1. Teacher Background
Name: Hidy Tse Hoi Ming
Secondary School Science/Chemistry Teacher
KB experience:
• Year of joining ICP: Sept 2005
(Learning Community Projects for knowledge Building in Schools)
• Teaching experience before joining ICP: 5 years
• 1st KB workshop : 2004
• Year of starting KB approach : 2005-2006
• KBIP : 06-07,07-08, 08-09, 09-10
(Knowledge Building International Program (KBIP, Laferrierre and Law, 2010) )

2. School Background
School Name: Pui Kiu College (2005 – 2008)
T & L strategy :
Principal encouraged all teachers to adopt more
student-centered inquiry-oriented approaches to
teaching

3. Number of note created by students

4. Percent of note read by students

5. Percent of note linked

6. Number of note revisions

7. Number of scaffolds used

8. 2nd year
3rd year

9. Average Number of Notes per Thread
Average Depth of Discussion Thread
6 4
3.5
5
3
4 2.5
3 2
1.5
2
1
1 0.5
0 0
Year 2 Year 3 Year 2 Year 3

10. Average Depth of Discussion Thread Average Number of Notes per Thread
7 4
6 3.5
3
5
2.5
4
2
3
1.5
2
1
1 0.5
0 0
Year 2 Year 3 Year 4 Year 5 Year 2 Year 3 Year 4 Year 5

11. Year 1 – Energy
KB Goal – KF as additional channel for students to learn some
important scientific concepts in a more interesting way
Year Level: Secondary 1 (mixed ability)
Subject: Integrated Science
Time Used: 2-3 weeks
Topic: Energy transformation and energy conservation Topic
context:
• transformation of different forms of energy
• Principle of Energy conservation

12. Year 1 – Energy  
Generate
Inquiry Qs
• Basically follow the topic sequence
and activities in the textbook.
Identify good
Qs for Inquiry
• End-of-Chapter questions are
F2F or online
discuss
selected for the students to discuss
on KF.
Identify Good
Discussion
 End-of-Chapter questions = Good questions

Consolidation No need to identify good Qs for Inquiry

13. Year 1 – Energy  
Generate
Inquiry Qs
• Provide students with a lot of
resources on the web, online
Identify good
Qs for Inquiry simulation of roller
F2F or online
coaster, experiments and books to
discuss
investigate this topic.
Identify Good
Discussion
There was not much discussion in the classroom.
Consolidation

14. Year 2 – Energy
KB Goal – To make the discussion more engaging
Year Level: Secondary 1 (mixed ability)
Subject: Integrated Science
Time Used: 5-6 weeks
Topic: If energy is conserved, why is there still an energy crisis?
Topic context/ Conceptual Focus:
• Energy, energy source/ fuel
• Relationship between fuel & energy
• Paradox of the Principle of Energy conservation & energy crisis.

15. Year 2 – Energy 
KB
Draw the students’ attention to a paradox— talk
if energy is conserved, why is there still an energy crisis?
Generate
Inquiry Qs
Identify good
• To elicit students’ concepts about
Qs for Inquiry
energy and energy source/
F2F or online
discuss
fuel, relationship between fuel &
energy.
Identify Good
Discussion
Consolidation

16. Year 2 – Energy 
KB
Open exploration & sharing of ideas talk
Generate
Inquiry Qs
Identify good • provide 2 seed questions for inquiry:
Qs for Inquiry
1. What is energy?
F2F or online
discuss
2. What is energy crisis?
Identify Good
Discussion
 Inquiry Qs are provided by T
No need to identify good Qs for Inquiry
Consolidation


17. Year 2 – Energy
Open exploration & sharing of ideas
Generate
Inquiry Qs
Identify good
1. Open exploration and sharing of ideas in
Qs for Inquiry
KF base on the seed questions given by the
F2F or online teacher.
discuss
2. Write learning diary (reflect on what has
Identify Good
Discussion been learned) in KF with the following
scaffolds:
Consolidation
• The most important problem is
• How do I solve this problem
• I still need to explore

18. Year 2 – Energy
Draw the students’ attention to a paradox
Generate
Inquiry Qs
Identify good • Provide another “seed question” for
Qs for Inquiry
inquiry:
F2F or online
discuss “If energy is conserved, why is there still
Identify Good
energy crisis?”
Discussion
Consolidation (The first 2 seed questions focus on the “what” in
energy crisis, followed by a “why” question for
drawing students’ attention to the paradox.)

19. Year 2 – Energy
Further discussion on thoughtful notes
Generate
Inquiry Qs
Examples from students’ work
Identify good • There is the principle of energy conservation in Physics. So
Qs for Inquiry why is there now a shortage of energy in the world?
[2007, Jan 09]
F2F or online First, please do NOT be cheated by the term energy shortage...
discuss
Energy shortage just means shortage of petroleum and coal. It
does NOT mean the TOTAL energy in ALL forms on earth is
Identify Good
Discussion
decreasing. …….
However, human being rely too much on non-renewable energy
like petroleum and coal. Once they are burnt into other form of
Consolidation
energy, we can NOT obtain them back in reversed way. ..….
they are non-renewable, …… Then eventually, ALL of them will
be consumed in the future... This is known as energy crisis...
……. To conclude, the term energy crisis is just for our
convenience. It has nothing to do with the physical law
conservation of energy...

20. Year 2 – Energy
Further discussion on thoughtful notes
Generate
Inquiry Qs
Examples from students’ work
Identify good
Qs for Inquiry • What is the difference between fuel and Energy?
[2007, Jan 21]
F2F or online
discuss
…. Fuel is a kind of substance that when it is burnt it
Identify Good releases energy while energy has many different forms
Discussion like kinetic, potential, … and it can be transferred from
one form to another form.
Consolidation

21. Year 2 – Energy
Further discussion on thoughtful notes
Generate
Inquiry Qs
Examples from students’ work
Identify good
Qs for Inquiry • Fuel [2007, Jan 23]
F2F or online
discuss Fuel releases its energy either through chemical
means, such as burning, or nuclear means, such as
Identify Good nuclear fission or nuclear fusion. An important property
Discussion of a useful fuel is that its energy can be stored and to be
released only when needed, and that the release is
Consolidation controlled … that the energy can be harnessed to
produce work.

22. Year 2 – Energy
Further discussion – tackle problems of understanding
Generate
Inquiry Qs
Identify good
Qs for Inquiry
•provide 2 questions for further discussion:
F2F or online
discuss 1. What are the differences, if any, between
these 3 words: energy, fuel, and power?
Identify Good
Discussion
2. What is the difference between renewable
Consolidation
and non-renewable energy? Are both forms of
energy conserved during energy
transformations?

23. Year 2 – Energy
Solving the energy crisis by designing or developing something
Generate
Inquiry Qs
1. Designing artifacts (e.g. posters, songs, movie
clips, animations, etc.) that would contribute to
Identify good public education on energy crisis and energy
Qs for Inquiry
conservation.
F2F or online
discuss
2. Designing technology (an operable product or a
Identify Good
Discussion
design plan) to help solve the energy crisis.
Consolidation 3. Developing energy conservation
policies/plans/proposals, with rationales for the
government/ schools/ families/ individuals in HK
to implement.

24. Year 2 – Energy
Examples of students’ work
Generate
Inquiry Qs
1. Designing artifacts
some created a poster, a board game and
Identify good
Qs for Inquiry
instructions to tell the children what energy crisis
through playing.
F2F or online
discuss
2. Designing technology
“Pumped storage reservoirs aren’t really a means of
Identify Good
Discussion
generating electrical power. They’re a way of storing
energy so that we can release it quickly when we
Consolidation
need it….”
3. Developing energy conservation proposals
Some wrote plans/policies to the school & secretary
for the Environment “… For example, installing
motion sensors to turn off the lights in classrooms.”

25. Year 3 – Wild space: Sustainability and water
KB Goal – learning to learn—
the ability to engage in inquiry-based learning
Year Level: Secondary 1 (mixed ability)
Subject: Integrated Science
Time Used: 8 weeks
Topic: Wild space: Sustainability and water
Topic context/ Conceptual Focus:
• concepts in two S1 science curriculum units (“water” and “living
things”) by authentic inquiry
• e.g. classification, cell & reproduction, using
microscope, pollution, food web, green house effect, global

26. Year 3 – Wild space
Provide authentic scenario, generate questions,
think from individual level to community level
Generate
Inquiry Qs
Identify good
Qs for Inquiry
• Provide an authentic & stimulus learning
environment (Field Studies) for students to
F2F or online generate questions for inquiry
discuss
Identify Good
Discussion
• Generate questions
 individual level
Consolidation  group level
 class level

27. Year 3 – Wild space
Provide authentic scenario, generate questions,
think from individual level to community level
Generate
Inquiry Qs
Identify good
Qs for Inquiry
• Provide an authentic & stimulus learning
environment (Field Studies) for students to
F2F or online generate questions for inquiry
discuss
Identify Good
Discussion
• Generate questions
 individual level
Consolidation  group level
 class level

28. Year 3 – Wild space
Provide authentic scenario, generate questions,
think from individual level to community level
Generate
Inquiry Qs
Examples of Criteria for Good inquiry questions:
Identify good
Qs for Inquiry • “why” and “how” questions more than
“what”, “who”, “where” and “when” (but not always
F2F or online true, and usually has exception on “what/ what if”
discuss
questions.)
Identify Good
Discussion
• Require explanatory typed answers
• more than 1 answer
Consolidation
• generate more inquiry questions
• use data, information or authoritative source to answer
the question

29. Year 3 – Wild space
Provide authentic scenario, generate questions,
think from individual level to community level
Generate
Inquiry Qs
Examples of Good questions:
Identify good
Qs for Inquiry - How does the weather affect the creatures both in the
water & land?
F2F or online
discuss - What can we do to stop polluting the Earth? How can we
rescue them [animals] from extinction?
Identify Good
Discussion
- Why there is a hole in [the ozone layer of the]
atmosphere?
Consolidation - How does the carbon dioxide cause animal extinction?
- How do planktons give birth to their babies?

30. Year 3 – Wild space
Face-to-face discussion  Online discussion
Generate
Inquiry Qs
1. Post the good questions and data
Identify good
Qs for Inquiry
collected from field trip in KF to extent
discussion.
F2F or online
discuss
2. Discuss and work on perceived threats
Identify Good to their sites.
Discussion
3. Write weekly learning diary.
Consolidation

31. Year 3 – Wild space
Group identification, presentation, further KB talk & online discussion
Generate
Examples of Criteria for Good Discussion:
Inquiry Qs
• In theoretical level rather than in opinion level
Identify good
Qs for Inquiry
• Explain and illustrate the reasons of an idea / view
• Use data, information and authoritative source to support a view
F2F or online
discuss
• Can identify a general pattern from some
phenomenon, observations, with explanatory reasons.
Identify Good
Discussion
• Connect to prior knowledge/ ideas that have been discussed
• Generate more inquiry questions
Consolidation
• Facilitate further discussion – more build on notes
• Initiate further exploration/ testing of ideas in action (e.g.
conducting experiment, interviews, survey, researches, etc.)
• Create new levels of understanding for the community.

32. Year 3 – Wild space
Group identification, presentation, further KB talk & online discussion
Examples of Good discussion notes:
Generate
Inquiry Qs
Identify good • Student A: Carbon Dioxide is a kind of toxic gas. It
Qs for Inquiry
is created by the breath of animals (plants), and will
be distilled by photosynthesis by plants. ……
F2F or online
discuss
• Student B: I don't think carbon dioxide is a
Identify Good
Discussion poisonous gas because the trees will intake the
carbon dioxide during the photosynthesis.
Consolidation
• Student C: …human being cannot breath pure
oxygen, and air contains, oxygen, nitrogen, carbon
dioxide...

33. Year 3 – Wild space
consolidation- summary notes, KB talk
Generate
Inquiry Qs 1. Group consolidation
Identify good 2. Presentation
Qs for Inquiry
3. Commentary
F2F or online
discuss
4. Refinement
Identify Good
Discussion 5. Post key inquiry questions in KF
Consolidation
6. Categorization of big ideas/ views
7. Class online discussion

34. Year 3 – Wild space
Further discussion, KB talk , identification of Good discussion
Generate
Inquiry Qs
Identify good
Qs for Inquiry
• Further discussion on the key inquiry
F2F or online
discuss
questions & further identification of Good
Discussion
Identify Good
Discussion
Consolidation

35. Year 3 – Wild space
Further consolidation –
KB talk , identification of Good question & discussion, summary note
Generate
Inquiry Qs
Identify good
Qs for Inquiry • Further consolidated discussion &
knowledge
F2F or online
discuss
• Formulate the big ideas & identify good
Identify Good
questions for International Collaboration
Discussion
Consolidation

36. Year 4 – Warming and Revelation: Tai Mo Shan
KB Goal – acquire better reasoning skills by inquiry-based learning; &
acquire better meta-cognitive skills by reflection
Year Level: Primary 6 (mixed ability)
Subject: General Studies
Time Used: 8 weeks
Topic: Warming and Revelation: Tai Mo Shan
Topic context/ Conceptual Focus:
• Predator-prey, Interdependent, Food
dependent, competitors, habitat, carrying capacity, population
control, birth rate, death rate, dynamic equilibrium, invasive
species,
• Data interpretation skills, graphing skills, .e.g. population – time

37. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 1st round inquiry questions
Generate
Inquiry Qs
• Provide authentic problem
 generate of questions for inquiry
Identify good
Qs for Inquiry
 open exploration and sharing of ideas
F2F or online
discuss “what is the problem?
how does this problem arise? ”
Identify Good
Discussion
• Stimulus for inquiry
Consolidation
• Resources & activities to support discussion on inquiry
question

38. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 1st round inquiry questions
Generate
Inquiry Qs
Examples of discussion that illustrate how the difference
in strategy impact on quality of discourse
Identify good • Video Clips – TV program
Qs for Inquiry
Student A: (I need to understand) How Global Warming
F2F or online affect the animals habitats? Will it be some changes of
discuss
their habitats? How do the animals adapt the changes?
Identify Good
Discussion
Student B: (My theory) The global warming heat their
habitats so the creatures that live in cold places need
Consolidation
to migrate to other places.
Student C: (I need to understand) How are the organism
know that there are some colder places around them?

39. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 1st round inquiry questions
Examples of discussion that illustrate how the difference
Generate in strategy impact on quality of discourse
Inquiry Qs
• Simulation program – Worldmaker
Identify good
Qs for Inquiry Teacher: If the number of cows increase rapidly, what will
happen to soil and grass?
F2F or online
discuss Student A: (Opinion) I think that if the number of cows increase
rapidly, the grass would all be eaten, but the soil would be
Identify Good more fertile, and, if the grass were all eaten, then some of
Discussion
the cows would died because of hunger.
Consolidation Student B: (My theory) The grass and soil will die soon. But
when the number of cows decrease, the grass would grow
again. …
Student C: Why the rabbits will die when we add some hares?

40. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 1st round inquiry questions
Generate
Inquiry Qs
Examples of discussion that illustrate how the difference
in strategy impact on quality of discourse
Identify good • Simulation program – Worldmaker
Qs for Inquiry
Student D: (My theory) The plants and the bugs' relationship is
F2F or online the predation. So if the prey's number drops, the predator's
discuss
number will drop too.
(I need to understand) I saw the line of the plants is always
Identify Good
Discussion the one that drop first, then the frog will drop too, why?
Consolidation

41. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 1st round inquiry questions
Generate
Inquiry Qs
Example of KB talk – question/ comment /
demonstration
Identify good
Qs for Inquiry
Teacher:
….think about the consequence of eating bugs to the frogs.
F2F or online If the no. of bugs gets fewer, how the frogs will be affected?
discuss
Difficult to find food
Identify Good as a result, the frogs reproduce fewer but die more.
Discussion
Then, there will also be a net decrease in the frog
population.
Consolidation

42. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 1st round inquiry questions
Examples of discussion that illustrate how the difference
Generate
Inquiry Qs
in strategy impact on quality of discourse
• Simulation program – Worldmaker / KB talk
Identify good
Qs for Inquiry Student D: (My theory) I think that frog population decline in
hotter region and increase in cooler region is because of the
F2F or online global warming. Frogs are adapted to their original habitat
discuss
temperature. When global warming arises, their original
habitat temperature start to increase. When the frogs can't
Identify Good
Discussion adapt the new 'too hot' temperature, they'll have to migrate
to cooler region. Therefore, frog population increases in
cooler region when they think it's more suitable for them.
Consolidation
(New information) According to the game world, frogs go to
regions with more food supply (bugs) which are cooler
regions. Maybe this also impact the frog population.

43. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 1st round inquiry questions
Examples of discussion that illustrate how the difference
Generate
Inquiry Qs
in strategy impact on quality of discourse
• Simulation program – Worldmaker / KB talk (Con’t)
Identify good
Qs for Inquiry Student D: ….However, WM opens up another thread of
explanation. In the frog world, under the rules, we see that
the frogs need not intentionally move from T1, T2 to T4. On
F2F or online
discuss the other hand, the temperature determines the growth rate
of plants. it is set that at T4, the plant grows fastest. Then, it
Identify Good
leads to greater food supply to the bugs, and this makes the
Discussion bug population at this region grows faster. In turn, this
makes frogs at T4 have greater food supply and then they
reproduce more, and therefore, the frog population
Consolidation
increases more at that region.

44. Year 4 – Warming and Revelation: Tai Mo Shan
Consolidation & Reflection
Generate
Inquiry Qs
Examples of Question Prompt
Identify good
Qs for Inquiry
• Do you think that your discussion can help you to build
knowledge? Or just repeating the opinions of other
F2F or online people?
discuss
• Does the discussion in KF help you to have deeper/ or
Identify Good
change your understanding on some problems?
Discussion
• Read and select the best reflections from others. Why
do you think they are the best? How do you choose?
Consolidation
How the reflections can be improved?

45. Year 4 – Warming and Revelation: Tai Mo Shan
Consolidation & Reflection
Examples of discussion that illustrate how the difference
Generate
Inquiry Qs
in strategy impact on quality of discourse
• Reflection – Learning Journal
Identify good
Qs for Inquiry
Student A:
(Most difficult to understand) I think that this week it was
F2F or online
discuss pretty hard to predict the increasing or decreasing number
of cows.
Identify Good (Most important problem/question) it was also interesting to
Discussion
predict how much cows can the ‘cow-land’ hold. I myself
think that the ‘cow-land’ can hold that particular
Consolidation
number, then decrease at a surprising speed…
(My next research question) What will we do if the cows really
died out?

46. Year 4 – Warming and Revelation: Tai Mo Shan
Consolidation & Reflection
Examples of discussion that illustrate how the difference
Generate
Inquiry Qs
in strategy impact on quality of discourse
• Reflection – Learning Journal
Identify good
Qs for Inquiry
Student B:
(Most important idea) The most important idea is organism
F2F or online
discuss rely on each other to live. I understand this part, but what’s
the reason? That’s my next research question.
Identify Good (My next research question) Why organism have to interact?
Discussion
Why can’t they live as individuals?
Consolidation

47. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 2nd round inquiry questions
    
Generate
Inquiry Qs Examples of stimulus & resources
• field studies & experiments (turbidity, pH, water
Identify good
Qs for Inquiry
surface temperature, water temperature, microscope
observation, etc.)
F2F or online • seminars
discuss
• interviewing the experts, etc.
Identify Good
Discussion
Consolidation

48. Year 4 – Warming and Revelation: Tai Mo Shan
authentic scenario, 2nd round inquiry questions
Examples of students’ discussion notes
Generate
Inquiry Qs
Student A: Why does the temperature in the bottom of the
Identify good
Qs for Inquiry
water higher than that of the water surface in the site?
F2F or online
discuss
Student B: (I need to understand) the interaction between
the environment and the organisms? … I discovered the
Identify Good environment affect the organisms, and organisms affect
Discussion
the environment…..(my next research question) how do
human beings impact the environments?
Consolidation

49. Year 4 – Warming and Revelation: Tai Mo Shan
Further discussion, KB talk, Identify Good Qn & Discussion,
Reflection, Consolidation      
Generate
Inquiry Qs
Examples of stimulus & resources
• field studies
Identify good
Qs for Inquiry
• experiments
• seminars
F2F or online
discuss
• interviewing the experts, etc.
Identify Good
Discussion
Consolidation

50. Year 4 – Warming and Revelation: Tai Mo Shan
Further discussion, KB talk, Identify Good Qn & Discussion,
Reflection, Consolidation      
Generate
Examples of students’ discussion notes
Inquiry Qs
Student A: (putting our knowledge together) after
discussing this “foxes will increase because of sufficient
Identify good
Qs for Inquiry food. The rabbit will decrease because many foxes eat
them. “ I found that most of us think the biggest impact to
F2F or online
discuss
the environment is to put some hare in it.
….. When the numbers of fox increase to a “tipping”
Identify Good point, food will decrease… we have done a virtual test, and
Discussion
we found that rabbit won’t die completely, therefore
putting fox inside the environment is not the most
Consolidation
destructive. … But putting hares into the environment will
cause a huge problem, because they are competitors and
they need to fight for food, habitat and mates, the
advantage of hare is that they are bigger in size, and they
win the competition…..

51. Year 5 – Children can change the world: Poverty
KB Goal – transform individual ideas to community knowledge;
Idea advancement by progressive understanding on KB principles
Year Level: Primary 4 (mixed ability)
Subject: General Studies
Time Used: 2-3 weeks
Topic: Children can change the world: Poverty
Topic context/ Conceptual Focus:
• Students advance their knowledge & understanding about
poverty

52. Year 5 – Children can change the world: Poverty
Authentic scenario, generate & select inquiry good qn,
Face-to-face discussion, categorization
  
Generate
Inquiry Qs
1. Generate inquiry questions
Identify good
Qs for Inquiry
2. open exploration and sharing of ideas
F2F or online 3. Select good questions
discuss
4. Formulate initial views on the problem.
Identify Good
Discussion 5. Categorize of ideas/ views
Consolidation

53. Year 5 – Children can change the world: Poverty
Authentic scenario, generate & select inquiry good qn,
Face-to-face discussion, categorization
  
Generate
Inquiry Qs
Examples of inquiry questions
Identify good
Qs for Inquiry
1. What is poverty?
2. What are the factors causing poverty? Why?
F2F or online
discuss 3. How poverty affect the world?
Identify Good
4. Poverty happens anywhere?
Discussion
5. How to help the poor out of poverty?
Consolidation

54. Year 5 – Children can change the world: Poverty
online discussion, identify good discussion,
generate new qn, further discuss  Big
paper
Example of student discussion view in KF
Generate
Inquiry Qs
Identify good
Qs for Inquiry
F2F or online
discuss
Identify Good
Discussion
Consolidation

55. Year 5 – Children can change the world: Poverty
identify good discussion, reflection, peer assessment
Generate
Inquiry Qs
Example of KB principle-based criteria (KB Award
Scheme)
Identify good
Qs for Inquiry
Nominees should be able to promote idea progression and
knowledge building through:
F2F or online
discuss
• Actively and enthusiastically read notes written by others
Identify Good • serious thinking, to put forward constructive and
Discussion
critical responses
Consolidation • Proper use of inquiry
questions, titles, scaffolds, keywords, references, anno
tations and other functions in KF

56. Year 5 – Children can change the world: Poverty
identify good discussion, reflection, peer assessment
Generate
Inquiry Qs
Example of KB principle-based criteria (KB Award
Scheme)
Identify good
Be able to use the following KB principles to write
Qs for Inquiry reflection journal:
F2F or online
• Use of authoritative sources
discuss
• Democratizing knowledge
Identify Good (reference the ideas of other people /ideas
Discussion
constructed collectively)
Consolidation
• idea diversity (include multiple perspectives)
• Improvable ideas (show how the ideas have been
improved)
• Review and reflect regularly
(review, refine and write reflection journal regularly)

57. Year 5 – Children can change the world: Poverty
identify good discussion, reflection, peer assessment
Example of reflection journal
Generate
Inquiry Qs
Identify good
Qs for Inquiry
F2F or online
discuss
Identify Good
Student A: ….. We are talking about how do the global
Discussion warming affect the farmers and their products…
… but why don’t we understanding what is global
Consolidation warming first……
(New information) Global warming is a phenomenon…..
too much exhausted carbon dioxide in atmosphere which
makes the temperature of the planet rise....

58. Year 5 – Children can change the world: Poverty
identify good discussion, reflection, peer assessment
Example of reflection journal (cont’t)
Generate
Inquiry Qs
Identify good
Qs for Inquiry
F2F or online
discuss
Identify Good
Student A: ….. (putting our knowledge together) Global
Discussion warming affects the products of the farmers because
their plants cannot survive in a higher temperature…
Consolidation lower the production yield…..the price goes higher ….less
competitive…. less people will buy .. Famers become
poorer.... (my next question) how can we slow down
global warming ……

59. Year 5 – Children can change the world: Poverty
group identification, categorization, presentation,
group summary note
Generate
Example of students’ group summary note
Inquiry Qs
Identify good
Qs for Inquiry
F2F or online
discuss
Identify Good
Student B: (what we discussed) … after a long period of time
Discussion in pursuing collective inquiry, our views on “poverty problem”
are as follows……
Consolidation Our understanding on this topic:
1. What is poverty (definition)……
(a) According to the world bank data & information, we
understanding that poverty is…
Lacking of the basic abilities for living…. E.g. no residence….

60. Year 5 – Children can change the world: Poverty
group identification, categorization, presentation,
group summary note
Example of students’ group summary note (con’t)
Generate
Inquiry Qs
Identify good
Qs for Inquiry
F2F or online
discuss
Student B: ….the following are the new theories on the
Identify Good definition of poverty that student x suggested…
Discussion
….Cannot access to health benefits…..and no hope for future…
In addition to the above points, Student M, N and O also
Consolidation
explained the “poverty problem”, they pointed out that….
…lacking of social, economic, and political participation......
physically and mentally handicapped ….for example, according
to the SCMP, one out of six Japanese is relatively poor…but it s
difficult to be observed, because they still have cars,…….