Creating the Driving Question Board

On Monday we began to build our driving question board. First we reviewed rubbish systems by building system models and comparing them. Students cut out images and arranged them into a system model for a rubbish system in the school or community. They compared the model to the home rubbish system model we had constructed the previous class. Here is one example of a system model for the rubbish system. We identified similarities and differences among the rubbish systems.

Next, Students took out the sticky notes that they had written their questions on. I asked them to individually decide which questions we could answer in science class. Then they talked with their groups to decide which questions we should answer in class. Each group put their sticky notes on a piece of chart paper at the end of class.

After class, I examined the questions and created the logical categories that are shown in the Google Jamboard.

Questions in logical categories

I thought about how these questions could lead into the investigations that I had already planned for this unit. Because the rubbish system is very different here than where the curriculum was developed, students had questions that are not addressed in the curriculum. For example, students had many questions about H-Power and generating electricity. I will add content to the unit to address theses questions.

The trash materials category (in blue) is the most closely connected to properties of materials. I will use this category to transition to the next lesson where we will look at changes in properties of materials in a landfill or compost. The question “Can all trash be made into electricity?” is an opportunity to talk about which materials go to H-Power and which do not go to H-Power. Once we have identified the materials that do not go to H-Power (commercial food waste, yard trimmings, metal, cardboard, etc) we can talk about why. The why is because of the properties of those materials.

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