Torch - Spring 2014

14 / 32

12 Havergal College
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.
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
The passion for penguins was felt
throughout the halls, flowed into
the Staff Room and made its way
into Grade 2 homes.
“
“
Junior School