Further learning with P4 and the Human Body Systems – Inquiry is Conceptual and Experiential

‘Learning is an active process. We learn by doing… Only knowledge that is used sticks in your mind.’ Dale Carnegie

Last week P4 shared how they used Primary resources in developing their own personal inquiries into the Human body system of their choice.

Learning about the human body systems was organized through the steps of Kath Murdoch’s Inquiry cycle.

To gain a deeper and conceptual understanding the learners showed self-efficacy by making choices, voicing their opinions, asking questions, and constructing new meanings. Their questions were either answered by in-depth research or with the help of active and hands-on experiments.

Here are some excerpts of some of the news articles the P4 have written about their research journey:

‘Your hip bone’s connected to the thigh bone is connected to the ankle bone. That’s the only thing you need to do learn about the skeletal system, no I’m just kidding there’s a lot more to learn than that about the skeletal system and this news article has it all.’ Ajay

‘This research was fun to do I learnt a lot not just about the muscular system but also about others like the skeletal system the digestive system the respiratory system and many more, all these systems are connected to the muscular system in one way or another.’ Aryan

Here are some excerpts of some of the news articles the P4 have written about their experience with hands-on experiments:

‘The experiment I did was to learn about the importance of chewing in the digestive system. I had vinegar and jelly, vinegar is like the gastric juice in your stomach, so I chewed on the jelly and spat it in the vinegar and started looking at what happened’ Aarav

‘In my experiment I put crushed candy in a jar of vinegar, the crushed candy was the food, and the vinegar was the stomach juices. In another jar I put a whole candy and then I waited 3 minutes to see which one will dissolve faster!’ Reyansh

‘I did a blind tasting experiment. I learned it’s good to have different senses because if you can’t see but you can touch or smell you can know what the food is.’ Tristan

‘In my experiment I learned that the parts of tongue taste different things. I tasted lemon, a cookie and a chili pepper. It was sour, sweet and crunchy and the chili pepper was super spicy.’ Simon

Whether they learned through research or through trying things out, the P4 learners have agreed that the best part of Kath Murdoch’s Inquiry Cycle was the ‘Going Forward’ because it allowed them to make sense of what they had read and researched.

Work Cited

“Inquiry Cycle: Why, What and How?” Making Good Humans, Making Good Humans, 14 May2015, makinggoodhumans.wordpress.com/2015/05/14/inquirycycle- why-what-and-how/. Accessed 11 Oct. 2020.

Medrut, Flavia. “Goalcast.” Goalcast, 18 Jan. 2018, www.goalcast.com/2018/01/18/25- dale-carnegie-quotes/. Accessed 11 Oct. 2020.

Definition of Learning MIS 2018 adopted from Ambrose 2010

Anna Bechara

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Human systems and economic activities	The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.
Social organization and culture	The study of people, communities, cultures and societies in the ways in which individuals, groups and societies interact with each other.
Continuity and change through time	The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.
Human and natural environments	The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.
Resources and the environment	The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment.

Living things	The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
Earth and space	The study of planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape the planet and the distinctive features that identify it; the infinite and finite resources of the planet.
Materials and matter	The study of the properties, behaviours and uses of materials, both natural and human-made; the origins of human-made materials and how they are manipulated to suit a purpose.
Forces and energy	The study of energy, its origins, storage and transfer, and the work it can do; the study of forces; the application of scientific understanding through inventions and machines. (IBO, 2009)

Further learning with P4 and the Human Body Systems – Inquiry is Conceptual and Experiential

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