UNESCO TEACHING AND LEARNING FOR A SUSTAINABLE FUTURE 
MODULE 23 | ENQUIRY LEARNING
Activity 1 - A spinning world
Q1: Describe the way in which the Earth is moving.

Q2: Is this an accurate way of showing how the Earth spins on its axis to produce day and night? Why?

Q3: What evidence is your answer based upon? What previous knowledge helped you answer this question?

Activity 2 - Recognising enquiry based learning
Q4: Analyse the characteristics of the learning process taking place in each of the four stories.
	Year 6 class on a Study Camp 	Year 9 Social Studies Class 	Year 12 Geography Class 	Year 8 Science Class 	
Main student activity 		Uncritical note taking 			
Main teacher activity 			Informal advice to students 		
Features of the place of learning 	Outdoors in the forest 				
Enthusiasm for learning 				Students keen on the activity 	

Q5: Assess the potential contribution of these approaches to developing the thinking skills needed to work for a sustainable future.
Laboratory experiments 		
Problem solving		
Discovery learning 		
Creative activity		

Q6: To what extent were these four processes evidenced in the four stories at the start of this activity? Give reasons for your opinions. 
Story 	Processes evident 	Reasons 	
Year 6 Class on a Study Camp 			
Year 9 Social Studies Class 			
Year 12 Geography Class 			
Year 8 Science Class 			

Activity 3 - Mapping pollution - An example of enquiry learning
Q7: Analysing the Data.
Analyse any six pollution events shown on the map and newspaper cuttings in terms of (i) the area affected and (ii) the effect on environmental quality.
Pollution event 	Area affected 	Effect on environmental quality 	
1.			
2.			
3.			
4.			
5.			
6.			

Q8: Interpreting the Data.
Identify kinds of pollution are entering the sea and their source.
Kind of pollution 	Source 	
1.		
2.		
3.		
4.		
Which pollution events might have the most effect on (i) the catchment, and (ii) the coast and the sea?
The catchment 		
The coast and sea 		
Which upstream events affect downstream and coastal environments?

Q9: Making Generalisations.
Review your answers to previous questions and write three general conclusions based on what you have found out.
1.	
2.	
3.	

Q10: Reflection. 
Did you enjoy the activity? Why?
	
Would you describe the activity as enquiry learning? Why? 

Does the exercise have any weaknesses as a learning experience? If so, what are they? How could you improve any of such weaknesses? 

How might this activity be used with one of your classes? 

Activity 4 - A model for enquiry learning
Q11: After reading about each of the 7 stages for planning and teaching a topic through enquiry, write a brief summary of (i) the purpose of each stage, and (ii) key teaching hints for advancing successfully through each stage.
1. Tuning in 	Purpose:	
	Key teaching hints:
	
2. Deciding directions 	Purpose:	
	Key teaching hints:
	
3. Preparing to find out 	Purpose:	
	Key teaching hints:
	
4. Finding out 	Purpose:	
	Key teaching hints:
	
5. Sorting out 	Purpose:	
	Key teaching hints:
	
6. Drawing conclusions 	Purpose:	
	Key teaching hints:
	
7. Considering social action 	Purpose:	
	Key teaching hints:

Q12: Identify a topic you currently teach that could be developed as an enquiry learning exercise. Using the 7 stage model (above), plan the objectives, key concepts and teaching strategies you could use.
Topic:	Year level:	
Objectives:	
1. To help students understand the following concepts:	

	
2. To help students develop and practice the following skills:	

	
3. To help students clarify their attitudes to the following issues, values or principles:	

	
Step in Enquiry Learning	Proposed Learning Experience	
1. Tuning in	
	
2. Deciding directions	
	
3. Preparing to find out	
	
4. Finding out	
	
5. Sorting out	
	
6. Drawing conclusions	
	
7. Considering social action	

Activity 5 - Reflection
Q13: Give an example of how enquiry learning can contribute to achieving some objectives of education for a sustainable future?
Promote understanding		
Encourage critical reflection		
Develop skills		

Q14: What problems and barriers might you face in seeking to increase the amount of student-centred learning that you plan for your class?

How might you overcome them?