Planning the inquiry

Revised: March, 20, 2013

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

Colegio Bilinge Carson

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Class/grade: KIII Title: The Values Chest. Teacher(s): Laura, Argelia, and Jos Alfredo. Date: March/ February 4, 2013. Proposed duration: number of hours 20 over number of 4 weeks Age group: 5 6

transdisciplinary theme

Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

central idea

Values are part of some human deep convictions that determinate their way of being and guide their behavior. 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?

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?

The students will set up a cleaning campaign for the kindergarten. They will invite the other kindergarten grades to participate. They will be in touch with all the students and check out that the kindergarten area is clean, if not they will have to do something about it. The evidence of their effort will be reflected with a kindergarten area clean. The students will invite us to contribute to have a clean world beginning with our spaces clean. Everywhere we go we must put the trash in its place. The students and the teacher will evaluate every day if the classroom is clean with a happy face or sad face. If we get a sad face we must have to clean and leave the classroom ready for the next day.

Key concept: Connection Related concept: Values. What lines of inquiry will define the scope of the inquiry into the central idea?

School values and attitudes. Values at home. Importance of values in daily life.

What teacher questions/provocations will drive these inquiries? Decorate the classroom with values posters. Questions: -What is a value? -Why is it important that we practice values in our daily life?

-What values do you practice at home?

-How do values contribute to harmony in our community and world?

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? *The teacher will invite the students to develop independence, good manners and courtesy. They will talk about why it is important to do it. They will register their answers with the teachers help. *The students will talk about what they think they know about: Friendship, Patriotism, Perseverance, responsibility and generosity. In couples they will act one of these and the rest of the students will guess. *The students and the teacher will choose activities to do at home each week with their families according to the value of the week. The parents at the end of the week will sent a note to the teacher evaluating the activity. *The students will talk about one of the values that we already talked about. They will give examples and present a drawing of it to be paste on the KWHL wall. *The teacher will read stories according to the value of the week. They will answer the reflection questions and give more examples. Register at least 3 examples in their notebook. *Talk about friendship with the classmates and try to be a good friend. *Eat in the playground and share their lunch with their friends. *Talk about patriotism. Talk about our Mexican Flag, make and decorate one. *In music class learn and sing: Bandera de 3 colores Talk about the meaning of the song. *Promote with the rest of the kindergarten a cleaning campaign to get a better place to live *Talk about perseverance and think something that you need to practice, to perseverance. Talk about it and register it. You can be risk taker. *At home and school the students will work with perseverance to achieve what they decide to work on it. * In P.E. class the students will work perseverance with the Physical exercises that are difficult to some of them. They will increase their gross motor skills. *The teacher and the students will talk about responsibility and conviction. The teacher will write their answers and they will draw something about it. *Do a list of responsibilities that we have at school and check them to know if we are obeying them, if not we have to do a commitment to do something to achieve it. *Talk about how to take care of animals and plants. Register it with a drawing. *Talk about generosity and write a list about its meaning with the teachers help and do a collage with cutouts about generosity. *Make a small present with recycled materials and give it to someone you love. Try to write or draw a note. *The students will try to adopt these values by conviction because they guide their behavior. We will help each other to continue with values behavior. What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary Skills: Communication: Listen to instructions, other people and information, talk clearly, express logical ideas and opinions and record the weather or notes with drawings. Targeted Profile: Inquirers. The students will ask, look for information and explore what they want to know. Targeted Attitudes: Integrity and Curiosity. They will behave with values and positive attitude. Curiosity because they want to learn new things, they have questions for everything. Encourage the students to search and express their opinions.

*The students will draw what they think they know about values, their answers will be register on the KWLH wall. *The students will be able to express their points of view.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

The students will reflect and discuss about their responsibility to contribute harmony in our community. Then the students will register what they learned in these activities. *The students will gradually act with more confidence and self control with, criterion, rules and external convictions that regulate their behavior in different places. *The students will accept their classmates as they are, and they will learn to act or behave according to the necessary values to live in community and practice them in daily life. *In P.E. class the kids will show their perseverance to achieve their goals.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Art material, Stories: Source URL:http://freestoriesforkids.com/node/80. Cuentos:Cuando el zorro prob las tunas. El caso de un nio preeescolar. Cinco plumas de colores.( Miss Laura) How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? The students will work with soft music. In the reading corner we will have books with stories with values, values signs and posters on the walls.

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.

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to: develop an understanding of the concepts identified in What do we want to learn?.

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.

demonstrate the learning and application of particular transdisciplinary skills?

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

In each case, explain your selection

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

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.

What student-initiated actions arose from the learning?

International Baccalaureate Organization 2007