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    K1Beep, Beep 2013

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    A transdisciplinary inquiry into the interconnectedness of human-made systems and communities. Students will represent their favorite kind of transport. They will bring costumes to represent the people that use them and talk about them. What are the possible ways of assessing students' understanding of the central idea? what evidence, including student-initiated actions, will we look for?

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    K1Beep, Beep 2013

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    DocumentosCarson
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    A transdisciplinary inquiry into the interconnectedness of human-made systems and communities. Students will represent their favorite kind of transport. They will bring costumes to represent the people that use them and talk about them. What are the possible ways of assessing students' understanding of the central idea? what evidence, including student-initiated actions, will we look for?

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    A transdisciplinary inquiry into the interconnectedness of human-made systems and communities. Students will represent their favorite kind of transport. They will bring costumes to represent the people that use them and talk about them. What are the possible ways of assessing students' understanding of the central idea? what evidence, including student-initiated actions, will we look for?

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    30 views4 pages

    K1Beep, Beep 2013

    Uploaded by

    DocumentosCarson
    A transdisciplinary inquiry into the interconnectedness of human-made systems and communities. Students will represent their favorite kind of transport. They will bring costumes to represent the people that use them and talk about them. What are the possible ways of assessing students' understanding of the central idea? what evidence, including student-initiated actions, will we look for?

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    of 4

    Planning the inquiry

    Revised: March, 20, 2013

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

    Colegio Bilinge Carson


    7165
    Class/grade: Kinder I Title: Beep Beep!! Teacher(s): Rosa Elisa, Paulina, Argelia, and Jose Alfredo. Date: May Proposed duration: number of hours 40 over number of weeks 8 Age group: 3-4 years

    Transdisciplinary theme

    How we organize ourselves: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

    Central idea

    Through time human beings have developed new ways to go from one place to another.

    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?

    2. What do we want to learn?

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

    The students will represent their favorite kind of transport. They will bring costumes to represent the people that use them and talk about them. The student will classify on a chart the different kinds of transportation: land transportation, water transportation and air transportation. The teacher will give the students the pictures and drawings of the different means of transportation they inquired to do the activity. The teacher will evaluate them during their presentation.

    -Related concept: Transportation What lines of inquiry will define the scope of the inquiry into the central idea?

    What it means to transport Different types of transport (water, land, air) How your parents or grandparents transported themselves

    What teacher questions- provocations will drive these inquiries? What is a mean of transportation? What kind of transportation do you know? When your grandparents were young what kind of transportation did they use? Why were the means of transportation invented? What is the purpose of the means of transportation?

    The classroom will be decorated with different kinds of transportation means, traffic signs and pictures of the people that use them.

    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?

    1. 2.

    Stimulate the children to tell what they know about types of transportation. The student will talk about what they think they know about the meaning of transportation. Their answers will be hung on the KWLH.

    1. The teacher will make the students move from one place to another either by themselves or with an object at the rhythm of the music, that would help them understand what transport is. Stimulates Enthusiasm. 2.
    3.

    Children will discuss about the different kinds of transportation they have used or ridden on.

    What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Formative Assessment The teacher will observe the discussions of the children on the different kinds of transportation that exist. The teacher will observe the children creativity and register it in checklist. The teacher will check the rubric to evaluate UI to know if they complied with such rubric. The teacher will check the PYP profile to know if the children follow examples of the PYP. Summative assessment The teacher will recollect proof (drawings, cork, and pictures) to know if the children understood the UI asking questions to them

    The children talk with their parents about kinds of transportation and bring pictures or cut outs. 4. The children will bring toys from home and comment on their characteristics. 5. Child will choose a transport to analyze (features, size, color, how it works, etc.). Here is promoted the communication. 6. The students with the teachers help will create a model of different kinds of transport and see their characteristics. 7. The kids well investigate about means of transportation, what community helpers use. 8. The children will share what means of transportation they like more and why. 9. The children make drawings and will put their transports on the mural and classify them by how they work by themselves this helps independence. 10. In computer class the students will identify and classify means of transportation. 11. In P.E. class the students will simulate to be means of transportation and do competences.
    What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

    5. What resources need to be gathered?


    What people, places, audio-visual materials, related literature, music, art, computer software, etc., will be available?

    Targeted profile: Communicator Targeted attitudes: Independence and Enthusiasm. Skill: Thought Multiple intelligences: Visual, verbal, listening and intrapersonal.

    Videos and songs about the means of transportation from: Discovery kids. A visit to the local airport, train station and bus station.
    How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

    The classroom will have various toy cars, airplanes, and sail boats, posters of cars models and other means of transportation, and puzzles of means of transportation.
    International Baccalaureate Organization 2007

    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?

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

    In each case, explain your selection.

    International Baccalaureate Organization 2007

    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. 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.

    9. Teacher notes

    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.

    International Baccalaureate Organization 2007

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