Planning the inquiry

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

Class/grade: 1-5

Age group: 6-11

School: Domuschola International School

School code:

Title: Health Related Fitness

central idea

Team success depends on cooperation of group members

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?

Goal: Students will be able to demonstrate positive attitude by

listening, sharing and supporting the efforts of their classmates and be
self-directed.
Role: Students will able to perform problem-solving task by actively
suggesting solutions to problems and by contributing group effort on
applying our learner profiles.
Audience: Teachers, Coaches and Students across 8 to 12 years of
age.
Scenario: Students will have a friendly PE Handball tournament with
other International Schools across Pasig.
Product: Students will be consistently stay focused on the task and
group discussion and routinely suggest useful ideas when
participating on physical activities.

PYP planner

Teacher(s): Brenn Bavia

Date:
Proposed duration: 1 hour & 30 mins

over number of weeks: 6 weeks

2. What do we want to learn?

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

Focus Key Concepts: Connection / Responsibility / Function

Related Concepts: Team, Cooperation, Interaction, Community
What lines of inquiry will define the scope of the inquiry into the central idea?

Role of setting team goals and expectations

Group communication
Solving problems and challenges

What teacher questions/provocations will drive these inquiries?

International Baccalaureate Organization 2007

What does cooperation work? (Function)

How does cooperation between teams affect the game?
(Connection)

What do we need to be successful in cooperation? (Responsibility)

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?
Class brainstorm: Cooperation; what does it look like? The
identified criteria will be used for future reflection and assessment.
Students work in partners to share their thoughts and their ideas
on the connections between cooperation to PE games and sports.

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. Free game for all

2. Unpacking the CI using the lens of the video taken from #1
3. Gallery Walk: How do we set rules and expectations?, How do we communicate as a team?, and How do we resolve problems and challenges?
We will start the unit by unpacking the central idea followed by a short discussion on how important a student should learn how to cooperate. Then, we
will talk about what different sports activities that we can apply teamwork. We will vote for the following activities: basketball, handball, soccer and team
building games. As we play, we will try to resolve conflicts and inquire on individual roles.
Give students experience of different kinds of team games. Need to be sure that everybody can contribute to the success of a group through choosing
challenging games that stimulate all students at all levels.

Teacher observes students cooperation related behaviors as they

play simple.

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

What are the possible ways of assessing student

learning in the context of the lines of inquiry?
What evidence will we look for?

A. Transdisciplinary Skills
Social Skills:

Group Communication

Direct communication
complete and specific communication
clear and complete communication
Stating your needs and feelings clearly

Avoid hidden agendas

Reinforce with repetition

Identify the challenges

Cooperation Students will work as a group/team that will showcase teamwork and group effort to provide camaraderie.
Resolving conflict Students will demonstrate sportsmanship and reflect every time theres a struggle.

listening and speaking while learning the procedures.

Self-Management

Consistency of nonverbal messages

Feedbacks
Problem Solving

Respecting others Students will demonstrate equality and fairness for every turn and skill accommodation for everyone.

Communication Skills:

Separating fact from opinion

Focus on one thing at a time

Accepting responsibility Students will be leading all the warm-up and stretching exercises that will start up the PE Class.

Safety Students will demonstrate a development in skill related activities to avoid unwanted accident.
Spatial Awareness Students will apply all the knowledge, skills and understanding on how will they move in a certain
environment with care.
Organization Students will demonstrate promptness for each discussion and apply it to the drills that will partake.

Gross motor skills Students will develop their large muscle groups as we progress on different emphasis of sport and leisure.
B. Learner Profile

select and write underlying problem

Principled: Working for the achievement of the team instead of the achievement of the individual

produce solution ideas

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Resource Speakers for grasping unique ideas and inspirations.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
By demonstrating proper execution of skills, safety and self-management. Links will be made between good practice in the school pool and then safe practices when going to
different sports facilities.

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 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:

Class brainstorm: Cooperation; what does it look like? The identified

criteria will be used for future reflection and assessment. Students work in
partners to share their thoughts and their ideas on the connections
between cooperation to PE games and sports.
Teacher observes students cooperation related behaviors as they play.
Active living, Interactions and Identity is obviously having strong links on this
unit. Compare to other physical activities like team sports, individual pursuits,
and cooperative games inquires self-management into a different settings
wherein the students promote active fitness.
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.

Evidence excel spreadsheet detailing self-management skills learnt.

Anecdotal notes referencing areas of strength and areas of

improvement

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

develop an understanding of the concepts identified in What do we want to

learn?

demonstrate the learning and application of particular transdisciplinary skills?

Social Skills:
Accepting responsibility Students will be leading all the warm-up and
stretching exercises that will start up the PE Class.
Respecting others Students will demonstrate equality and fairness for
every turn and skill accommodation for everyone.
Cooperation Students will work as a group/team that will showcase
teamwork and group effort to provide camaraderie.
Resolving conflict Students will demonstrate sportsmanship and
reflect every time theres a struggle.
Communication Skills:
listening and speaking while learning the procedures.
Self-Management
Safety Students demonstrated a development in skill related
activities to avoid unwanted accident.
Spatial Awareness Students applied all the knowledge, skills and
understanding on how will they move in a certain environment
with care.
Organization Students demonstrated promptness for each
discussion and apply it to the drills that will partake.
Gross motor skills Students developed their large muscle
groups as we progress on different emphasis of sport and leisure.

Develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

International Baccalaureate Organization 2007

Principled: Students worked for the achievement of the team

instead of the achievement of the individual
Open-minded: They became open with the perspectives and ideas
of others even in the fast paced game.

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 were incorporated into the teaching and learning.

Grade 1

1.

How to improve our skill in handball?

2.

How will I show sportsmanship?

3.

How will I develop my throwing skills?

4.

How can I shoot the ball inside the goal?

5.

What skill will I use to dodge an opponent while dribbling?

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.

Start with foundation of PE (locomotor, non-locomotor activities)

Relay games for warm-up

Focus on Personal pursuits (ball dribbling, control and balance)

Grade 2

Structured warm-up (run in laps)

Take turns on showing different stretching variation

Focus on skill drill before starting a group activity

Grade 3
What student-initiated actions arose from the learning?

Structured warm-up

Record student-initiated actions taken by individuals or groups showing their ability to

reflect, to choose and to act.

Emphasis on mastery in locomotor, non-locomotor and

manipulative skills

Start playing modified cooperative games

Introduce game regulations to follow

Students created a sequence of circuit training exercises

Students started to create a variety of warm-up and stretching

Students demonstrated responsible actions around their surroundings

that improved their spatial awareness and safety while moving.

Grade 4

Student/Group exercise lead by a Student

Mastery of basic gross motor skills

Start playing cooperative games and Team sport

Grade 5

International Baccalaureate Organization 2007

Student/Group exercise lead by a Student

Mastery of basic gross motor skills

Start playing cooperative games and Team sport