Question and Investigate

Students create and demonstrate submersibles; then discuss the process and the challenges they encountered.

Students crafted a monster story and develop criteria to determine who would be good roommates.

Students presented a mock trial where they portrayed Martin Luther and associated historical figures.

To demonstrate their understanding of key historical events and figures, students were given a choice of role-playing assignments. The class was divided into three groups of eight students.  Eight conducted a mock trial of Martin Luther; eight researched scientists from this period and presented their discoveries and models to the class; and eight conducted a salon discussion regarding the ideas of eight enlightenment thinkers.

The student created a cumulative collection of artistic research and investigation throughout a Visual Arts course.

This is the cumulative collection of a student’s artistic research and investigation, the Investigation Workbook, the summative deliverable in IB Visual Arts course. It is a collection of ideas, critiques, drawings, materials explorations, and reflections.

Students chose a current resource management topic or problem, and created documentaries that explored the pros and cons of the issue, and considered various stakeholders.

A social studies class was exploring Environmental Sustainability as it pertains to current resource management topics and problems facing Canada (see project description)

The student developed, evaluated, and revised a process for calculating the area under a curve.

As an introduction to the mathematics concept of calculating area under a curve, the teachers asked students to work individually to try to determine a way to do it, and to write down their thoughts, what worked, and what did not work.

This student looked at the problem and decided on an initial approach. When the process was identified as “not good enough” the process was changed and re-evaluated, based on the same initial criteria.

As part of an engineering study, students worked collaboratively to build, test, adapt, and share roller coasters, reflecting on the process throughout.

The student worked within a small group to design her own experiment on the effects of different salt solutions on gummy bears.

Students created a mind map to show their learning in earth science; then they reflected on the question: “How does studying changes on the earth reveal secrets from the past and impact our future?”

A student used her senses to explore a toy bear and some rocks.

The child had been exploring at the playdough table for 10 minutes, and then she noticed the bear. Her Grandma just pushed the playdough away and placed the rocks and bear in front of her.

The child banged the rocks together and seemed interested in the sounds it made. After Grandma and others repeated, “It’s a bear”, the child confirmed her understanding and said, “A bear”. At one point, she put the bear in her mouth.