CIS Year 3- Animal Life Cycles
CIS第三级- 动物生命周期
Students from:
Yemen
Syria
China
Canada
China
Italy
Teacher From:
Australia
Animals from:
India
Africa
Japan
Australia
South Africa
The North Pole
Canada
Our students
5. Students were all provided with a laptop, the list of questions and a small list of directions to assist and hone their exploration.
6. Students were asked to find pictures that would support thier findings, copy the picture and the url (for referencing) to the word document that contained the quiestions.
7. Students also wanted to add video clips and jumped onto Youtube. I directed them to locate their desire clip, download the url and I will download it from Youtube, then upload it to Youku so Chinese audiences can veiw the content in China (Youtube and Facebook are not accessabile in China due to Government blocking their access).
8. Students had to answer all questions fully; that is to say, using full sentences with correct English grammar.
9. Studnets needed to keep a reference list of all the sites that they located their information from.
10. The word document containing all the questions needed to be completed in total. On that docuement should be all references from all sites, videos, pictures and organised in an orderly manner, also presentable so it can also be uploaded to this site to see the process that each student took to achieve their inquiry process: - The life cycle of.....
The process:
1. Students in Year 3 at CIS (Canadian International School) in Guangzhou, China launched into their inquiry project via science.
2. After an introduction to the life life cycle of butterflies and frogs,
students were asked if they would like to explore different animals. The answer was a resounding 'yes' and the project was born.
3. Students, came up with a list of generic questions, 26 in total, that would relate to any of the possible animals chosen. A few examples are; which country does your animal come from? How many stages in its life cycle? et cetera. Once the students chose their animals, ten different animals, I then directed them to ask more specific questions to thier individual animals. For the most part, most students were very active, some students needed assistance finding appropriate questions for their animals, assistance came from their peers. Most students found an additional 10 questions for thier specific animal, giving them a total of approxiamately 36 questions to answer. This list is of course not finite as the investigation continues more information will spark more questions.
4. Students were initially directed to use a word processor to present their findings, but I (the teacher) later suggested to them the option of a webpage, this was met with much excitement and a unanimous 'yes.'