Planning the inquiry

Revised: February, 10, 2013

1. What is our purpose? To inquire into the following:

Colegio Bilinge Carson

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Class/grade: Kinder II Title: Mirror, Mirror Teacher(s): Miss Lizeth, Mr. Jose Alfredo, Miss. Argelia Date: November Age group: 4-5

Transdisciplinary theme

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. Central Idea
Light is all around and creates shadows and reflections as a natural process.

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?

Proposed duration: Number of hours 30

over number of weeks 3 weeks

2. What do we want to learn?

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

The teacher will darken the classroom with newspapers and black paper, the students will bring flash lights, matches, candles, lasers to see the different lights and how shadows are made. An evidence of the activity is how the students react to the difference in the lights and shadows. The teacher will evaluate the activity asking questions to verify what they learned. In the patio students looked at their shadow and tried to step on it, and saw how the shadow changed through the day. The teacher will observe how they react to the movement of the shadow and ask why they think the shadow moves around. In class the students will make drawings to set up an exhibit about the objects that reflect light and explain it to other classmates. The exhibition will reflect the evidence of what the students learned. The teacher will evaluate according to the answers.

Key concept: Cause and connection Related concept: creation

What lines of inquiry will define the scope of the inquiry into the central idea?

Different forms of light. Shadows and how they change. Surfaces that reflect light.

What teacher questions/provocations will drive these inquiries? What is light? What gives us the light we see? What are the different forms of light? What is a shadow? How shadows are made? Whats the meaning of reflection? What are the things that can reflect light?

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?

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?

Explain to the students the concept of creation, and show some examples. In the dark classroom, the children will use flashlights, candles, and use the projector to watch a movie in the ceiling.

The teacher will ask the students what they think they know about creation, and make a drawing, that will be hung on the KWLH.

Using an overhead projector to investigate shadows using their hands and other objects, and with the light source at different angles. Can you make it bigger, smaller, different shapes or clearer?
With the P.E. teacher the children will play step on your shadow in the morning and make a drawing later in the day and then play again to see how their shadow changed from place, make another drawing and then in a magic circle explain what happened. They will also draw their friends shadow. The children will look for objects that reflect light, when they find one they must show how this object reflects light. Investigation task: Can you find shadows inside? Discuss the object and light source. Find different objects that reflect light and try to see your reflection draw how you look. The students will interact with different kinds of lights to help them understand the concept. Early in the morning in the school the students will register the shadow that the sun casts on the floor and then at noon and in the evening in their house, to see how the sun changes and creates shadows.

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

Use water to see a reflection and draw what and how you see it and register it on a graph. Make an exhibit of art work about the natural phenomenon of blocked light and explain it to other classmates. How they draw their shadows and the details that they add to the drawing.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Communication skills: communication- Express themselves through art Profile: open minded, being open to new learning that are becoming well informed. When you observer different types of lights and leftovers that these reflect. Attitude: curiosity, enthusiasm.

Candles, lamps, laser, mirrors, art material, natural resources (water, sun light) overhead projector, chalk, newspaper.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

The classroom will be dark, and sometimes with light, and the students will be able to tell the difference between dark and light.

International Baccalaureate Organization 2007

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

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

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

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In each case, explain your selection.

International Baccalaureate Organization 2007

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..

9. Teacher notes

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. The activity where they showed more interest was the assessment task making their instruments and then dancing and experimenting with the sounds they can create.

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