Torch - Spring 2014

Junior School

saw an excellent opportunity to further nurture the understanding of this animal’s characteristics by guiding the students to create a community penguin dance. While emphasizing the similarities and differences between the human and penguin skeletal systems, students used movement to explore how skeletal alignment affects the mobility of animals. This kinesthetic activity allowed each student to achieve a deeper appreciation of the penguins’ unique posture and physical capabilities. An unexpected extension of this activity was the students’ realization that while those of the same species share many similarities, each individual possesses distinctive qualities that enhance the community as a whole.

“

The passion for penguins was felt throughout the halls, flowed into the Staff Room and made its way into Grade 2 homes.

“

During the research process, the students questioned why there was no resource available that provided adequate information about all 16 penguins in Grade 2-friendly language. As a result of this awareness, the students again collectively drove the next steps in their learning process by suggesting that they turn their research into a book that could be used by others wishing to study penguins. Helen Carayannis, Technology Integration teacher, joined the project and taught the girls the advanced word processing skills and media design techniques they needed in order to create an effective and useful book. Knowing that they would be sharing their product with a real-world audience, students were motivated to polish their writing, think through design dilemmas and collaborate to find solutions. The Penguin Project has been an extraordinary learning journey for all involved. It is an exemplary model of how teachers and students collaborate toward common goals as a community of learners.

The dynamic and flexible inquiry process empowers students to become independent and invested learners who are accountable for their own development. Teachers understand the challenges and responsibilities of preparing students to become lifelong learners in a world that is constantly changing. The guided inquiry process eases this task by intentionally encouraging wonder, risk taking, creativity, collaboration and problem-solving through authentic and meaningful activities that emphasize learning how to learn. Perhaps, most importantly, by honouring student ideas and interests, the inquiry framework allows students to experience a joy of learning first, and academic rigour second, nurturing a positive and memorable school experience that lasts a lifetime. Just ask any Grade 2 student!

Penguins

Adelie African Chinstrap Emperor

Erect-Crested Fiordland Galapagos Gentoo

Humboldt King Little (Blue) Macaroni Magellanic Rockhopper Snares Yellow-Eyed www.penguinworld.com/types

12 Havergal College