Planning the inquiry

Revised: March, 20, 2013

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

Colegio Bilinge Carson

7165
Class/grade: Title: Age group: 10 years

transdisciplinary theme

How we share the planet: An inquiry into rights and responsibilities in the

struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution

Water use and sustainability

Teacher(s): Mrs. Marcela, Mrs. Zenn, Paulina, Laura, Omar

central idea

Date: September Proposed duration: 40 over number of weeks: 6

Water is vital for the development of human life.

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 develop a campaign for the proper car and use of water, it must include the following: The importance of water in our life The pollution of this resource What much it costs for it to reach our home How to take care of water

Key Concept: Perspective Related concept: location What lines of inquiry will define the scope of the inquiry into the central idea? What is water Distribution, availability and importance of water on earth Impacts of different types of water pollution on the environment Water treatment and recycling

This campaign must be creative

What teacher questions/provocations will drive these inquiries?

What is sustainability? What methods are available for water treatment? What is the water cycle? How do they purify the water? How have human beings used water? How does polluted water affect human beings? Hang rain drops made of paper, bubbles and waves. Displayed books and water pictures

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

Students and teachers in a plenary session discussed what they know about the subject matter.

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

Teachers observe the development of skills, attitudes and exploration of concepts throughout the work, recording their observations in a diary.

Multiple intelligences: Naturist

See a video about water care and use. Elaborate questions about video Science experiment: mixing substances in water. Investigate the states of water and the water cycle. Physical education teacher promotes water use for health Questionnaires about water cycle and water states Make a chart of water use at home, industries and environment. Students inquire into sustainability with specialists from the CONAGUA (Comision Nacional del Agua) Visit to CONAGUA Visit to JMAS laboratory Inquire in teams how water is contaminated and find out if in our environment is polluted. With the help of the ecology teacher, they will take samples of water of the dam and different rivers around the community and find out if it is polluted. The students will work with the art teacher and make pamphlets and posters to stop the contamination and misuse of water. Inquire into the distribution of water and investigate in nearby communities the ways in which water is distributed to different places. Investigate in Geography class where the main water reservoirs are located and how it is distributed to the cities. Visit the local plant for water treatment
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

Profile: Inquirer and knowledgeable

5. What resources need to be gathered?

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

Attitudes: Appreciation and Compromise Skills: Investigation

Internet sites, stop water pollution video en youtube Water in oceans video. Encyclopedias
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Visit to DIGAL water uses and benefits on the agriculture Visit to CONAGUA and JMAS laboratory.

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?

they use perspective during the water cycle as model

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? They investigate during the whole unit 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?

they show the attitude of appreciation saying their worries about the water and enviroment

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.