Phase Three Inquiry Cycle


To deepen the inquiry cycle we have tagged the community of learners concept onto various strands of learning. Cycle one used an Aboriginal strand to connect to the community of learners. Cycle two used a healthy living strand to connect community of learners and cycle three uses a making a difference strand. Therefore, phase three's question reads, "How can we continue to transform ourselves and others to deepen a community of healthy living learners that makes a difference in the world around us?" This is our third umbrella question that spearheads the cycle and ties all the learning opportunities together. After a couple of weeks students will begin to create their own personal inquiry questions that link into the umbrella question.

Our Overnight Visit to the Vancouver Aquarium

One of the learning opportunities focuses on a mini-inquiry question that helps students strengthen their critical thinking skills. We introduce several organizations that have made a difference to our world either through their support for people, the environment, or animals. Trying to connect to community partners to support this learning augments the experience. Therefore, we  plan a trip to the Vancouver Aquarium overnight to get a behind the scenes look of the organization and the role it plays in the local and broader community. This organization is controversial in nature because many believe animals should not be held in captivity. As a result, our mini inquiry question is, "When is it justified to keep wild animals in captivity?" The trip becomes an opportunity to collect data that would support both sides of the issue which will later be taken to an academic controversy. Afterwards, the examples from the point of view they wish to justify are moved into the creation of a persuasive essay. In this way, we tie many curricular learning outcomes into this mini-inquiry question. 

Hands on experiences that are unforgettable

Integrating real world experiences to support learning is a great way to engage students. It brings relevancy and meaning to the learning experience. When we plan a fieldtrip, we use it as a way to deepen the learning of the more difficult or challenging learning outcomes within the curriculum. Fieldtrips and community projects are very effective in motivating learners to take ownership of their learning. They begin to see how their own learning can work to transform a broader community.

Imagine sleeping next to the beluga whales!