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TABLE 3: Stages, purposes and examples of activities within an inquiry unit

planning of the unit.
Performing and Visual Arts activities: Compiling known experiences, lists, for example, questions, of predictions, statements.
Role-playing. Using, locating, defining keywords.
Acting out drama dilemmas. Sharing information through a think-pairCreating music, stories, poems related share activity.
to the inquiry. Making or using maps and plans.
Using videos. Using 5 Ws and 1 H to form questions (who,
Displays: what, when, where, why and how).
Using a wonder wall or graffiti wall to Playing the ‘Someone who’ game.
record learning. Simulation, feel iVhear it, attribute and
Setting up display corners, such as
word association games.
displays of living things. Integrated trivial pursuit game – using a
Compiling ‘Did you know...?’ charts.
question related to the inquiry.
Uncovering a picture.
Graphic organisers: Quizzes, such as a true/false quiz, ‘2 true
Organising information through the use and 1 false’ quiz, ‘What am 17’ ‘Who am I?’
of any number of organisers such as and ‘More true than false’.
concept maps, flow charts, cause and Completing jigsaws.
effect wheels, spider diagrams, mind
Mystery bag.
maps, bridge diagrams, Y charts, X
charts, data charts.

Activities using secondary data
~

Viewing visual/graphic texts, such as
videos, photos, artworks, slides.
Reading paper-based or digital electronic
texts, including books, newspapers,
journals, magazines, selected articles,
maps, DVDs, charts, computer posters, games. the internet, COs,
Using case studies.
Searching paper-based and electronic
texts for information.
16 Focus on Inquiry: A practical approach to curriculum planning 2e
Sorting Out
To sort out, organise,
analyse, represent and
present information
from the Finding Out
stage of the unit.
To provide opportunities
for the students to use
their preferred ways of
learning to demonstrate
their learning
(knowledge, skills,
values).
Notes:
See graphic organisers
in the Tuning In stage.
Many of these example
strategies could make
use of ICT resources.
r –
Sorting out
the shared
experience/s
Processing
the shared
experience/s
Going Further (if applicable)
To revisit questions and
raise new questions.
To extend/broaden
experiences and
consider other
perspectives if
appropriate.
To allow students to
investigate areas of
personal interest.
Extending
the unit
Related
activities and
experiences
Oral, written and visual activities Other activities
,…– –
Activities to help students to clarify
values and/or to sort, evaluate and
present information:
PM/ analysis (plus, minus and
interesting aspects).
SWOT analysis (strengths,
weaknesses, opportunities and
threats).
deBono’s tools (Thinking Hats Tools,
Shoes and CandS ).
Using flow charts to show sequence.
Labelling and classifying data.
Listing information: rules, materials,
facts.
Conducting debates.
l-3-6 decision making.
Prioritising information.
Creating profiles or descriptions of
people, places, events.
Book making.
Writing: reports, arguments, recount,
persuasive texts, explanation,
reflection , information narrative,
poetry, transactional texts.
Constructing text maps.
Using ‘Told us, Made us
think/wonder‘ to sort information.
Compiling ‘Did you know…?’ charts.
Sharing fascinating facts.
Using graphic organisers.
Using data organisation programs
such as Excel.
Presenting information using
presentation programs like
PowerPoint.
Using or creating computer
simulations.
Revisiting earlier questions, posing
new question, such as using Q matrix.
Contract work.
Further data gathering, such as by
designing questionnaires.
Expert group investigations.
Personal inquiries.
Learning centre tasks.
Negotiated tasks. ”
Using mime and freeze frame activities.
Using puppet play.
……
Role-playing: structured or unstructured.
Simulation games.
Labelling photos.
Creating collages, murals and montages.
Using multimedia to sort, organise and
present information.
Making brochures, pamphlets, booklets,
cartoons.
Painting or drawing.
Making models, dioramas, mobiles
using a variety of materials.
Designing and constructing.
Creating and presenting mock interviews
using information from the inquiry.
Using ‘In the hot seat’ interview to
present information.
Numeracy activities:
Using digital technology or handconstructed data representation formats,
such as time lines, graphs, tables, data
charts, diagrams and maps.
Unpacking Inquiry 17
Reflection Activities reflecting on what has Activities reflecting on the
been learnt learning process
1′– ,……..-
To provide opportunities

Conducting student self-, peer- and
for the students to think group assessments.
about their learning: Using learning logs.
how they learnt, what Using true and false activities.
they learnt and why.
Making Listing new keywords. Ranking information and learning.

reflections. Using sentence starters to focus
To identify changes in
skills, knowledge and Creating or using metaphors.
values. Using thinking dice.
‘What have I learnt’ reflections.
Connecting learning or predicting
To draw conclusions ‘What 1/we still need to find out’ implications.
and make connections lisVchart.
between ideas. Using ‘I’m an expert’.
Using debates.
Creating brag and boast boards.
Making decisions using consensus.
Allocating Achievement awards.
decision making, eg 1-3-6 or 6-3-1.
Notes:
Using three step interviews. Using ‘EACH’ to think about what was
Some activities could easy and what was challenging.
be used for either/both Using WHIP Using ‘I would like you to notice’ for
reflection on the learning Ranking information using diamond students to identify and state what they
process or on what has ranking. want the teacher to notice about their
been learnt. See also
Describing findings. work and how they work.
Tuning ln. Activities
can be repeated and What would it look like? Using graphic organisers to help reflect
results from both phases Bundling big ideas. on andthe theprocess learner,and for example, product, learning concept
compared.
Constructing or completing cloze maps, flow charts, cause and effect
activities. wheels, spider diagrams, mind maps,
Using deBono’s hats or DATI tools. charts. bridge charts, Y charts, X charts, data
Constructing a ‘fact fence’ or charts.
Creating written continuums or physical
continuums.
Making board games.
Identifying and exploring concept
attainment.
Creating cartoons or comic strips.
18 Focus on Inquiry: A practical approach to curriculum planning 2e