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Planning the inquiry

1. What is our purpose?

Class/grade: Grade 5

To inquire into the following:

School: BINUS SCHOOL SIMPRUG

transdisciplinary theme:

Age group: 10 to 11

Title: How we express ourselves ( PYP Exhibition)

How We Express Ourselves


An inquiry into ways in which we discover and express ideas, feelings, nature,
culture, beliefs, and values, the ways in which we reflect on, extend and enjoy
our creativity, our appreciation of the aesthetic.

central idea

Students: Miki, Sasya, Sali, Teresa and Felicia

PYP planner

Date:
Proposed duration: 20 hours over six weeks

Drama can convey peoples beliefs, feelings and experiences.


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?
Students to work in groups to do:
PYP - Exhibition
Evidence of understanding:

Students showed key concepts in exploring various issues affecting


society
Students showed Thinking, Research, Communication, Social and
Self-Management skills
The attributes of the Learner Profile were evident
Students showed appropriate attitudes in their group tasks.
Students initiated action as a result of their inquiries.
Students applied understanding outside the classroom
Students shared their understanding to the school community and
visitors from other PYP schools

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?
All the key concepts
1.

Form

2.

Change

3.

Function/perspective

What lines of inquiry will define the scope of the inquiry into the central idea?
1. Different types and elements of drama
2. Changes in drama in the course of time
3. Purposes of drama
What questions/provocations will drive these inquiries?
LOI #1: What are the different types of drama? What are the elements of
drama? What are the most important elements of drama?
LOI #2: What was the first type of drama called? What old type of drama is still
watched? What type of old drama do people still watch? Who was the first
actress?
LOI #3: How does drama help solve local and global issues? How does drama
help people? Why do people create plays? Why do people watch drama?

International Baccalaureate Organization 2007

Planning the inquiry

4. How best might we learn?


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?
- Graphic organizer/ concept web

What are the learning experiences suggested to encourage the students to engage
with the inquiries and address the driving questions?
Tuning In: Concept web, writing down all the things that comes into our mind,or
what we know, discussion, session with grade 6
Finding Out: In-school program and Bali Immersion, Field trips, Interviews,
Surveys
Sorting Out: Graph, Survey questions, Blog, Submitting summary drafts
to Ms. Corita.
Going Further:

What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
ICT: Blog

Making Connections: Group work


Taking Action: Explaining to siblings or parents about our topic,
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?

(Approaches to learning)
1. Social
2. Communication
3. Self-management
4. Thinking
5. Research
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Books

Interviews

Websites/ Internet

Survey

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
We appreciate peoples play creations. We started to think that there are lots of purposes of drama.
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:

The students performance and reflection of the unit showed that


they understood and fulfilled the requirements of the exhibition.

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.

The students used different templates assessing their


understanding. Peer assessment, teacher assessment and self
assessment were all included in their learning.
Parents and teachers to volunteer as mentors.

What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
Our central idea is about how drama can convey peoples cultural beliefs,
feelings and experiences. The theme is How We Express Ourselves and it is
connected with drama because drama is a way to express our feelings and
others.`

International Baccalaureate Organization 2007

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


learn?

graphic organizer/mind map for pre and post assessment

Resource speakers and film viewing to learn

Field trips to relevant places to learn responsibility and


perspective on

demonstrate the learning and application of particular transdisciplinary skills?

Group research summaries to develop research, thinking and


communication skills

Brainstorming activities to develop communication and social


skills

Student timeline to develop self-management skills

Group performances (i.e. musical number, role plays, poetry)


to develop social and communication skills

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

Caring: When we care about drama we try to appreciate drama


more

Inquirer: When we made our lines of inquiry questions

Communicator: When we discussed with our group members

Principled: We were honest for our research and we didnt make


our own research up.

Thinker: We think a lot on what to present for our exhibition

Open-Minded: we share our ideas to our group members and


we respect each others ideas

Knowledgeable: When we put our research on our blogs

Balanced: When we divide our work equally to each group member

Reflecting on the inquiry

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


Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.

At this point teachers should go back to box 2 What do we want to learn? and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.

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.

Exhibition/students sharing with peers

We recognize that we are able to make actions

We changed our behavior to our learning

International Baccalaureate Organization 2007

9. Student notes
Overall we displayed good understanding of the five essential elements of PYP,
Knowledge, concepts, attitudes, skills and action. The PYP exhibition was a
complete success.