Planning the inquiry

1. What is our purpose? Class/grade: Age group:

To inquire into the following:
School: Sekolah Ciputra School code: 7179
Transdisciplinary theme: How the World Works
Title: How the World Works
PYP planner
An inquiry into the natural world and its laws; the interaction between the natural world
(physical and biological) and human societies; how human use their understanding of Teacher(s): Ary, Palupi, Yosef, Agustine, Diana, Primma, Hestya and Helen Hutton
scientific principles; the impact of scientific and technological advances on society and on
the environment.

Central idea:
Energy is derived from a range of sources and used in various ways

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?
You are going to be the Energy scientist. You must create one scientific experiment What are the key concepts (form, function, causation, change, connection, perspective,
explaining the transformation of energy transfer starting from one source to the end. Every responsibility, reflection) to be emphasized within this inquiry?
flowchart of the energy transformation must include the form, the source of energy and its Concepts: Form, Change, Function
brief description. You need to provide tools and equipments. You are going to proof basic Related Concepts: ( Science : Forces and energy )
scientific knowledge of energy. Form energy (electricity, heat, kinetic, light, potential, sound), physics, power, technological
advances, transformation of energy
For a long experiment, students can do it at home and record it. During the day, they still Profiles: Thinker, Inquirer, Knowledgeable
need to explain the experiment conducted. In the end, you also should make the scientific Attitudes: Curiosity, Creativity, Enthusiasm
report based on the demonstration. What lines of inquiry will define the scope of the inquiry into the central idea?
 Forms of energy and the sources
Assessment tools: Continuum lines- visitor assessment- students’ reflection.  The transformation of energy
 The various uses of energy
Evidence/criteria: What teacher questions/provocations will drive these inquiries?
1. What are the sources of energy?
LEARNING OUTCOMES: 2. How does energy transform in a system?
 Analyzes how energy is stored and transformed. 3. How can energy be used in daily life?
 Explains how energy is used in daily life. 4. How can we use alternative sources of energy(renewable)?
 Uses scientific method to carry out the experiment.
Provocation :
Making cartoon characters or creating a model (kite, paper glide, paper boat, etc). Then
answer the questions as follow:
1. Where can we find energy?
2. What is energy?
3. How do we know that energy exists?
4. When do you use energy?

© International Baccalaureate Organization 2007

Planning the inquiry

3. How might we know what we have learned? 4. How best might we learn?
This column should be used in conjunction with “How best might we learn?”
What are the learning experiences suggested by the teacher and/or students to encourage
What are the possible ways of assessing students’ prior knowledge and skills?
the students to engage with the inquiries and address the driving questions?
What evidence will we look for?
 Observe 9 different experiments about forms of energy and complete the sci-
 Teacher pose question: What is energy? Where can we find energy? How do we entific method sheet. Then, they develop a procedural writing.
know that energy exists? When do you use energy? After making and trying a sim-  Doing a simple experiment by using pencil to explain about potential and ki-
ple model like kite, boat, etc. netic energy.
 Teachers Observation students definition and student’s action sentences on a  Analyze some toys and the students will analyze the potential and kinetic and
strip paper. Then cut and paste them on a big paper with the title “It” is energy. the example of forms of energy it produce.
 Teacher Observation after the students analyze an illustration of some activities.  Invite Mr. Arif to learn the law of energy and energy transformation then the
Then they will find out how energy being used in the activity and where energy students create a graphic organizer about how energy transform. Then, they
comes from create a Flow chart the transformation of energy.
 Teacher pose question: “What is energy? Where can we find energy?” after mak-  Reading :Energy Makes Things Happen Chart to understand about the main
ing an imaginative character. source of energy, forms of energy, and the law of energy

What are the possible ways of assessing student learning in the context of the lines of
inquiry? What evidence will we look for? What opportunities will occur for transdisciplinary skills development and for the
 Drawing a flow chart to analyze the energy transformation within some objects. development of the attributes of the learner profile?
 Procedure writing based on the result of scientific method after conducting some Thinker: Students make connection of how energy transforms into another form within an
experiments. object or a system and how this theory supports daily life appliances’ work procedures.
 Draw an illustration of human activity and the object around them and they must Thinking creatively and critically of how to improve their models during the summative task.
include: the use, forms and source of energy, and the transformation of energy. Knowledgeable: Students will become considerably more knowledgeable about the
 Draw a pie graph to show the usage of electricity at their house and compare it existence of energy around them and how people use energy to support their lives. They
with their classmates. also learn more about scientific method and how to conduct a science experiment.

Creativity: Students will develop their 3D models to show how energy transforms and make
5. What resources need to be gathered? some changes if needed.

What people, places, audio-visual materials, related literature, music, art, computer Curiosity: They will show their curiosity in the way they have to provide evidence and develop a model
software, etc, will be available? to prove that their hypothesis of a theory was right.
Thinking Skills:
Energy makes things happen book Acquisition of knowledge
Comprehension
WWW. EIA energy for kids. Com
Application
Guest Speaker: Mr. Arif Nugroho, an engineer (Alvin Nugroho’s father) Analysis
Synthesis
How will the classroom environment, local environment, and/or the community be used Evaluation
to facilitate the inquiry? Self-Management Skills:
Gross motor skills
 Inviting one parent to deliver some explanation and carrying out some experi- Fine motor skills
ments. Spatial awareness
Organization
Safety
Codes of behaviour
© International Baccalaureate Organization 2007
Reflecting on the inquiry

6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students’ understanding of the What were the learning experiences that enabled students to:
central idea. The reflections of all teachers involved in the planning and teaching of the
Develop an understanding of the concepts identified in “What do we want to learn?”
inquiry should be included.
 Change: the book about “Energy makes thing happen” explained about the energy
 The experiment and explanation on how to proof or show how energy transferred transformation and transferring to produce another form of energy.
and transformed was the best evidence to demonstrate student understanding of  Forms: students learned about 9 forms of energy in the experiment days, beside that
the central idea. After students developed prior knowledge of energy source, form they also identified some sources of energy and their characteristic.
and transformation, they could apply this knowledge in their own inquiry.  Function: students were able to explain how things work in various format including
Experimental based learning is a key point to show their understanding of the scientific method and explanation writing (Bahasa Indonesia)
central idea. Demonstrate the learning and application of particular transdisciplinary skills?
 Thinking skills: Making hypothesis , finding keywords to find the background informa-
 At the same time the students had to explain the transformation of energy by
using a flow chart. tion, then conducting the experiments required their thinking skills (decided the variable
and controls or even change them as a modification)
How you could improve on the assessment task(s) so that you would have a more accurate  Research: Finding keywords to find the background information in completing their ex-
picture of each student’s understanding of the central idea.
periments.
 The assessment task has been set perfectly detailed
Develop particular attributes of the learner profile and/or attitudes?
What was the evidence that connections were made between the central idea and the Profiles:
transdisciplinary theme? Inquirer: The experiences of experiment day inspired the students become more inquirer by
developing their own model experiment during the summative process.
Once the students understood the laws of energy: Thinker: Students make connection of how energy transforms into another form within an
object or a system and how this theory supports daily life appliances’ work procedures.
 They could participate in class discussion by analyzing the transformation of
Thinking creatively and critically of how to improve their models during the summative task.
energy such as using the sling shot (stored chemical energy  stored mechanical
Knowledgeable: Students will become considerably more knowledgeable about the
energy  kinetic energy  sound energy) 
existence of energy around them and how people use energy to support their lives. They
also learn more about scientific method and how to conduct a science experiment.
Attitudes:
Creativity: Students will develop their 3D models to show how energy transforms and make
some changes if needed.
Curiosity: They will show their curiosity in the way they have to provide evidence and
develop a model to prove that their hypothesis of a theory was right.
Enthusiasm: Students have shown their enthusiastic during the summative process and
science fair. They also have shown a willingness to modify the model especially when facing
the problems.

© International Baccalaureate Organization 2007

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? 9. Teacher notes

Record a range of student-initiated inquiries and student questions and highlight any that Positive Needs Improvement
were incorporated into the teaching and learning.
The students were engage in the activities Its somehow difficult to have an appropri-
What does energy look like?
during the experiment especially during ate and relevant background information
How can energy help us in daily life? the group work. Cooperation were obvi- independently
How can one form of energy transform into another form of energy? ously shown in conducting their experi-
ment.
Can we run out of energy?
What happens if there is no more energy? E.g. fossil fuels The formative tasks somehow could scaf- The qualitative experiment is a challenge
fold their understanding they have to for them because most of the resources
show on the summative and the way they think about the experi-
What student-initiated actions arose from the learning? ments are mostly about qualitative data.
Record student-initiated actions taken by individuals or groups showing their ability to The development of students’ profiles and The students were not challenged to have
reflect, to choose and to act. attitudes were achieved significantly espe- a detail explanation on the form and
No one has expose their initiated action about energy saving, but the actions that Jason and cially cooperation and independence source of energy
Joshua did as an assigned action is conducting experiment in the class, and recording the
experiment at home then save it as a video. *before the scientific method taught
The students found it easier to differenti-
ate between forms and sources of energy
from the formative tasks they have done
 helps them a lot

A book (good resource) to understand the

laws of energy and energy transformation
– ‘Energy makes Things Happen’

© International Baccalaureate Organization 2007