, Engaging, Watching, Exploring, Immersion, The Hook

CommunicatingSharing with others Synthesising

Connecting, formulating,

creating.

Going FurtherResponse to what you have found

out, action.

SearchingLocating

Information

WonderingWhat do we want to find out? What

do we already know?

Sorting and Sifting

Organising, comprehending,

examining, selecting

Reflecting and Evaluating

Shelly Park Inquiry Model

Setting the Scene

Communicating

Synthesising

.

Going Further

Searching

Wondering

Sorting and

Sifting

Reflecting and Evaluating

INQUIRY LEARNING: TOPIC: What’s Cooking? LEVEL 1 TERM 2 2009 GLOBAL FOCUS: Develop an understanding of how technology affects us.

The children will learn: How technology affects the way we live.

RESOURCES: National Library Books Encarta Reference Library

Digital microscope K Net (Listed Websites for child access) School Library School and Home/Tip Top FOCUS KEY COMPETENCIES:

Thinking

Relating to others.

Achievement Objectives: Science: (Material World) Achievement Objectives: Health and Physical Education

Observe, describe and compare physical and chemical properties of common materials and changes that occur when materials are mixed, heated or cooled.

Describe and use safe practices related to food preparation and eating Demonstrate respect through sharing and co-operation in groups

Describe feelings and ask questions about their health, growth, development and personal needs and wants.

Achievement Objectives: Social Sciences Achievement Objectives: Technology

Understand that people have different roles and responsibilities as part of their participation in groups.

Understand how the cultures of people in New Zealand are expressed in their daily lives.

Understand that technology is purposeful intervention through design

Understand that technological outcomes are products or systems developed by people and have a physical nature and a functional nature.

Inquiry: What things are important to us about food? Thinking Strategies:

Possible Concepts and Understandings: Food is important for life,

Some types of food are healthier than others

Food comes from a range of sources (e.g. animals, plants)

Food often reflects the culture we belong to

Food likes and dislikes can be different for people

Food is an important part of celebrations

Food changes when materials are mixed, heated or cooled

Food is produced to meet the needs of people

Food Production involves a large group of people who have different jobs which all help to make the finished product

Food requires people to use a range of safe practices to prepare it.

De Bono’s thinking hats: white – information – prior knowledge blue – what information is required? red – feelings about different types of food yellow/black – Good and Bad points about food items Graphic Organisers: Venn diagrams, KWHL, PMI, Y-charts etc Thinkers Keys: Some ideas are:

Reverse: Name 10 foods you have never eaten

What If: All food was purple/blue Disadvantages: List the disadvantages of... e.g. using chopsticks Combination: List the attributes, then combine a chocolate bar and a vegetable

Alphabet: Food, fruit and vegetables etc The BAR: Bigger,add,replace a saucepan, a food item etc Different Uses: Find 10 different uses for e.g. a pumpkin

Question: Give 5 questions for the answer ‘a recipe’ Brainstorming: Solutions for: How to encourage children to eat healthier food Inventions: Design a machine for:

Interpretations: Give 3 possible explanations for: e.g. Millions of carrots suddenly begin Falling out of the sky

Bloom’s Taxonomy/Multiple Intelligences: Pirozzo activity Grid (Higher order thinking and learning styles)

SOLO Acquire and begin to use sources of information, processes, and strategies to

identify, form and express ideas As per individual class plans for Listening, Reading, Viewing, Speaking, Writing and Presenting.

Setting the Scene: Wondering: Woolworths supermarket Meadowlands week 3 if possible Make honey sandwiches and leave one uncovered, one in plastic wrap, one in

paper, one in Tupperware – get children to predict which one will keep the longest. Predict, hypothesise, test etc

Introduce three states of matter, eg ice as water, ice and steam Taste testing, sweets e.g. sour, fizzy, bitter, spicy, hard, chewy, soft, liquid, hot,

cold. Science activities and experiments e.g. popcorn, toast, pikelets, jelly,

freezing/melting, fudge, dissolving. Whole class recording (Aim, equipment, hypothesis, method, observations, conclusion).

Toast and milo morning in pjs, bring your own healthy topping. NB gluten free option.

Fresh fruit Friday, fruit kebabs and hedgehogs. Fractions of fruit. Big apple crunch day. Fish and chips lunch.

Exploring food with our senses Life education (weeks 4 and 5) Teacher support for focus questions. Wonder wall. People in our community, other cultures, dental therapists. Senses palate/digestive system.

Searching: Sorting and Sifting:

Life education (wks 4 and 5) Investigating ice cream flavours. Surveying favourite flavours of ice cream and foods. Foods from around the world. Food pyramid, looking at different food groups and portion sizes. Visiting knowledge net activities. Cake making, liquid, heat, rising, solid. Dental therapist visit.

Selecting healthy sandwich fillers. Purpose for eating different food groups/size of meals e.g. before and after

exercise.

Synthesising: Communicating: Making a healthy sandwich. Bring own bread and choose fillings at school. Pizza making production line. Creating and producing our own ice cream flavour.

Making smoothies/juices. Making soup, dicing, cutting, preparation. Design a healthy menu for the Teddy Bears picnic.

Digi cam, Photo Story on desktop. Using Audacity to record response to a question. Slide.com Animation Ads promoting icecream

Going Further: Reflection/Evaluation: Assessment: Reflection from child’s perspective that results in a particular action e.g. Creating menus/meals for different needs of people. Send most popular ice cream flavour into Tip top.

Self Assessment Peer Assessment Rubric (Teacher/Child

conference)

Projecting the model

Displaying the generic signs for the various inquiry stages in the class and pod.

Repetition and revisiting

Getting to know the stages...

Setting the sceneWondering

Searching

Sorting & Sifting

Synthesising

Communicating

Going Further

Evaluating

We are here

Setting the Scene• The hook that motivates and stimulates

the children’s enthusiasm and thinking.

• This stage takes at least 3 weeks and often is revisited throughout the unit toengage the children further.

• Create a define chart that can be revisited later in the unit.

Define Chart

FOOD, GLORIOUS FOOD!!

THE MUNCH BUNCH

Breakfast at School in our P.J’s

Toast and Milo Morning

Setting the Scene

Digiscope1

4

3

5

2

1

2

5

4

3

Links to Science

PHOTOSTORY

Pikelets

Sift flour, baking powder and salt into a bowl.Beat the egg and sugar until thick.Add the milk to egg and sugar.Pour the mixture into the flourMix until smooth.Heat the pan.Lightly grease the pan with butter.Drop spoonfuls of mixture into the hot pan.Cook until bubbles appear on the pikelet.Flip the pikelet over and cook until it is golden brown.

Links to Health: Life Education

SORTIING

SIFTING

Treasure

Children post segments of information to answer the key question.

Does this answer my question?

YES - TREASURE

NO – TRASH

The trash can is like the computer and information can be retrieved to use again and match to different questions.

KIDSPIRATION

k

Graphic Organizers

VENN DIAGRAMS

Name……………………………………………. Term Two 2009 This sample is an indication of your child’s ability to reflect on their skills, abilities and progress throughout their Inquiry.

Picture to show my understanding of...

WALT: We are learning to plan a healthy meal.

WILF: What I’m looking for: Success criteria Children recognise : what makes a healthy diet , consider the foods we should eat most, some and least of, show a balance of food from the different groups.

What’s Cooking - Inquiry Assessment Rubric

How did you rate? Setting the Scene I am able to join in

activities, show enthusiasm, think carefully, observe and discuss my ideas.

I am able to join in a range of activities, observe some details and discuss some of the ideas.

Join in a range of class activities.

Wondering: I am able to think about what I know, share in a brainstorm and try to ask thoughtful questions.

I am able to recall some of the facts I know and share with others.

I am able to share some ideas but prefer to listen to others.

Thinking: (Key Competency)

I am able to think creatively and critically to plan a healthy meal and to design and produce a healthy snack in technology.

I am beginning to think creatively and critically to plan a healthy meal and produce a healthy snack in technology.

I needed support to think creatively and critically to plan a healthy meal and produce a healthy snack in technology.

Teacher Comment:

Links to Art - Publisher

Printing

Paint and Collage Year 0-1

Links to Social Sciences

Favourite Toast Topping Tally

Links to Maths

Fractions

SMARTBOARD ACTIVITIES

SMARTBOARD ACTIVITIES

SOLO TAXONOMY

MORE IDEAS!De Bono’s Hats

Thinking Keys

The A-Z of Food

A N B O C P D Q E R F S G T H U I V J W K X L Y M Z

Creative Challenge Compare an orange with a Kiwifruit. What are the similarities and differences?

B.A.R.

Make changes to your frying pan. Make

something bigger, add something new and

replace something to make it different or

better.