Inquiry Plan

Where we are in time and place

“Rights for Everyone”
Everyone”
Kowhai Syndicate, Years 0-2, Term 3 Wks 1-5, 2009
AO’s Key Competencies
Health and P.E.: Healthy Communities and Environments
Relating to Others: Recognising
Rights, responsibilities, and laws: People and the environment:
different points of view
Take individual and collective action to contribute to an environment that can
Thinking: Making sense of
be enjoyed by all.
information, experiences and ideas

Key Idea:
Principles: Equity, All students’
Disabled people should have the same opportunities as everybody
identities and talents are
recognised and affirmed
Rich Task:
Values: Diversity and respect for
Identify facilities for disabled people at Nelson Central School and
others. Explore with empathy the
suggest possible additions
values of others.

SLO’s Cross Curricular Links

1. Give an example of a disability and how this disability impacts on a
child’s daily life eLearning / I.C.T
2. Describe how a disabled person’s feeling and emotions are the same (Voicethread, Digital Camera
as theirs Photography, Kidpix, Inspiration)

3. Identify features/facilities/equipment that support disabled people

English
in their daily life
4. Suggest any possible improvements that could be made to Nelson
Central School to make it more disable-friendly

Assessment
POSSIBLE Teaching and Learning Sequences
(What and How)

Set the Scene:

– Hook – Story (see resource list)
– Discuss prior knowledge of children with disabilities
– Discuss: What is a disability? What is an ability?
– As a class make a T-chart – ability vs disability
– Experience a disability:
buddy students up, make blind for a morning tea;
students to complete a simple obstacle course on front field blind
play barrier game – students sit back to back and instruct one child
to do draw something, they draw the same. Compare pictures when
complete
(see Iris’ World Blind Education Kit for more blind-related
exercises)
– De Bono Thinking Hat – Red Hat thinking (feelings): students record
how they felt in the experience.
Acquire
– Decide as a class on a disability to investigate
– Discuss how good questions are written. Look at effective vs
ineffective questions (questioning rubric)

– Write key questions that students would like to find out answers to
(seven servants)
– Decide on sources that could assist with finding out answers to
questions (eg book, Internet Search, videos, guest expert – see
resource list)
– Start developing a class vocabulary word bank
– As a class or in Inquiry Groups write specific questions to interview
an expert
– Ask visiting expert the class questions
– Discuss points raised by expert, record briefly in a bubble
map/brainstorm
– Double bubble thinking map (compare &
contrast) – in what ways are people with
disabilities the same and different to us
(use guest expert or person off video to
compare/contrast against)
– Discuss needs of the specific disability group (what
facilities/equipment do they need in order to
live their daily life)
– De Bono Thinking Hat – White Hat thinking
(information/facts): Record some
adaptions/equipment/facilities etc that people
of the specific disability require.

Use
– Explore the school specifically looking and using knowledge to
identify the facilities for people with disabilities
– Discuss what how these facilities enhance/help children with
disabilities
– Note which facilities/equipment are relative to disability being
studied in class
 – Inspiration – create diagrams in Inquiry groups brainstorming
facilities they know would help a person with a disability
– Photograph and/or draw facilities for disabled people at Nelson
Central School (paper & pencil or Kidpix)
– Voicethread (www.voicethread.com) showing photo and students
talking about why the adaption is useful for a disabled person.
– De Bono Thinking Hat – Yellow Hat thinking
(positives): What facilities/equipment does
Nelson Central have for disabled people?
- De Bono Thinking Hat – Black Hat thinking
(negatives) in Inquiry Groups: What
adaptions/add ons are needed to make Nelson
Central more disabled-friendly?
- Combine Inquiry Groups’ ideas to create class list of suggestions for
possible adaptations to our school environment – how can we make
Nelson Central School more disabled friendly?

Celebrate Understanding Assessment Criteria

– Still digital photo slideshow of facilities for disabled people at
Nelson Central School – put photos children have taken on blog E = Identify and describe three
– Plan, script and rehearse a movie presentation/digital story to be or more features or facilities at
shown to Dr Potaka and Christine to show facilities that support Nelson Central School for children
children with disabilities at Nelson Central School. Include any with disabilities.
adaptions that need to be made.
Eg: “If I was blind Dr Potaka, I would like a (sandpit) because…”
A = Identify three features or
– Invite Dr Potaka and Christine to a showing of your movie.
facilities at N.C.S for children
– Upload video to class blog and encourage with disabilities.
parents/caregivers/community to comment

Evaluate B = Identify less than three

features or facilities at N.C.S for
– Look at how the school is meeting the disabilities needs. Are we
children with disabilities
doing enough?
– Read and respond to other people’s feedback on the class blog to the
rich task presentation.