Education and Early Childhood Learning

Why Should Something Dangerous Be Protected and Saved?

Investigate elephants through guided inquiry.

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Teachers in a professional learning community were grappling with questions like, “How can I encourage my learners to write more and be more invested in their writing?” After carefully considering what she knew about her learners, one teacher began a learning experience and decided to lean into her Grade 3 learners’ interests and strengths. These included satisfying their curiosity for animals through reading and viewing (English language arts), engaging their interest and adventure for other places in the world (social studies), and encouraging their sensitivity for wanting to protect and save living beings (science).

Ultimately, the teacher wanted her Grade 3 learners to write more, research, and think deeply while answering the broad driving question, “Why should something dangerous be protected and saved?” The question engaged the learners right from the start, and as they tried to unpack and make sense of the question, it sparked a lively conversation and debate.

After the African elephant was introduced as the theme, the learners began the study by constructing a web (TWLH strategy: What we think we know, What we want to learn) with the goal of having every learner contribute. Once each group’s prior knowledge was presented to the whole class, details were collected under the categories learners determined (size, protection, enemies, families, etc.). This web was saved for future additions of learning. Exit slips relating to a new fact they learned were also completed.

Next, the teacher modelled how viewing information can increase our understanding, using a short video about African elephants. From this, the class gathered and documented new information together. Changes and additions were added to the class web of learning. This class ended with a 10-minute quick write titled, “What I know about the African elephant.” Everyone had something to write about!

The next day, the teacher presented a list of facts that each group was to sort into True or False categories. They were presented with an article about African elephants (reading level was selected to be universal for all groups) and the groups read through the information. The groups worked together to read and decide where each fact best fit as they co-constructed meaning and made decisions together.

To wrap it up, the teacher returned to the class web and updated it with the information the learners had gathered. At this point, the teacher reminded them that the big question still needed to be answered. (Final parts of TWLH: What we learned? [What are our claims?]; How we know? [What is our evidence?]; and Where did our data come from?)

The last research step was ready to be implemented. Each group received multiple copies of a trade book or article at their reading level about the African elephant, which they viewed and read for understanding. They wrote down new facts and added connections to answer the big questions, building on each other’s ideas and deepening their understanding. The teacher circulated, encouraging each group to link information to answer the big question, “Why do humans need elephants for their community to thrive, causing elephants to therefore need protection?”

Each group then shared their findings with the class, offering diverse perspectives, voices, and ideas. They demonstrated a shift in their thinking as they presented facts about how much the elephants help humans. (Elephants control deadfall and underbrush, which discourages wildfires and encourages new healthy growth in the savannahs. Elephants keep ecosystems vital for other living beings and allow carbon-reducing trees to thrive. Elephants encourage tourism, which supports livelihoods and reduces poaching, etc.)

The learners’ excitement was evident in their presentations, which moved beyond facts and into reasons explaining the elephants’ importance. They wanted to learn more, talk about their learning, and engage in reading and writing at a deeper level. Each group presented their findings to the whole class. The teacher concluded each presentation with the driving question, “Why should something dangerous be protected?” Backed by evidence, the group’s response was recorded on whole-class response paper.

After all the groups’ presentations were made, learners concluded with a writing piece using the overall classroom-generated research. Their writing was to include the following:

1. Beginning paragraph: Introduce the elephant with facts.
2. Middle paragraph: Introduce the problem of why something dangerous should be protected.
3. End paragraph: Talk about answers to the driving question.

The class discussed other criteria to be included in their writing for it to be effective (length, writing process details, etc.). Some learners used scaffolds, such as sentence starters, graphic organizers, and voice to text, to support their writing. When their first draft was complete, they conferenced with a peer who made suggestions using the classroom revision and editing strategies (ARMS and CUPS) before the learners completed a final draft.

The class was so invested in this learning that they asked if they could do more. Some learners went on to research NGOs whose focus was on protecting African elephants. They went on to create posters, documercials, and a multimedia presentation for other classrooms so they could extend their learning on this important issue and pass on this example of why it is so important for humans to protect nature.

As learners worked together, developing their desire for a compassionate world, they had to consider the impact of individuals and ultimately the role we all play. They were asked to reflect on the original question, “Why should something dangerous be protected?” and on whether they had achieved their common purpose or goal of raising awareness of this topic. The learners commented on how they had been successful, using examples and evidence, suggesting that, along the way, they had also learned from and with others as they shared in the commitment of learning, as well as the sharing of their learning.

Through this learning experience, the learners not only co-constructed learning for a deeper meaning and developed positive relationships, they also strengthened the classroom community as a whole through their joint work!

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Dimensions of Global Competencies in Action

Citizenship

• Learners develop, understand, and reflect on their own perspective in complex issues.
• Learners explore the interconnectedness of self, others, and the natural world.
• Learners seek out diverse viewpoints, experiences, and world views.
• Learners realize their potential in contributing to the betterment of community near and far.
• Learners make ethical choices to promote healthy and sustainable outcomes for the natural world.

Critical Thinking

• Learners find, use, and reflect on diverse sources strategically, efficiently, and effectively.
• Learners connect ideas, patterns, and relationships, using criteria and evidence.
• Learners understand how perspectives are rooted in certain contexts.
• Learners demonstrate flexibility to reconsider their thinking.
• Learners ask relevant and clarifying questions to further learning.
• Learners develop informed opinions and make judgments, based on observation, experience, and evidence.