19th October-20th October 2011

The students viewed various videos on the causes of depletion of various finite resources. Through class discussion they identified the implication of the depletion of finite resources. The students reflected on different ways in which we can conserve these resources.

The students went on a field trip in and around the Aravali ridge to observe the different flora, fauna, soil, rocks and minerals and observe the damages done to the area. They were accompanied and guided by Mr. Sunil Bharadwaj, the CAS Coordinator, who is an expert on the topic especially with regards to the immediate environment. He took them into the forest wherein they saw different species of plants. During the trip Mr. Sunil also discussed how the forest has changed with time and the effects of deforestation. The students were shocked and were sad to witness the damages done to the Aravali hills. They also visited the cement factory to see the big bricks being crushed into smaller pieces and sand made out of it. The trip was an eye opener to many as they realized how man has affected the environment in a negative way.

17th October- 18th October 2011

The students collated the research work on the different finite resources. They evaluated the process and the product of their research work using a Big 6 evaluation checklist.

10th October-14th October 2011

This week the students inquired and shared their findings on the four different finite resources-Water, Forest, Fossil Fuel, and Soil, Rocks and Minerals. Through group discussions they discussed the different forms of the finite resources. During the brainstorming sessions students came up with various questions like:

·        What are the fossils fuels used for?

·        How many minerals are there?

·        How can we change the sea water to drinking water?

These questions led to further inquiries and the information was shared and discussed.

Day 7 – 7th October 2011

The students worked on their KWL chart. They listed what they already know about the unit of inquiry, and what they would like to know further.

The students brainstormed and shared their understanding of finite resources. They listed ‘Forest ‘,’Soil, rocks and minerals’ ,’Water’ and ‘Fossil fuel’ as the four main finite resources. The students worked in groups and came up with guiding questions which would help them to research and find out more about finite resources.

Day 6 – 5th October 2011

The students chose a number from 1 to 6 and worked in their number group and discussed the Big 6 Inquiry Cycle. They, through their presentations, shared their understanding of the different stages of the Big 6 Inquiry Cycle.

Day 5-4th October,2011

The students recapped the Central Idea of the unit of inquiry. They worked in groups and came up with an idea for the summative task for the unit of inquiry. They also suggested few learning engagements which will help them to develop an enduring understanding of the Central Idea.

Some of the learning engagements suggested by the students are:

·         Field trip to places where finite resources are recycled.

·         Conduct survey to find out about the wastage of water.

·         Spread awareness through plays and poster about saving finite resources

·         Invite people to talk about the different ways we can conserve finite resources.

Summative task suggested by students:-

·         We will work in groups and design an action plan to save finite resources. We will then promote our action plan through posters.

·         We can make a recycle plant in school to recycle waste.

                    "I feel excited to plan my own summative task."

             “Wow! This is fun, we get to plan our unit of inquiry.”

Day 3 & 4- 28th September-29th September 2011

The students read the transdisciplinary theme,’Sharing the Planet’ and identified the strand they will be inquiring on. The students discussed the Central Idea of the unit of inquiry through the ‘Think, Pair, Share’ activity in which they read the central idea and identified the key words in it. They discussed their understanding of the key words with a partner and later shared it with the entire class during a class discussion.