G2 Substitute
Content
Planning the inquiry
1. What is our purpose?
Class/grade:
Grade 2
Age group:
To inquire into the following:
School:
St. Dominic's International School
School code: 000650
• Transdisciplinary theme:
Title:
Our Place in the World
Teacher(s):
Tim Musgrove, Mariana Santos, Andrea Balazs, Nichola de
Montaigne, Carl Holden, Anthony Walsh, Ruben Lima,
Chandai Hamilton, Ana Duarte, Ana Casella, Joel Santos
Date:
01 January 2014
How the world works: An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how humans use their
understanding of scientific principles; the impact of scientific and technological advances on
society and on the environment.
PYP planner
• Central idea:
Proposed duration: 8 weeks
The natural features of all places influence the lives of people.
2. What do we want to learn?
Summative assessment task(s):
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Quizz
S
landform assessment booklet
Quizz
S
landform assessment booklet
What are the possible ways of assessing students’ understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
The teachers will be involved in a Masters level action research study titled: Promoting
Responsible Action within and Beyond a PYP School, throughout this UOI. The study will be
focusing on the "action" component of the inquiry cycle. The summative assessment will be
the student generated action and will demonstrate their understanding of how they can make a
difference in their immediate community or wider social context - even world wide.
“In the PYP it is believed that education must extend beyond the intellectual to...
(Please See End Notes section - Page 5).
• Form • Causation • Connection • Responsibility
What lines of inquiry will define the scope of the inquiry into the central idea?
• Geographical features formed over time.
• Geography connected to people`s lives.
• Our responsibility to maintain natural features.
What teacher questions/provocations will drive these inquiries?
•
•
•
•
What are natural features? 1
How do people connect to the natural features of their environment? 2
Where in the world should we be more responsible to preserve natural features? 3
What action can we take to preserve natural features? 3
Provocations:
General: Teachers will scaffold the students understanding of the central idea and provide
oppertunity for group discussions, read alouds, reading to self and reading buddy time.
Teachers will provide an array of materials, books, magazines, posters, art & craft
materials, manipulate the classroom spaces and areas into new spaces in order to motivate
and guide...
(Please See End Notes section - Page 5).
© International Baccalaureate Organization 2007
Page 1
Planning the inquiry
3. How might we know what we have learned?
4. How best might we learn?
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for?
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?
The summative assessment will be the student generated action reflecting their understanding
of the central idea and lines of inquiry. The students will demonstrate how they recognize that
they can make a difference to their immediate community or...
(Please See End Notes section - Page 5).
What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?
•
Geographical features formed over time.
Project
F
Pre- assessment task
Students will have the opportunity to write or draw in order to communicate
their existing knowledge of the teacher questions. (option) assess students
on knowledge about student action.
Project
F
blank world map
useful blank world map to illustrate natural features
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer
software, etc, will be available?
How will the classroom environment, local environment, and/or the community be
used to facilitate the inquiry?
File: LandformsorNot_cut_and_paste.pdf
File: cover_Action_Journal_Nat_Geo.docx
UOI is mainly an open-ended task, stimulated by a prompt, students are being asked to
communicate an original response. The learning experiences in the classroom will be guided at
times to ensure students are provided with materials and objectives. This will provide the
teacher with the opportunity to observe, often and regularly and assess these goal directed
tasks. These tasks will be recorded through narrative records.
A rubric...
(Please See End Notes section - Page 5).
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Selected Learner Profile Items
• Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know
how to learn independently and with others. We learn with enthusiasm and sustain our love
of learning throughout life.
• Knowledgeable: We develop and use conceptual understanding, exploring knowledge
across a range of disciplines. We engage with issues and ideas that have local and global
significance.
(Please See End Notes section - Page 5).
Attitudes
Appreciation, Cooperation, Commitment.
Transdisciplinary Skills
• Research Skills: Collecting Data, Interpreting Data.
• Self-Management Skills: Informed Choices.
(Please See End Notes section - Page 5).
Youtube: http://http://youtu.be/2wuGcY6-Yxs
Youtube: http://http://youtu.be/w_ntMhqNBkk
© International Baccalaureate Organization 2007
Page 2
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 central idea. The reflections of all teachers involved in the
planning and teaching of the inquiry should be included.
What were the learning experiences that enabled students to develop an
understanding of the concepts identified in “What do we want to learn?”
Students were able to identify and describe different landforms around the world. They also
knew that over time landforms have changed. We recorded discussions and reflections, which
give evidence of students knowledge on how we are connected to the land and how we must
be responsible to maintain the world. This especially was evident during the time we were
writing the script to the Grade 2 PYP production in small groups. Students shared meaningful
ideas and were very expressive in the production - they sent out a powerful message to the
community.
How you could improve on the assessment task(s) so that you would have a more
accurate picture of each student’s understanding of the central idea.
Students got to the point in the UOI of sharing how they would like to take action and had
some very plausible thinking, but did not get the chance to actually take the action. They will
be encouraged to continue their ideas into the next UOI: Sharing the Planet. The both UOI's
link very nicely and so they will be able to deepen their ideas and take meaningful action.
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
Students wrote a production script based on what they had learnt throughout this UOI, this
reflected meaningful learning that they could connect to their lives and those of others. They
sent out a powerful message in an original way with a red bottle which represented pollution in
its many forms. The students showed the same bottle travel all around the world representing
the idea that when we through away trash or pollute, we never know where the trash will end
up, or what part of the world we will be impacting in a negative way. The students message
was simple, powerful and very meaningful, where at the end, the geologists, who had travelled
to look for "the secret message to save the world" revealed the words "you must take action".
As this was revealed to end the production,...
(Please See End Notes section - Page 5).
The chosen concepts were very fitting for this UOI, in fact, we could not have chosen any other
as they were so interrelated throughout the inquiry.
What were the learning experiences that enabled students to demonstrate the
learning and application of particular transdisciplinary skills?
Students used their action journal to collect relevant data throughout the UOI. Students used
this information to write the PYP production script, making informed choices and working
within their groups. students alos shared their journals regularly and discussed newly found
knowledge with their groups. The students became more understanding and familiar with the
idea of being responsible to take action and link leaning in the classroom to outside the
classroom, to bring in ideas and not just rely on the classroom environment for their learning but to go outside asking questions and to find answers elsewhere too. This growing sense of
responsibility and developing perspective of what learning is has been very beneficial to the
students and life-changing.
"we have been knocking down the walls and taking a look at what's really going on - sit back
and soak it...
(Please See End Notes section - Page 5).
What were the learning experiences that enabled students to develop particular
attributes of the learner profile and/or attitudes?
Students used their action journals to ask questions and research points of interest to do with
the central idea. Students did this research both in school and at home and shared their
knowledge with their colleagues. Students participated in group work, discussing attitudes that
we must have towards our world and became familiar with the attitudes in context.
We used these attitudes in connection with the central idea.
"appreciation":having appreciation for the world around us, of each other, our
materials and understanding that we must reduce, reuse and recycle.
"commitment", being commited to making a difference and promoting sustainable
action as an individual, school community and larger community.
"cooperation" : working together to make a difference in the world is key! Students
learnt that we must work as a team both in the classroom, school community and in the widerglobal...
(Please See End Notes section - Page 5).
© International Baccalaureate Organization 2007
Page 3
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.
Why do we need trees/oxygen/carbon dioxide? how do they connect?
Why do people cut trees and pollute if they know it is bad?
What do people do with the resources they take from the earth?
Where do animals live after the rainforest is cut down?
Why can't the Inuit people find food as easily as they did in the past?
How is the ice melting, why does it effect the people and animals?
What do land slides and mountain life have to do with climate change?
If pollution is bad why do we do it?
why do people cut trees down?
Students had many questions and used their Action Journals to keep record of their studentinitiated inquiries. This is a resource which enabled students to develop understandings and
build on their prior knowledge beyond the confines of the classroom. Most students carried
their journals around where ever they went and took them between class, outside...
(Please See End Notes section - Page 5).
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.
As In fact, the actions that the students choose to take as a result of the learning may be
considered the most significant summative assessment of the efficiency of thethe PYP Making
it Happen states
the line of inquiry that was extremely effective in order to give student the autonomy and reflect
on their ability to make a difference was: "
what action can we take to preserves natural features"
Students were extremely shocked with facts that illustrated the disaster of the melting arctic,
the cutting down of the rainforest and how we are connected to this in our daily choices.
students discussed their ideas and fealt empowered by having the "responsibility" to make a
difference in the world!
© International Baccalaureate Organization 2007
9. Teacher Notes
We have spent little time (1 lesson) in contributing to this unit in music class. The students
found engaging the conversations and examples of country/region specific musical
instruments. As Grade 2 had chosen to include a song in their PYP production, we have spent
2 weeks practicing in music class. The other lessons were spent with stand-alone skill based
teaching and learning, mostly notation skills.
In ICT – Teachers found the need to change some parts of the initial planning. Students used a
web browser and log in into The Life Learning Cloud. They navigated on the online resources
on connect. They used the online resources to find out/sort out more information about natural
features (e.g. Brain Pop, Encyclopedia Britannica). Students used their action books to take
notes. Students were engaged in the rapid typing program to improve their typing skills.
PORTUGUESE A: During this Unit most of time was dedicated to stand alone skills, particularly
reading and writing. One of the weeks was however dedicated to the Unit connections entirely
and the students were engaged in learning about their own country's habitats, focusing on the
coastal area. There was a presentation were they were shown the different aspects of a coast
in general and then particularly of the portuguese coast. They were most engaged when they
were shown a video with footage and pictures of the portuguese coast and it was relevant for
them as they could identify all the features that had been discussed before. Most students
were engaged when asked to share their own experiences and knowledge of the coast. At the
end of the Unit Grade 2 had their PYP Production and some of the portuguese lessons were
used to practice and get organized for it.
Students answered the questions independently showing good understanding about the
connections with the central idea and line of inquiry, geography connected to people's lives.
Students improved their hockey skills and watched the differences of different hockey games
(stick, footwear, ball/disc and floor). They also gave good examples about sports played
according to the different natural features (indoor/outdoor, aquatic/mountain).
Students were engaged in designing and creating art work using Landforms and Natural
features as the main focus. They were enthusiastic in sharing their knowledge as the unit
progressed. They were challenged to choose appropriate materials and techniques in their
work and are developing an understanding that the choice of different tools and materials
results in different outcomes.
Portuguese B: The students choose a natural feature from Portugal and researched about it.
During the unit the students learned a wide range of vocabulary and developed their oral skills.
At the end of the project, each student had... (Please See End Notes section - Page 5).
Page 4
Reflecting on the inquiry
Having a prompt helped students have a "realistic" understanding of what was expected of
them. it gave them useful insight and power. They began the UOI really taking on the role of a
geologist....
(Please See End Notes section - Page 5).
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
Page 4
End Notes
1. What is our purpose?
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
(Continued from Page 1) ...
include not only socially responsible attitudes, but also thoughtful and appropriate action…this action will extend the students learning, or may have a wider social impact.” (Making the PYP Happen, p.
25)
Through collaboration and research, the teachers will develop a ruberic. This ruberic will be used as a student-self-assessment tool so that they can reflect on their progress, in conjunction with this,
the ruberic will provide the final learning objectives. This will provide the support students will need as curriculum as process and as product. Teachers will expose students to a variety of material to
inspire ideas and scaffold the students inquiry stages. Students will work in groups and share ideas through opinion writing, which is the Writing Workshop nit running parallel to this UOI. This will
scaffold their understanding and aim of their student generated action.
Prompt:
You are a team of geologists working for National Geographic. People from all around the world will be coming to see you talk in a conference about responsibility towards our world. As an expert team
you need to choose a landform and think about how you can teach the rest of the world about how natural features influence our lives. You will also teach them about our responsibility towards the
world around us. (The students will be presenting their knowledge during a Primary Years Programme Production for their community)
Ruberic
Action
Responsibility
Communication skills
creativity
Knowledgeable
2. What do we want to learn?
What teacher questions/provocations will drive these inquiries?
(Continued from Page 1) ...
and group inquiry.
Activity 1: pre-assessment students on teacher questions using formatted page with opportunity to write or draw to communicate understanding.
Activity 2: Unpack central idea and brainstorm ideas and meaning of each word around the central idea for display.
Activity 3: Read out prompt for summative assessment and discuss. Students will make geologists from format and cut out card, decorate and display. This will support prompt for introduction of
summative assessment.
Activity 4: explore materials on landforms and watch "Master Communication" videos on different children around the world.
3. How might we know what we have learned?
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
© International Baccalaureate Organization 2007
Page 6
(Continued from Page 2) ...
the wider social community - even world wide (this can already lay the foundations for the difference between good and excellent). This will be preseanted in their PYP Production "Our Place in the
World".
“In the PYP it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes, but also thoughtful and appropriate action…this action will extend the
students learning, or may have a wider social impact.” (Making the PYP Happen, p. 25)
The students will use a ruberic as a self-assessment tool throughout the UOI so they can be pro-active and reflect on their own progress. This will provide the scaffolding students will need to access
their potential in the "action" component of the inquiry cycle. The same ruberic, which will be familiar to each student, will be used as the summative assessment tool to assess the students knowledge
and understanding of the central idea. This rubric will provide the learning objectives, curriculum as product, as well as the process of how to get there.
This will link to th writing unit "opinion writing". Students will state what their action will be and why through their writing and will be used in their PYP production.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
(Continued from Page 2) ...
the wider social community - even world wide (this can already lay the foundations for the difference between good and excellent). This will be preseanted in their PYP Production "Our Place in the
World".
“In the PYP it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes, but also thoughtful and appropriate action…this action will extend the
students learning, or may have a wider social impact.” (Making the PYP Happen, p. 25)
The students will use a ruberic as a self-assessment tool throughout the UOI so they can be pro-active and reflect on their own progress. This will provide the scaffolding students will need to access
their potential in the "action" component of the inquiry cycle. The same ruberic, which will be familiar to each student, will be used as the summative assessment tool to assess the students knowledge
and understanding of the central idea. This rubric will provide the learning objectives, curriculum as product, as well as the process of how to get there.
This will link to th writing unit "opinion writing". Students will state what their action will be and why through their writing and will be used in their PYP production.
•
Geographical features formed over time.
Project
F blank world map
useful blank world map to illustrate natural features
Quizz
Quizz
•
S landform assessment booklet
S landform assessment booklet
Geography connected to people`s lives.
Project
F Pre- assessment task
Students will have the opportunity to write or draw in order to communicate their existing knowledge of the teacher questions. (option) assess students on knowledge about
student action.
•
Our responsibility to maintain natural features.
Project
F Pre- assessment task
© International Baccalaureate Organization 2007
Page 7
Students will have the opportunity to write or draw in order to communicate their existing knowledge of the teacher questions. (option) assess students on knowledge about
student action.
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?
(Continued from Page 2) ...
with a set of criteria will rate student's understanding of the central idea.
Students will be geologists exploring the world and the impact it has on people's lives. They have the chance to research, discuss and question the natural features of the world. They will make
sculptures to add to the class World Map Display and discuss how people live in such landforms and the effect they have on our lives. They will also compare what landforms looked like in the past,
how they look today and why they are changing.
Introduce Summative Assessment prompt and review inquiry cycle. Talk about the importance of action inside and outside the classroom. Make geologist (arts and crafts activity) as motivational
prompt. Students will be writing opinions (linking this with Writing Workshow Unit "Opinion Writing") as a geologists about the world around them. They will use this opportunity to make conclusions
about what action they must take to make the world a better place and how they will do this. This will occur with time and through developing their writing skills in this Opinion Writing Unit
as students will develop their ability to use the conclusion stage of their writing, to tell us what action we can take - thus demonstrating their understanding of the lines of inquiry, concepts and central
idea.
The majority of this work will be presented in a PYP production. They will develop their own script, stage props and song reflecting the need to take action to make the world a better place. This will be
the summative assessment.
In Portuguese A- The students will be focusing on thePortuguese coast line and landscape.
In Portuguese B- The students will inquire about the different places people live in this country and investigate their local features.
In Music- The students will inquire how available materials in a country relate to the type of musical instruments used traditionally and the type of music created.
In Art- The students will be involved in preparing natural backdrops for the PYP production and learning about the natural features of them.
In ICT- The stduents will investiagte how to make movies about different landforms with special effects which will later be added to Portfolios.
In Library:
In PE- Hockey will be investigated through the concept causation, and connection. How it is played through different land forms.
Art : Students will create art projects about Landforms and Natural features and will be encouraged to explore a variety of art materials in their work.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Transdisciplinary Skills
(Continued from Page 2)
• Thinking Skills: Acquisition of Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical Thought, Metacognition.
• Social Skills: Accepting Responsibility, Cooperating, Group Decision Making.
• Communication Skills: Listening, Speaking, Reading, Writing, Non-verbal, Viewing, Presenting.
• Integrated Subjects: Portuguese A, Portuguese B, EAL, Music, Visual Arts, Physical Education, Library, ICT.
© International Baccalaureate Organization 2007
Page 8
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
(Continued from Page 2)
Youtube: http://http://youtu.be/cAcT_-cETuU
Youtube: http://http://www.youtube.com/watch?v=CfUog95BVKg&feature=share&list=PL0FC4474645C3B681&index=36
Youtube: http://http://youtu.be/m2ANa84D-PE
Photos:
Youtube: http://http://youtu.be/j8B4g4B_cPM
Youtube: http://http://youtu.be/EA14Sm5OjIk
Youtube: http://http://youtu.be/phzKG-Y-SI8
Youtube: http://http://youtu.be/XWvE53bbbO8
Youtube: http://http://www.youtube.com/watch?v=-8NFhh9KMHA&feature=share&list=PL624E44FBD39EC4F3&index=7
6. To what extent did we achieve our purpose?
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
(Continued from Page 3) ...
the red bottle was cut down (hanging from the ceiling fro nilon thread) and a girl walked up on stage, looked into the audiene and simply put it in a recycling bin. The rest of the Grade 2 students
cheered loudly from the audience and sang a song about "how the world works".
Students made many connections to thie production, through discussions, drawings, their writing workshop unit - opinion writing. They thought hard and carfuly about their place in the world and how
each and every person can make a true difference.
Students have been discussing taking the idea of the red bottle from the production further and having a news channel to report important information about the world and taking action. This may be
able to be developed for our next UOI as we explore "Sharing the Planet".
Students found their action journals very useful as they took them to ICT, home and used them in other areas of their learning. This helped them make connections between areas of learning and
develop the central ideas from different perspectives, deepening understanding.
After the production the Grade 2 students wrote to the school about reusing paper, cardboard etc. for the carnival decorations that we were asked to make per grade level:
Dear Carnival Team (this is Grade 2 children writing this email)
© International Baccalaureate Organization 2007
Page 9
We thought it would be a great idea to use recycled paper, cereal boxes, cardboard boxes, news paper etc. to make all of our decorations!!! In our production we did the same. This would mean we
would be saving a tree and creating less waste! What do think, good idea or what?!
(We chose these colours because they are like the world! these are the colours of the world!)
with thanks,
Grade 2
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to demonstrate the learning and application of particular transdisciplinary skills?
(Continued from Page 3) ...
in!" (PYP Production)
Students communicated with confidence, worked hard to speak with expression during the production. Students worked in group and supported each other with respect and empathy advising each
other on how they could present their role with more expression, clarity etc.
In their Writing Workshop Unit on Opinion Writing, the students researched books connected to their UOI and wrote fact based introductions to their opinions. Topics chosen were: Desert, Arctic,
Rainforest and Mountains. Students formed an opinion on the topic and gave reasons. Many related their work to action they want people to take, or to take themselves. Their texts were meaningful
and connected nicely to this genre.
What were the learning experiences that enabled students to develop particular attributes of the learner profile and/or attitudes?
(Continued from Page 3) ...
community. If we need something to work we need to make sure we work as a team.
student comment: "we can make a difference by picking up a can, it can save an animal. But if we do it and cooperate as a group then it would be even better, because then it
would be more help, more rubbish picked up, less pollution. we would be working as a team."
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.
(Continued from Page 4) ...
the playground, library, even to their ICT classes and home. They used the different environments to take action and find out more about the central idea. They shared ideas and were able to get new
perspectives and ideas to guide their inquiries in different contexts. This was an extremely beneficial tool to their learning and reflected student ability and success in their responsibility towards taking
student initiated action. It gave them the opportunity to connect their learning experiences to their daily lives and apply their understanding beyond the classroom and school environment.
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.
(Continued from Page 4) ...
As they progressed with their inquiries students began to deepen their inquiry into areas of their own interests based on locations. They naturally devided up into groups. the largest groups being the
rainforest and Arctic. Teachers thought it was important to allow the students to choose as they were very commited and enthusiastic towards these chosen locations.
© International Baccalaureate Organization 2007
Page 10
9. Teacher Notes
(Continued from Page 4) ...
opportunity to present their own work to the whole Portuguese group. All the students were very motivated to share their work and were very very surprised how such a small country like Portugal has
so many different features.
Portuguese B: The students choose a natural feature from Portugal and researched about it. During the unit the students learned a wide range of vocabulary and developed their oral skills. At the end
of the project, each student had the opportunity to present their own work to the whole Portuguese group. All the students were very motivated to share their work and were very very surprised how
such a small country like Portugal has so many different features.
© International Baccalaureate Organization 2007
Page 11
1. What is our purpose?
Class/grade:
Grade 2
Age group:
To inquire into the following:
School:
St. Dominic's International School
School code: 000650
• Transdisciplinary theme:
Title:
Our Place in the World
Teacher(s):
Tim Musgrove, Mariana Santos, Andrea Balazs, Nichola de
Montaigne, Carl Holden, Anthony Walsh, Ruben Lima,
Chandai Hamilton, Ana Duarte, Ana Casella, Joel Santos
Date:
01 January 2014
How the world works: An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how humans use their
understanding of scientific principles; the impact of scientific and technological advances on
society and on the environment.
PYP planner
• Central idea:
Proposed duration: 8 weeks
The natural features of all places influence the lives of people.
2. What do we want to learn?
Summative assessment task(s):
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Quizz
S
landform assessment booklet
Quizz
S
landform assessment booklet
What are the possible ways of assessing students’ understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
The teachers will be involved in a Masters level action research study titled: Promoting
Responsible Action within and Beyond a PYP School, throughout this UOI. The study will be
focusing on the "action" component of the inquiry cycle. The summative assessment will be
the student generated action and will demonstrate their understanding of how they can make a
difference in their immediate community or wider social context - even world wide.
“In the PYP it is believed that education must extend beyond the intellectual to...
(Please See End Notes section - Page 5).
• Form • Causation • Connection • Responsibility
What lines of inquiry will define the scope of the inquiry into the central idea?
• Geographical features formed over time.
• Geography connected to people`s lives.
• Our responsibility to maintain natural features.
What teacher questions/provocations will drive these inquiries?
•
•
•
•
What are natural features? 1
How do people connect to the natural features of their environment? 2
Where in the world should we be more responsible to preserve natural features? 3
What action can we take to preserve natural features? 3
Provocations:
General: Teachers will scaffold the students understanding of the central idea and provide
oppertunity for group discussions, read alouds, reading to self and reading buddy time.
Teachers will provide an array of materials, books, magazines, posters, art & craft
materials, manipulate the classroom spaces and areas into new spaces in order to motivate
and guide...
(Please See End Notes section - Page 5).
© International Baccalaureate Organization 2007
Page 1
Planning the inquiry
3. How might we know what we have learned?
4. How best might we learn?
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for?
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?
The summative assessment will be the student generated action reflecting their understanding
of the central idea and lines of inquiry. The students will demonstrate how they recognize that
they can make a difference to their immediate community or...
(Please See End Notes section - Page 5).
What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?
•
Geographical features formed over time.
Project
F
Pre- assessment task
Students will have the opportunity to write or draw in order to communicate
their existing knowledge of the teacher questions. (option) assess students
on knowledge about student action.
Project
F
blank world map
useful blank world map to illustrate natural features
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer
software, etc, will be available?
How will the classroom environment, local environment, and/or the community be
used to facilitate the inquiry?
File: LandformsorNot_cut_and_paste.pdf
File: cover_Action_Journal_Nat_Geo.docx
UOI is mainly an open-ended task, stimulated by a prompt, students are being asked to
communicate an original response. The learning experiences in the classroom will be guided at
times to ensure students are provided with materials and objectives. This will provide the
teacher with the opportunity to observe, often and regularly and assess these goal directed
tasks. These tasks will be recorded through narrative records.
A rubric...
(Please See End Notes section - Page 5).
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Selected Learner Profile Items
• Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know
how to learn independently and with others. We learn with enthusiasm and sustain our love
of learning throughout life.
• Knowledgeable: We develop and use conceptual understanding, exploring knowledge
across a range of disciplines. We engage with issues and ideas that have local and global
significance.
(Please See End Notes section - Page 5).
Attitudes
Appreciation, Cooperation, Commitment.
Transdisciplinary Skills
• Research Skills: Collecting Data, Interpreting Data.
• Self-Management Skills: Informed Choices.
(Please See End Notes section - Page 5).
Youtube: http://http://youtu.be/2wuGcY6-Yxs
Youtube: http://http://youtu.be/w_ntMhqNBkk
© International Baccalaureate Organization 2007
Page 2
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 central idea. The reflections of all teachers involved in the
planning and teaching of the inquiry should be included.
What were the learning experiences that enabled students to develop an
understanding of the concepts identified in “What do we want to learn?”
Students were able to identify and describe different landforms around the world. They also
knew that over time landforms have changed. We recorded discussions and reflections, which
give evidence of students knowledge on how we are connected to the land and how we must
be responsible to maintain the world. This especially was evident during the time we were
writing the script to the Grade 2 PYP production in small groups. Students shared meaningful
ideas and were very expressive in the production - they sent out a powerful message to the
community.
How you could improve on the assessment task(s) so that you would have a more
accurate picture of each student’s understanding of the central idea.
Students got to the point in the UOI of sharing how they would like to take action and had
some very plausible thinking, but did not get the chance to actually take the action. They will
be encouraged to continue their ideas into the next UOI: Sharing the Planet. The both UOI's
link very nicely and so they will be able to deepen their ideas and take meaningful action.
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
Students wrote a production script based on what they had learnt throughout this UOI, this
reflected meaningful learning that they could connect to their lives and those of others. They
sent out a powerful message in an original way with a red bottle which represented pollution in
its many forms. The students showed the same bottle travel all around the world representing
the idea that when we through away trash or pollute, we never know where the trash will end
up, or what part of the world we will be impacting in a negative way. The students message
was simple, powerful and very meaningful, where at the end, the geologists, who had travelled
to look for "the secret message to save the world" revealed the words "you must take action".
As this was revealed to end the production,...
(Please See End Notes section - Page 5).
The chosen concepts were very fitting for this UOI, in fact, we could not have chosen any other
as they were so interrelated throughout the inquiry.
What were the learning experiences that enabled students to demonstrate the
learning and application of particular transdisciplinary skills?
Students used their action journal to collect relevant data throughout the UOI. Students used
this information to write the PYP production script, making informed choices and working
within their groups. students alos shared their journals regularly and discussed newly found
knowledge with their groups. The students became more understanding and familiar with the
idea of being responsible to take action and link leaning in the classroom to outside the
classroom, to bring in ideas and not just rely on the classroom environment for their learning but to go outside asking questions and to find answers elsewhere too. This growing sense of
responsibility and developing perspective of what learning is has been very beneficial to the
students and life-changing.
"we have been knocking down the walls and taking a look at what's really going on - sit back
and soak it...
(Please See End Notes section - Page 5).
What were the learning experiences that enabled students to develop particular
attributes of the learner profile and/or attitudes?
Students used their action journals to ask questions and research points of interest to do with
the central idea. Students did this research both in school and at home and shared their
knowledge with their colleagues. Students participated in group work, discussing attitudes that
we must have towards our world and became familiar with the attitudes in context.
We used these attitudes in connection with the central idea.
"appreciation":having appreciation for the world around us, of each other, our
materials and understanding that we must reduce, reuse and recycle.
"commitment", being commited to making a difference and promoting sustainable
action as an individual, school community and larger community.
"cooperation" : working together to make a difference in the world is key! Students
learnt that we must work as a team both in the classroom, school community and in the widerglobal...
(Please See End Notes section - Page 5).
© International Baccalaureate Organization 2007
Page 3
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.
Why do we need trees/oxygen/carbon dioxide? how do they connect?
Why do people cut trees and pollute if they know it is bad?
What do people do with the resources they take from the earth?
Where do animals live after the rainforest is cut down?
Why can't the Inuit people find food as easily as they did in the past?
How is the ice melting, why does it effect the people and animals?
What do land slides and mountain life have to do with climate change?
If pollution is bad why do we do it?
why do people cut trees down?
Students had many questions and used their Action Journals to keep record of their studentinitiated inquiries. This is a resource which enabled students to develop understandings and
build on their prior knowledge beyond the confines of the classroom. Most students carried
their journals around where ever they went and took them between class, outside...
(Please See End Notes section - Page 5).
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.
As In fact, the actions that the students choose to take as a result of the learning may be
considered the most significant summative assessment of the efficiency of thethe PYP Making
it Happen states
the line of inquiry that was extremely effective in order to give student the autonomy and reflect
on their ability to make a difference was: "
what action can we take to preserves natural features"
Students were extremely shocked with facts that illustrated the disaster of the melting arctic,
the cutting down of the rainforest and how we are connected to this in our daily choices.
students discussed their ideas and fealt empowered by having the "responsibility" to make a
difference in the world!
© International Baccalaureate Organization 2007
9. Teacher Notes
We have spent little time (1 lesson) in contributing to this unit in music class. The students
found engaging the conversations and examples of country/region specific musical
instruments. As Grade 2 had chosen to include a song in their PYP production, we have spent
2 weeks practicing in music class. The other lessons were spent with stand-alone skill based
teaching and learning, mostly notation skills.
In ICT – Teachers found the need to change some parts of the initial planning. Students used a
web browser and log in into The Life Learning Cloud. They navigated on the online resources
on connect. They used the online resources to find out/sort out more information about natural
features (e.g. Brain Pop, Encyclopedia Britannica). Students used their action books to take
notes. Students were engaged in the rapid typing program to improve their typing skills.
PORTUGUESE A: During this Unit most of time was dedicated to stand alone skills, particularly
reading and writing. One of the weeks was however dedicated to the Unit connections entirely
and the students were engaged in learning about their own country's habitats, focusing on the
coastal area. There was a presentation were they were shown the different aspects of a coast
in general and then particularly of the portuguese coast. They were most engaged when they
were shown a video with footage and pictures of the portuguese coast and it was relevant for
them as they could identify all the features that had been discussed before. Most students
were engaged when asked to share their own experiences and knowledge of the coast. At the
end of the Unit Grade 2 had their PYP Production and some of the portuguese lessons were
used to practice and get organized for it.
Students answered the questions independently showing good understanding about the
connections with the central idea and line of inquiry, geography connected to people's lives.
Students improved their hockey skills and watched the differences of different hockey games
(stick, footwear, ball/disc and floor). They also gave good examples about sports played
according to the different natural features (indoor/outdoor, aquatic/mountain).
Students were engaged in designing and creating art work using Landforms and Natural
features as the main focus. They were enthusiastic in sharing their knowledge as the unit
progressed. They were challenged to choose appropriate materials and techniques in their
work and are developing an understanding that the choice of different tools and materials
results in different outcomes.
Portuguese B: The students choose a natural feature from Portugal and researched about it.
During the unit the students learned a wide range of vocabulary and developed their oral skills.
At the end of the project, each student had... (Please See End Notes section - Page 5).
Page 4
Reflecting on the inquiry
Having a prompt helped students have a "realistic" understanding of what was expected of
them. it gave them useful insight and power. They began the UOI really taking on the role of a
geologist....
(Please See End Notes section - Page 5).
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
Page 4
End Notes
1. What is our purpose?
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
(Continued from Page 1) ...
include not only socially responsible attitudes, but also thoughtful and appropriate action…this action will extend the students learning, or may have a wider social impact.” (Making the PYP Happen, p.
25)
Through collaboration and research, the teachers will develop a ruberic. This ruberic will be used as a student-self-assessment tool so that they can reflect on their progress, in conjunction with this,
the ruberic will provide the final learning objectives. This will provide the support students will need as curriculum as process and as product. Teachers will expose students to a variety of material to
inspire ideas and scaffold the students inquiry stages. Students will work in groups and share ideas through opinion writing, which is the Writing Workshop nit running parallel to this UOI. This will
scaffold their understanding and aim of their student generated action.
Prompt:
You are a team of geologists working for National Geographic. People from all around the world will be coming to see you talk in a conference about responsibility towards our world. As an expert team
you need to choose a landform and think about how you can teach the rest of the world about how natural features influence our lives. You will also teach them about our responsibility towards the
world around us. (The students will be presenting their knowledge during a Primary Years Programme Production for their community)
Ruberic
Action
Responsibility
Communication skills
creativity
Knowledgeable
2. What do we want to learn?
What teacher questions/provocations will drive these inquiries?
(Continued from Page 1) ...
and group inquiry.
Activity 1: pre-assessment students on teacher questions using formatted page with opportunity to write or draw to communicate understanding.
Activity 2: Unpack central idea and brainstorm ideas and meaning of each word around the central idea for display.
Activity 3: Read out prompt for summative assessment and discuss. Students will make geologists from format and cut out card, decorate and display. This will support prompt for introduction of
summative assessment.
Activity 4: explore materials on landforms and watch "Master Communication" videos on different children around the world.
3. How might we know what we have learned?
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
© International Baccalaureate Organization 2007
Page 6
(Continued from Page 2) ...
the wider social community - even world wide (this can already lay the foundations for the difference between good and excellent). This will be preseanted in their PYP Production "Our Place in the
World".
“In the PYP it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes, but also thoughtful and appropriate action…this action will extend the
students learning, or may have a wider social impact.” (Making the PYP Happen, p. 25)
The students will use a ruberic as a self-assessment tool throughout the UOI so they can be pro-active and reflect on their own progress. This will provide the scaffolding students will need to access
their potential in the "action" component of the inquiry cycle. The same ruberic, which will be familiar to each student, will be used as the summative assessment tool to assess the students knowledge
and understanding of the central idea. This rubric will provide the learning objectives, curriculum as product, as well as the process of how to get there.
This will link to th writing unit "opinion writing". Students will state what their action will be and why through their writing and will be used in their PYP production.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
(Continued from Page 2) ...
the wider social community - even world wide (this can already lay the foundations for the difference between good and excellent). This will be preseanted in their PYP Production "Our Place in the
World".
“In the PYP it is believed that education must extend beyond the intellectual to include not only socially responsible attitudes, but also thoughtful and appropriate action…this action will extend the
students learning, or may have a wider social impact.” (Making the PYP Happen, p. 25)
The students will use a ruberic as a self-assessment tool throughout the UOI so they can be pro-active and reflect on their own progress. This will provide the scaffolding students will need to access
their potential in the "action" component of the inquiry cycle. The same ruberic, which will be familiar to each student, will be used as the summative assessment tool to assess the students knowledge
and understanding of the central idea. This rubric will provide the learning objectives, curriculum as product, as well as the process of how to get there.
This will link to th writing unit "opinion writing". Students will state what their action will be and why through their writing and will be used in their PYP production.
•
Geographical features formed over time.
Project
F blank world map
useful blank world map to illustrate natural features
Quizz
Quizz
•
S landform assessment booklet
S landform assessment booklet
Geography connected to people`s lives.
Project
F Pre- assessment task
Students will have the opportunity to write or draw in order to communicate their existing knowledge of the teacher questions. (option) assess students on knowledge about
student action.
•
Our responsibility to maintain natural features.
Project
F Pre- assessment task
© International Baccalaureate Organization 2007
Page 7
Students will have the opportunity to write or draw in order to communicate their existing knowledge of the teacher questions. (option) assess students on knowledge about
student action.
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?
(Continued from Page 2) ...
with a set of criteria will rate student's understanding of the central idea.
Students will be geologists exploring the world and the impact it has on people's lives. They have the chance to research, discuss and question the natural features of the world. They will make
sculptures to add to the class World Map Display and discuss how people live in such landforms and the effect they have on our lives. They will also compare what landforms looked like in the past,
how they look today and why they are changing.
Introduce Summative Assessment prompt and review inquiry cycle. Talk about the importance of action inside and outside the classroom. Make geologist (arts and crafts activity) as motivational
prompt. Students will be writing opinions (linking this with Writing Workshow Unit "Opinion Writing") as a geologists about the world around them. They will use this opportunity to make conclusions
about what action they must take to make the world a better place and how they will do this. This will occur with time and through developing their writing skills in this Opinion Writing Unit
as students will develop their ability to use the conclusion stage of their writing, to tell us what action we can take - thus demonstrating their understanding of the lines of inquiry, concepts and central
idea.
The majority of this work will be presented in a PYP production. They will develop their own script, stage props and song reflecting the need to take action to make the world a better place. This will be
the summative assessment.
In Portuguese A- The students will be focusing on thePortuguese coast line and landscape.
In Portuguese B- The students will inquire about the different places people live in this country and investigate their local features.
In Music- The students will inquire how available materials in a country relate to the type of musical instruments used traditionally and the type of music created.
In Art- The students will be involved in preparing natural backdrops for the PYP production and learning about the natural features of them.
In ICT- The stduents will investiagte how to make movies about different landforms with special effects which will later be added to Portfolios.
In Library:
In PE- Hockey will be investigated through the concept causation, and connection. How it is played through different land forms.
Art : Students will create art projects about Landforms and Natural features and will be encouraged to explore a variety of art materials in their work.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Transdisciplinary Skills
(Continued from Page 2)
• Thinking Skills: Acquisition of Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical Thought, Metacognition.
• Social Skills: Accepting Responsibility, Cooperating, Group Decision Making.
• Communication Skills: Listening, Speaking, Reading, Writing, Non-verbal, Viewing, Presenting.
• Integrated Subjects: Portuguese A, Portuguese B, EAL, Music, Visual Arts, Physical Education, Library, ICT.
© International Baccalaureate Organization 2007
Page 8
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
(Continued from Page 2)
Youtube: http://http://youtu.be/cAcT_-cETuU
Youtube: http://http://www.youtube.com/watch?v=CfUog95BVKg&feature=share&list=PL0FC4474645C3B681&index=36
Youtube: http://http://youtu.be/m2ANa84D-PE
Photos:
Youtube: http://http://youtu.be/j8B4g4B_cPM
Youtube: http://http://youtu.be/EA14Sm5OjIk
Youtube: http://http://youtu.be/phzKG-Y-SI8
Youtube: http://http://youtu.be/XWvE53bbbO8
Youtube: http://http://www.youtube.com/watch?v=-8NFhh9KMHA&feature=share&list=PL624E44FBD39EC4F3&index=7
6. To what extent did we achieve our purpose?
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
(Continued from Page 3) ...
the red bottle was cut down (hanging from the ceiling fro nilon thread) and a girl walked up on stage, looked into the audiene and simply put it in a recycling bin. The rest of the Grade 2 students
cheered loudly from the audience and sang a song about "how the world works".
Students made many connections to thie production, through discussions, drawings, their writing workshop unit - opinion writing. They thought hard and carfuly about their place in the world and how
each and every person can make a true difference.
Students have been discussing taking the idea of the red bottle from the production further and having a news channel to report important information about the world and taking action. This may be
able to be developed for our next UOI as we explore "Sharing the Planet".
Students found their action journals very useful as they took them to ICT, home and used them in other areas of their learning. This helped them make connections between areas of learning and
develop the central ideas from different perspectives, deepening understanding.
After the production the Grade 2 students wrote to the school about reusing paper, cardboard etc. for the carnival decorations that we were asked to make per grade level:
Dear Carnival Team (this is Grade 2 children writing this email)
© International Baccalaureate Organization 2007
Page 9
We thought it would be a great idea to use recycled paper, cereal boxes, cardboard boxes, news paper etc. to make all of our decorations!!! In our production we did the same. This would mean we
would be saving a tree and creating less waste! What do think, good idea or what?!
(We chose these colours because they are like the world! these are the colours of the world!)
with thanks,
Grade 2
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to demonstrate the learning and application of particular transdisciplinary skills?
(Continued from Page 3) ...
in!" (PYP Production)
Students communicated with confidence, worked hard to speak with expression during the production. Students worked in group and supported each other with respect and empathy advising each
other on how they could present their role with more expression, clarity etc.
In their Writing Workshop Unit on Opinion Writing, the students researched books connected to their UOI and wrote fact based introductions to their opinions. Topics chosen were: Desert, Arctic,
Rainforest and Mountains. Students formed an opinion on the topic and gave reasons. Many related their work to action they want people to take, or to take themselves. Their texts were meaningful
and connected nicely to this genre.
What were the learning experiences that enabled students to develop particular attributes of the learner profile and/or attitudes?
(Continued from Page 3) ...
community. If we need something to work we need to make sure we work as a team.
student comment: "we can make a difference by picking up a can, it can save an animal. But if we do it and cooperate as a group then it would be even better, because then it
would be more help, more rubbish picked up, less pollution. we would be working as a team."
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.
(Continued from Page 4) ...
the playground, library, even to their ICT classes and home. They used the different environments to take action and find out more about the central idea. They shared ideas and were able to get new
perspectives and ideas to guide their inquiries in different contexts. This was an extremely beneficial tool to their learning and reflected student ability and success in their responsibility towards taking
student initiated action. It gave them the opportunity to connect their learning experiences to their daily lives and apply their understanding beyond the classroom and school environment.
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.
(Continued from Page 4) ...
As they progressed with their inquiries students began to deepen their inquiry into areas of their own interests based on locations. They naturally devided up into groups. the largest groups being the
rainforest and Arctic. Teachers thought it was important to allow the students to choose as they were very commited and enthusiastic towards these chosen locations.
© International Baccalaureate Organization 2007
Page 10
9. Teacher Notes
(Continued from Page 4) ...
opportunity to present their own work to the whole Portuguese group. All the students were very motivated to share their work and were very very surprised how such a small country like Portugal has
so many different features.
Portuguese B: The students choose a natural feature from Portugal and researched about it. During the unit the students learned a wide range of vocabulary and developed their oral skills. At the end
of the project, each student had the opportunity to present their own work to the whole Portuguese group. All the students were very motivated to share their work and were very very surprised how
such a small country like Portugal has so many different features.
© International Baccalaureate Organization 2007
Page 11
