Planning the inquiry

Revised: March, 20, 2013

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

Colegio Bilinge Carson

7165
Class/grade: 2nd Age group: 7-8

transdisciplinary theme

How the world works: An inquiry into the natural world and its laws; the interaction between the the natural world (physical and biological) and human societies, how humans use their understanding of scientific principals the impact of scientific and technological advances on society and the environment.

Title: Floating in Space Teacher(s): Ana Karina Valdez, Gaby Guevara, Argelia Quiones, Laura, Paulina Salamanca, Jos Alfredo. Date: March-April Proposed duration: 24hrs over number of weeks: 4

central idea

What we know about our Solar System helps us understand the influence of the moon and sun in the universe.

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?

Make a planetarium in the classroom showing how the solar system (planets, orbits, stars, etc..) works and the influence the moon has over the earth. The students will pretend to be astronomers and explain the exhibit to other grades in school. Evaluate their presentation and use of information at their exhibit.

CONCEPT: CAUSE RELATED CONCEPT: MOVEMENT What lines of inquiry will define the scope of the inquiry into the central idea? The planets and their movements in the solar system. The moon and its influence on earth. The main stars in the Milky way. What teacher questions/provocations will drive these inquiries?
-What is the solar system? -What causes day and night? -What can we learn about the moon and its effects on earth? -Why are the planets different from one another? -What can we learn about the stars?

International Baccalaureate Organization 2007

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?

Magic Circle, discus what they know about our solar system(space)
Ask the children to investigate at home how the moon changes. Use KWL to see what they think they know what a star is.

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

1- Daily activities and handbook 2- Checklist and observation of students progress 3- Self assessment rubrics 4- Journal recordings and drawings 5- students work

-Magic Circle. Present our investigation to the children; ask them to recollect information on what they know about the solar system. Studens will look at http://www.kidsastronomy.com/solar_system.htm web page to learn the characteristics of each planet and their satellites. Make a recap of what they learned. .In spanish class they will work on the project: making the investigation richer and learning more about the subject. -In Spanish class students will make a scale-size model of the solar system. Compare the sizes of the planets. Involve P.E. teacher to make a human solar system to represent the planets rotation and the movement of the sun. The teacher will show movies from this web page http://www.kidsknowit.com/interactive-educational-movies/index.php?educationalmovies-type=Astronomy after the movies the students will answer a quiz. -Make the cycles of the moon with oreo cookies. -Write a report of what they have learned from their investigations at home about the changes of the moon Use the library and computers to investigate about the main stars in the milky way. Make a glitter galaxy on cardboard and name the main stars that yu found in your investigation. Se invitar a los alumnos a realizar una lunada en donde se observarn las diferentes constelaciones, ellos tendrn que hacer con la maestra de arte un dibujo de ellas.

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

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Dictionaries, books, magazines, encyclopedias (Encarta) Construction paper, colored pencils, markers, clay, foam spheres, Art teacher to make scale-size models Library, Internet (www.sfcscience.com,www.discovery.com) Scott Foresman science software, Salvat encyclopedia de la ciencia, DVD La material http://www.educatina.com/astronomia , http://www.kidsastronomy.com/solar_system.htm How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? School material: glue, cardboard, glitter, paper. Planets stars and the sun and moon will fill our classroom that will be used as the exhibit area International Baccalaureate Organization 2007

Profile: Thinker - Risk Takers- Using new methods for investigation. Attitude: Curiosity Appreciation Learn to ask questions about things that they don`t understand. Skills: Investigation-They will learn to plan, register and organize data.

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.

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?

Demonstrate the learning and application of particular transdisciplinary skills?

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

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

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.

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