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: Age group:

Transdisciplinary theme

Where we are in place and time: An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.

Title: Work is dignifying Teacher(s): Miss Zenn, Miss Marcela Date: April-May Proposed duration: number of hours 20 over number of weeks: 4

Central idea

Commerce and turism are activities that provide important goods and services in the global economy.
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, and responsibility, reflection) to be emphasized within this inquiry?
Key concept: Connection, Function Related concept: Service What lines of inquiry will define the scope of the inquiry into the central idea? What goods and services are necessary for a family What goods and services does the government provide How do we participate for our well being Tourism as the basis of economy What teacher questions/provocations will drive these inquiries? What is a good and what is a service? What is commerce? How do these jobs benefit the rest of the family? How are we affected by the work of the other members of society? What services does your community have? What do you do to care for the services and goods that you have? What doyou do for my family welfare? How do I take care of everything that gives me welfare? What is tourism? Why is tourism important in your town? What tourist places do you have in your town? Provocation activity:

Make a bulletin board of the goods and services that are provided through commerce. With the results of the inquiry the students will explain. The assessment will be done starting their investigations, check lists and rubrics.

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?

We will start from the experiences that the students have hadthe students regarding:

What goods and services they buy at home?

Invite a community worker to speak to the students. What services does our community provide? Make a collage with the community services
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

They will be assessed through the concepts that will be used in the learning experiences. Activities in the classroom and their quality Interviews done to people to investigate the services they have. Summary of the community workers talk in the PYP notebook, how we participate in our own wellbeing Report of the visit to the milk plant in their PYP Evaluate the pamphlet with neatness, order and information

In English class they will write sentences that use the verb to be, the article a, an and trades. Concepts of commerce, tourism, goods and services. Investigate about the work their parents do in and out of home and present to the class. Make a drawing that represents their parents work Write a text where they imagine their parents stop doing a job and how it affects the family Discuss the way people ae paid for their work Inteview differnet members of the society and inquire about their work intheir jobs and how much they earn for the same, and how their work benefits us Investigate people that intervene in the making of a product: tables, bread, paper, etc and present it in a process line Make a bulletin board about what they have learnedand each one will investigate what goods and services are In art class they will do drawings with watercolors about what they want to be when they grow up. Read la hormiga y la cigarra Play a game where they represent a tradethrough gestures and movements Visit a plant where they can see the work of some people (ALPURA) Investigate which are the main tourist plces in your community Make a pamphlet about tourist places in your community

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? Persons to interview (parents, helpers, firemen, bakers, teachers, etc.) Visit to the milk plant ALPURA to se the work done there. Reused material How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Through team work they will demonstrate solidarity and cooperation by the students and their commitment to collaborate with the material they are assigned fortifying balanced work. Profile: solidarity and balanced Skills: Social Attitudes: cooperation, commitment Multiple intelligences: Social

Library books, related videos to the topic, posters of public workers.

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?

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?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

International Baccalaureate Organization 2007