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Welcome to an Open Inquiry Unit - Nutrition
This was an open inquiry unit. The only information I gave them as entire class was the topic - Nutrition and the criteria - MYP Criterion A. I introduced the unit with Jamie Olivers TED talk and a QFT session. If you are new to the QFT approach, click the link for more information. Following, students could pick any topic they wanted, investigate the issue with their own research questions, create their own assessment including task specific criteria and structure their own lessons. |
Student Feedback
I liked the open project because we had freedom to choose how we wanted to be graded. My favorite part of the unit was being able to learn about what foods an athlete can eat to improve their performance. I liked this because I am a young athlete in training myself and I truly do feel that this is a great way to improve. I loved that I could choose what to investigate about and what to assess me. Also, I loved that I could choose what to do about my information. |
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What did I do?This was one of the best learning experiences for me as a teacher. It was my first time teaching an Open Inquiry unit. I didn't structure any of the unit except for the Topic and the criteria. The students did everything else.
The most common question I was asked when I was undertaking the unit was, what do you do? Is it super easy? How do the kids meet your criteria? How do you assure that they know nutrition.
I chose Nutrition because there really isn't a right or wrong answer. The topic is open to many perspectives and this lends itself to research and investigation.
It was by no means easy. Each lesson I had from 16 to 24 grade 8 students coming to class with a wide variety of topics. Each group asked questions about their topic, I directed their research. To direct their research I had to have a variety of resources available to help each individual. At times, I felt I was being pulled in many different directions and my mind was jumping all over the topic of nutrition. However, the outcome is well worth the additional planning.
Topics included: mental health correlations with mental health, sugar debate, healthy alternatives, cholesterol, fat, how to eat as an athlete, food and their consequences during puberty, comparatives of sugar products available in the schools KIOSK, cooking demonstrations to minimize sugar in chocolate bars. The beauty of open inquiry is and was that students could pick their topic of interest.
I ensured students met the criteria by setting the initial criteria. I am lucky to be in CGC school and previously MYP, so I am using criteria from a variety of curriculum approaches that suit my creative needs. Students were in charge of writing the task specific criteria, they had to tell me how they wanted to be assessed and how they wanted to present that. To help with this I invited one of our schools learning coaches in to help with the creation of the task specific criteria. Two teachers with 20 + students allowed for greater help. The outcome of this, is that students have a greater understanding of their assessments in other units.
I have included three students task specific task sheets and their finished product. I will say that as a teacher I was assessing a variety of work, oral presentations, posters, essays and slideshows. This does make for a less streamlined process to assessment but increases students individual creativity and learning pathways.
If you would like to discuss this process further please do not hesitate to reach out: health@healtheducationforteens.com
The most common question I was asked when I was undertaking the unit was, what do you do? Is it super easy? How do the kids meet your criteria? How do you assure that they know nutrition.
I chose Nutrition because there really isn't a right or wrong answer. The topic is open to many perspectives and this lends itself to research and investigation.
It was by no means easy. Each lesson I had from 16 to 24 grade 8 students coming to class with a wide variety of topics. Each group asked questions about their topic, I directed their research. To direct their research I had to have a variety of resources available to help each individual. At times, I felt I was being pulled in many different directions and my mind was jumping all over the topic of nutrition. However, the outcome is well worth the additional planning.
Topics included: mental health correlations with mental health, sugar debate, healthy alternatives, cholesterol, fat, how to eat as an athlete, food and their consequences during puberty, comparatives of sugar products available in the schools KIOSK, cooking demonstrations to minimize sugar in chocolate bars. The beauty of open inquiry is and was that students could pick their topic of interest.
I ensured students met the criteria by setting the initial criteria. I am lucky to be in CGC school and previously MYP, so I am using criteria from a variety of curriculum approaches that suit my creative needs. Students were in charge of writing the task specific criteria, they had to tell me how they wanted to be assessed and how they wanted to present that. To help with this I invited one of our schools learning coaches in to help with the creation of the task specific criteria. Two teachers with 20 + students allowed for greater help. The outcome of this, is that students have a greater understanding of their assessments in other units.
I have included three students task specific task sheets and their finished product. I will say that as a teacher I was assessing a variety of work, oral presentations, posters, essays and slideshows. This does make for a less streamlined process to assessment but increases students individual creativity and learning pathways.
If you would like to discuss this process further please do not hesitate to reach out: health@healtheducationforteens.com
Student Examples
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This student wanted to know more about cholesterol. She was interested in why the nutrition movement was talking about sugar more. She created an informative online lecture on the information she found on the topic.
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This student surveyed the MS student body about what snacks and foods they consumed. The group then identified which foods could be substituted with healthy alternatives. They created a cook book that outlined these and presented it to their MS peers.
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One student was interested in the sugar debate and looked at the relationship that sugar has on our brains. The project developed further and he created an informative slide show to demonstrate his understanding.
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Websites to Help Research or Topic Identification
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Adaptive Body Boost - investigating fats, keto diets or sugar myths, this site can provide a perspective.
Truth Behind Fast Food - interesting information on fast food companies. Mexico Tax's Soda - NY Times article that has a variety of sources that look at the health implications of sugar. Cooking - want to make healthy alternatives to your favourite snacks, this site is helpful. |
Calorie Counter - students investigating fast food companies and comparing their nutritional value found this site helpful.
Chocolate Milk - compare homemade to processed products. Processed Foods - perspective on processed meats Institute for Natural Healing - Perspective on processed meats and health implications of human consumption. Live Science - perspective on the chemicals in processed meat. |
