The document describes an inquiry learning scenario where students are shipwrecked on an island. In groups, they must work together to survive by gathering supplies from the shipwreck, choosing essential items for the lifeboat, exploring and mapping the island, deciding where to build shelter, and establishing rules and identity as a tribe. The scenario is designed to develop students' skills in identifying problems, making informed decisions, and interacting appropriately with others through a variety of thinking tools and routines.

1. Success Criteria:
I will demonstrate a deeper understanding when I can
discuss and explain:
• How successful learners use tools to organise their
learning (e.g. Bloom’s, Thinking Hats, graphic
organisers, thinking routines)
• How to interact and learn appropriately with others in
my class

2. Identifying a problem or need
Step 2
• I can identify a specific and relevant need or problem
Step 3
• I can analyse a situation, recognise the need or problem and its key features
Step 4
• I can analyse a situation, recognising the range of needs and problems and their key
features
Ability to make informed decisions with due consideration of possible
options and their consequences
Step 2
• I make decisions based on the obvious immediate consequences or outcomes
Step 3
• I consider positives and negatives
• I consider short and long term consequences
• I make decision after considering the above
Step 4
• I can identify a range of choices and their possible outcomes
• I consider short and long term consequences for other people involved and decide
accordingly

3. We are being introduced to our
inquiry learning.

4. Blue Thinking Hat
To help your group run smoothly you will need to take it in
turns to ‘wear’ the blue thinking hat.
The blue thinking hat is the ‘thinking’ or ‘process control’
thinking hat.
This means that the person wearing the blue thinking hat
will organise and coordinate the group for each activity.
They will make sure everyone has a say, go or role in the
group and after discussions bring everybody’s opinions
together to make a final decision.

5. Respect!
During this scenario you
will need to work in a group
with members of your class
to complete a number of
activities.
You will need to display
respect in all your
interactions with others.
Use a y-chart to show what
this should feel, look and
sound like.

6. Abandon Ship!
Your group is in on a ship in the middle of the
Pacific Ocean. Your ship strikes a reef and the
captain and all the crew are mortally wounded.
Your group has 5 minutes to get to the lifeboats.
There are many islands nearby. Grab all the
survival materials you can collect. All items must
be likely to be found on a ship (you will need to
justify any ‘controversial’ items to the class) and
there are no firearms on board. Use the ‘Chalk
Talk’ thinking routine to list all items.
Thinking Routine: Chalk Talk
Bloom’s Level: Remembering
Share your group’s list of items with the class. Do
we agree that these would be likely to be found on
a ship?

7. Lifeboats!
When you get to the lifeboat you realise there is only enough space in the
lifeboat for each person to take one item. Each person must choose their most
valuable item from the supplies you have gathered. Think carefully about the
items each person in your group is choosing. Will they help your group survive
on an island by helping to provide shelter, warmth, food and water?
Graphic Organiser: Tournament Prioritiser
Bloom’s Level: Understanding (At each round you must
explain to your group, why you have made your
selections.)

8. How have I been developing/showing these key skills? (See reflection sheet)
Identifying a problem or need
Step 2
• I can identify a specific and relevant need or problem
Step 3
• I can analyse a situation, recognise the need or problem and its key features
Step 4
• I can analyse a situation, recognising the range of needs and problems and their key
features

9. Oh no!!!
Any telecommunications devices
are useless as you are out of
network range. Any electronic
devices were damaged by the
splashing of waves in the lifeboat
and no longer work. 

10. Land Ahoy!
You spot a nearby island and you head towards it. You
land your boat and on the island, you discover:
• A lush tropical island • Mountains and plains
• Clean water in rivers • Bamboo
• Coral reefs • Coconut trees and bananas
• Footmarks • Two human skeletons
• Necklace • Smoke from the mountain
• Growling noises from the forests
Draw a map of the island.
Bloom’s Level: Applying

11. Island!
Now that you have explored the island, you must decide where
to build a fort. Complete a SWOT analysis for the island.
Graphic Organiser: SWOT analysis
Bloom’s Level: Analysing
Strengths Weaknesses
Opportunities Threats
Add four new features to your map (e.g. fresh water lake).
Decide where to put your fort and draw it on the map.

12. Explain to the class, how your
group is provided for with
shelter, warmth, food and water.

13. How have I been developing/showing these key skills? (See reflection sheet)
Ability to make informed decisions with due consideration of possible options
and their consequences
Step 2
• I make decisions based on the obvious immediate consequences or outcomes
Step 3
• I consider positives and negatives
• I consider short and long term consequences
• I make decision after considering the above
Step 4
• I can identify a range of choices and their possible outcomes
• I consider short and long term consequences for other people involved and decide
accordingly
• I can justify the decisions I have made

14. Tribe!
After a month of living on the island, you discover that there
are 5 other groups of children from the boat that sank living
on the island. They have created their own fort and own
rules. You decide that to distinguish yourself from these other
groups that your tribe needs it’s own flag. As a group, design
a flag for your tribe, remember every symbol or colour
chosen for a flag should have some meaning.
Cooperative Thinking Tool: 1:4:P:C:R
Bloom’s Level: Designing/Creating

15. We are gathering new, and
selecting, relevant information.

16. Tribe Laws!
You have realised that as you will be stuck on the island permanently you will
need some tribe laws.
Use a copy of the fishbone diagram below to help you brainstorm some
RIGHTS, RESPONSIBILITIES and RULES for your community. Before you do
this, as a class/in groups we/you will need to ACQUIRE some knowledge
about what RIGHTS, RESPONSIBILITIES and RULES are.
Graphic Organiser: Fishbone

17. Group Reflection
Complete a PMI to reflect on the process and new
learning we have experienced whilst working through our
scenario.
P M I
Pluses Minuses Ideas
Bloom’s Level: Evaluating