Inquiry Based Learning

The dictionary defines a pumpkin as a large, round fruit of the gourd family.  Although many people would agree,  students in Brandi Landis and Zach Holden's 3rd grade classes at Kelsey Norman might also define it as a learning tool.  One day each fall, the teachers facilitate learning with one subject - a pumpkin.

Along with the teachers, the students brainstorm approximately thirty different learning activities using a pumpkin.  From that list, students choose activities that will meet criteria in math, science, and communication arts.

Some of the ideas students brainstormed this year included writing a story about, or a letter to, a pumpkin, writing their own story problems, finding density,  and determining the distance a pumpkin travels when it is rolled.

For science and math activities, the third grade students made predictions about what would happen to their pumpkin and then adapted their theories after performing the tasks. They also used Excel to graph the distance their pumpkin traveled during the pumpkin roll and compared that to others in their groups.

Students are learning with a constructivist approach during these lessons.  Some characteristics of this lesson design and the eMINTS Instructional Model include student choice, gathering information, adapting prior knowledge based on experiences, and collaboration between peers.

A Chinese proverb states,  “Tell me and I'll forget; show me and I may remember; involve me and I'll understand.”  Lessons such as the ones taking place in this eMINTS classroom are keeping students engaged at higher levels of thinking.  Giving students the choice of activities provides an ownership of learning and using a problem based approach in lessons allows students to identify the resources necessary for achievement.  This combined with collaboration between students can provide a higher level of engagement that leads to successful learners.

When using an inquiry based approach such as this, student questioning is encouraged, conclusions are drawn, and learning is active, deeper, and reflective.  Differentiation comes easily because students are working at a pace that is comfortable for them.  The teacher acts as a facilitator, questioning, providing scaffolds, and offering varied viewpoints for student consideration.


So maybe pumpkins can magically turn into a glittering carriage.  All you need is a little student choice and inquiry, and you'll have complete engagement.