Planning the inquiry

1. What is our purpose? To inquire into the following:

Class/grade:

th

Age group: 9-10 School code: 006610

School: Oak Forest Elementary School

transdisciplinary theme (Unit 1)

How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Teacher(s): Harwell, Thorne, Ward, Forman, Dhillon, Pettit Date: Aug. 6-Sept. 21, 2012 Proposed duration: 20 over number of weeks 7

PYP planner

central idea:

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? Key Concepts:

Culture unifies people and portrays their uniqueness.

Summative assessment task(s): What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for?

Reflection Change Perspective

Students will select a region and provide at least one artifact, belief(s), or characteristic trait that is unique only to a particular tribe. In addition, students will provide information through a presentation about the region and its natural resources. Delivery method of presentation is the students choice.

Related Concepts: evidence, transformation, beliefs

What lines of inquiry will define the scope of the inquiry into the central idea?

*Cultural experiences of Native Americans *Technology during the pre-colonial era *Different opinions about the first Americans
What teacher questions/provocations will drive these inquiries?

-What makes people different? -How are we alike? -In what ways can natural resources be used?
Provocation

- (1) Pictures of people from different cultures will be displayed in the classroom. Students will be asked to give their opinions about the person or people in the pictures. - 2) Students are asked to complete a basic math problem without any supplies or materials.

International Baccalaureate Organization 2007

Taught: August 8-September 21, 2012 Revised: November 14, 2012

Planning the inquiry

3. How might we know what we have learned?

This column should be used in conjunction with How best might we learn? What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for?

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions?

-Students will complete a survey (true/false) to provide their opinion about Native Americans.

The teacher provides the context for inquiry

Pictures of people from different cultures will be displayed in the classroom. Students will be asked to give their opinions about the person or people in the pictures. Traveling suitcase from Pink Palace museum Compare and contrast Native American myths Students are asked to a basic math problem without any supplies or materials.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

- Teachers observed students in group setting as they used graphic organizers to wonder about the cultural pictures. -In a whole group setting, students will openly express their opinions and ideas Native Americans.

Students compare and contrast the four stories and how they related to the central idea. Students will apply comprehension skills and strategies as they discuss the literature assigned for the unit.

Student will have to know the region and location of their tribe. The students will have to describe their tribes way of life.

Students will use a guide sheet provided by teacher to research information about their particular tribe.
Leading and facilitating student inquiry

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary skills

Thinking Skills-students will research information and be able to recall and present information learned. Research skills-students will become better at locating useful information. Social skills by working together in groups this will give students an opportunity to work with others as a team player and display responsibility.

Learner Profiles/Attitudes

Open-minded students learn to appreciate others who are different. Tolerance students learn to be receptive others.

Taught: August 8-September 21, 2012 Revised: November 14, 2012

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Resources will be used to broaden and develop the understanding of the unit activities.

Arts and craft materials, True/false survey, Native American Study guide
Reading stories from Pearson Reading Street textbook: Winn Dixie, The Houdini Box, My Brother Martin, To Fly, Tia Lola, and Jim Thorpe (ISBN: 0-328-22121-x) McMillan/McGraw-Hill Science-A Closer Look-Grade 4 Technology Lessons 1-5 (ISBN:978-0-02-287753-8) Houghton Mifflin Social Studies Grade 4 Chapter 2, 3, & 4 (ISBN: 978-0-618-93906-0) How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

-Field Trip to Chucalissa Indian Village (Native American Day)

Taught: August 8-September 21, 2012 Revised: November 14, 2012

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to: develop an understanding of the concepts identified in What do we want to learn? demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes?

Teachers were able to accomplish their purpose with this unit expressing the cultural experiences of Native Americans. From a global perspective, students were introduced through provocations to people from other cultures. Students were able to compare and contrast cultures of others to their own. Because of the global experience, they were able to apply those perceptions to different Native American tribes.

In each case, explain your selection.

We assessed background knowledge regarding Native Americans utilizing true/false quiz. We developed the concept of perspective by comparing and contrasting myths and exploring other cultures. We developed the concept of change by talking about supply and demand and how that brings about change, particularly within technology. We developed the concept of reflection by having the students reflect on how the Native Americans impacted our lives today. Students used the transdisciplinary skills of thinking, research, and social skills as they worked on their summative projects. Students also developed open-minded, tolerant attitudes as they researched and learned more about different cultures.

How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea.

Teachers need to provide more formative assessments throughout the unit of inquiry.

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

Students connected expressing their own uniqueness and the Native American cultures they researched through their summative projects by being offered options as to how to present the information they researched. Students created projects that represented multiple ways of how they perceived and/or understood the Native American culture.

International Baccalaureate Organization 2007

Taught: August 8-September 21, 2012 Revised: November 14, 2012

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.

9. Teacher notes

Why did Native Americans live in different houses? Why did Native Americans dress differently? Why are people from other countries so different from us (Americans)? How old did they have to be to hunt?

Although the provocations and activities related to culture worked well, the questions, activities, and provocation related to technology and math did not go well with the central idea.

At this point teachers should go back to box 2 What do we want to learn? and highlight the teacher questions/provocations that were most effective in driving the inquiries. What makes people different? -How are we alike? -In what ways can natural resources be used? These questions/provocations met some but not all of the needs of the original planner; however, we need to better join science and social studies together into a more comprehensive planner.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose, and to act.

Driven by student inquiry, the students took the initiative to research and deliver the information back to their group and classroom. Students were able to choose from a variety of summative assessments to demonstrate what they had learned. Students reflected upon the information that they had learned by discussing the information they had gathered with both teachers and classmates.

International Baccalaureate Organization 2007

Taught: August 8-September 21, 2012 Revised: November 14, 2012