Title: Teacher(s): Ashley Bowers, Kaitlyn R, and !indsi " #ate: $roposed duration: %& hours o'er ( wee)s $*$ planner 1. What is our purpose? To inquire into the following: transdisciplinary theme How we express ourselves: is a+out literature and the Arts, storytelling, $rose, $oetry, ,isual Arts, #ance and again in A-erica and other places central idea: $eople e.press their personal histories and connections with other cultures in a 'ariety o/ ways Summative assessment tas!s": 0hat are the possi+le ways o/ assessing students1 understanding o/ the central idea2 0hat e'idence, including student3initiated actions, will we loo) /or2 Tas): Through the -ediu- o/ their choice, students will e.press their personal stories and will present the- to their peers The peers are responsi+le /or -a)ing connections Criteria: 4ediu- o/ student1s choice (-e-oir, poetry, sculpture, drawing, dance, -usic, constructing, acting, ti-eline $ower$oint) this is not an all- inclusive list. $resentations include: Glo+ally3-inded connections, well3cra/ted personal story with rational o/ e.pression choice A/ter each presentation, peers will +e e.pected to -a)e a written connection to one aspect o/ each peer1s presentation A/ter their presentation, students will sel/3assess and re/lect on their presentation and the unit as whole #. What do we want to learn? 0hat are the )ey concepts (/or-, /unction, causation, change, connection, perspecti'e, responsi+ility, re/lection) to +e e-phasi5ed within this in6uiry2 Connection, perspecti'e, re/lection Related Concepts: Relationships, culture, e'idence 0hat lines o/ in6uiry will de/ine the scope o/ the in6uiry into the central idea2 $ersonal histories de-onstrate 'alues, +elie/s and culture Connecting to di//erent perspecti'es allows us to disco'er shared e.periences and understandings 7'idence can support your /eelings and enhance your sel/ e.pression 0hat teacher 6uestions/pro'ocations will dri'e these in6uiries2 0hy is it i-portant to )now a+out and +e a+le to share our past2 8ow do we share our perspecti'es in a way that honors di//erences and unco'ers si-ilarities2 0hat -ediu-s can we e.press oursel'es through2 8ow do our e.periences ena+le us to connect with others2 8ow could )nowledge o/ the ways other cultures e.press the-sel'es help us understand culture2 $lanning the in6uiry 9 :nternational Baccalaureate "rgani5ation ;&&% $lanning the in6uiry $. How might we now what we have learned? This column should be used in conjunction with How best might we learn? 0hat are the possi+le ways o/ assessing students1 prior )nowledge and s)ills2 0hat e'idence will we loo) /or2 Based on Bro/en+renner1s 7cological Syste-s Theory, students will create their own personal -odel o/ e.periences relating to their -icrosyste-, e.osyste- and -acrosyste- <rontloading: Teacher will create a -odel representing their own history to sca//old students1 understanding o/ the tas) Teachers will loo) /or any e'idence regarding the students1 prior understanding o/ their personal e.periences and how they connect to the world around the- 0hat are the possi+le ways o/ assessing student learning in the conte.t o/ the lines o/ in6uiry2 0hat e'idence will we loo) /or2 Students critically e.a-ine ways o/ e.pression through 'arious -ediu-s <or e.a-ple, a ti-eline o/ Gandhi1s li/e, a piece o/ $icasso1s artwor), /ol) dancing ("+ser'ation, discussion with anecdotal record) Students share in/or-ation a+out their personal histories (oral co--unication) Students retell a personal e.perience through the lens o/ written -e-oir (0riting sa-ple) #ocu-ent students1 indi'idual connections to di//erent /or-s o/ e.pression across cultures Students show the understanding o/ the central idea through a group research pro=ect (ru+ric) %. How &est might we learn? 0hat are the learning e.periences suggested +y the teacher and/or students to encourage the students to engage with the in6uiries and address the dri'ing 6uestions2 Tuning 'n Teachers read /iction and non3/iction +oo)s a+out peoples personal histories and 'arious cultures Class recei'es 'isits /ro- 'arious co--unity -e-+ers including entrepreneurs, people o/ 'arious cultural +ac)grounds, war 'eterans, etc to tal) a+out their personal history (inding )ut*Sorting )ut Se'eral +rainstor-ing acti'ities to get the students thin)ing a+out their li/e e.periences <or e.a-ple, a ti-eline o/ their li'es, heart -ap, /loor plan, etc See, Thin), 0onder: Show 'arious -ediu-s o/ e.pression to the students (e.: a piece o/ $icasso1s artwor)) and as), >0hat do you see2 0hat do you thin) a+out that2 0hat does it -a)e you wonder2? $air Share: Students share ;3@ e'ents /ro- their personal history with a partner (This ser'es as a way to de'elop ideas /or a personal -e-oir) Students ha'e the opportunity to try out 'arious /or-s o/ art e.pression (clay, painting, dance, acting, etc) Students create a written personal -e-oir +oing (urther :n s-all groups, students research /or-s o/ e.pression /ro- di//erent cultures and present their /indings, connections and re/lections to the class ,rawing -onclusions*.eflecting and /cting Group #iscussion: As a class, students discuss what they learned, what went well, what they struggled with and what 6uestions they still ha'e #iscussion will lead to why this topic o/ in6uiry is i-portant 0hat opportunities will occur /or transdisciplinary s)ills de'elop-ent and /or the de'elop-ent o/ the attri+utes o/ the learner pro/ile2 0rofile: Knowledgea+le, Co--unicators, Caring, Re/lecti'e /ttitudes: Appreciation, Cooperation, Creati'ity, Curiosity, Respect Sills: Social, Co--unication, Research 1. What resources need to &e gathered? 0hat people, places, audio3'isual -aterials, related literature, -usic, art, co-puter so/tware, etc, will +e a'aila+le2 $eople: Co--unity 'olunteers, li+rarian $laces: !i+rary Audio3'isual -aterials: Co-puters Related Te.ts: <iction and non3/iction +oo)s a+out personal histories and cultural traditions (e.: +iographies o/ world leaders, historical /igures, in'entors, etc) 4usic/Art: 7.a-ple o/ art wor) as a /or- o/ e.pression (7.: $icasso and /ol) dancing 'ideos) 8ow will the classroo- en'iron-ent, local en'iron-ent, and/or the co--unity +e used to /acilitate the in6uiry2 A special place in the classroo- will +e set up /or children to e.plore and e.press the-sel'es through 'arious -ediu-s "ngoing research will encourage students to disco'er cultural si-ilarities and di//erences Co--unity -e-+ers will pro'ide a 'alua+le asset in the /or- o/ sharing their personal e.periences and histories 9 :nternational Baccalaureate "rgani5ation ;&&% Re/lecting on the in6uiry 2. To what extent did we achieve our purpose? Assess the outco-e o/ the in6uiry +y pro'iding e'idence o/ students1 understanding o/ the central idea The re/lections o/ all teachers in'ol'ed in the planning and teaching o/ the in6uiry should +e included 8ow you could i-pro'e on the assess-ent tas)(s) so that you would ha'e a -ore accurate picture o/ each student1s understanding o/ the central idea 0hat was the e'idence that connections were -ade +etween the central idea and the transdisciplinary the-e2 3. To what extent did we include the elements of the 040? 0hat were the learning e.periences that ena+led students to: de'elop an understanding o/ the concepts identi/ied in >0hat do we want to learn2? de-onstrate the learning and application o/ particular transdisciplinary s)ills2 de'elop particular attri+utes o/ the learner pro/ile and/or attitudes2 :n each case, e.plain your selection 9 :nternational Baccalaureate "rgani5ation ;&&% Re/lecting on the in6uiry 5. What student6initiated inquiries arose from the learning? Record a range o/ student3initiated in6uiries and student 6uestions and highlight any that were incorporated into the teaching and learning At this point teachers should go back to box !hat do we want to learn? and highlight the teacher "uestions#provocations that were most e$$ective in driving the in"uiries. What student6initiated actions arose from the learning? Record student3initiated actions ta)en +y indi'iduals or groups showing their a+ility to re/lect, to choose and to act 7. Teacher notes 9 :nternational Baccalaureate "rgani5ation ;&&%