Planning the inquiry

1. What is our purpose?

1a) To inquire into the following:
transdisciplinary theme
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.
central idea
A communitys response to significant events provides an insight into the
history and values of that community.
Class/grade: 4 Age group: 8-10
School: School code:
Title: Significant Events
Teacher(s): Alfonso
Date: November - December 2013
Proposed duration: number of hours over number of weeks 6 weeks


1b) 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?
Goal To construct a timeline that would show the relationship
between personal events, local events and global events.
Role Historians
Audience School, parents, community
Situation You are historians of the National Historical Institute of the
Philippines. As historians you are tasked in creating a
timeline of the recent events that have happened to you
and its relation to the significant events that have
happened locally and globally. Your timeline will be
exhibited as a way for people to remember and appreciate
these events.
Product A personal timeline illustrating how significant events have
affected ones values and response.

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?
Causation, perspective and responsibility
What lines of inquiry will define the scope of the inquiry into the central idea?
The ways in which significant events may be recognized, locally and/or globally
How a significant event has an impact on a community
Why viewpoints differ about significant events

What teacher questions/provocations will drive these inquiries?
Perspective: What makes an event significant? What are the qualities that
need to make it significant?
Responsibility: How can we ensure that people are aware of the importance of
these events in our own community?
Causation: What are the causes of these significant events?


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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?
Students will be asked to construct their own personal timeline that outlines
significant events that have happened to them. Using this timeline they would be
able to also outline what happened to them and the values they learned from such
events.
Using the timeline on their UOI board, the students would be arranged according to
their expert groups (precolonial, Spanish, American and Japanese colonial periods
and the contemporary period from 1945-165). Using these expert groups they will
inquire on the political, social and cultural events that happened during these
periods. .
What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?
See Attachment B for Assessment Opportunities
The ways in which significant events may be recognized locally and globally
How a significant event has an impact on a community
Why viewpoints differ about significant events
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?

See Attachment

What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Thinking skills - students analyze information in order to uncover and understand multiple perspectives
of a significant event.
Social skills - students will learn how to interact and interview people in order to understand their own
inquiries.
Communication skills - students will present their data and at the same time gather information from
different resources.
Self-management skills - students will learn how to prioritize their time while researching
Research skills - students will learn and develop the skill of researching and organizing information.

5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Philippine History Textbooks
Philippine archival videos
Alfonsos personal resources (PowerPoint on Spanish Colonialism, World War II, the Philippine Presidents)
Websites:
http://pinas.dlsu.edu.ph/history/history.html
http://park.org/Philippines/centennial/history.htm
http://opmanong.ssc.hawaii.edu/filipino/philrev.html
http://www.nationsonline.org/oneworld/History/Philippines-history.htm
http://www.bbc.co.uk/news/world-asia-15581450
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Timelines, videos, news articles, textbooks, museums
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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.

Students understand that through significant events, people and communities develop as a
response to changes in their communities. Likewise they understand that each significant
event brings with it challenges and opportunities from which people will learn to better and
develop themselves. Throughout the course of the unit, students were also exposed to events
that they are unfamiliar or have no experience in. These engagements enabled them to be
familiar, aware and appreciative of their countrys history and the people involved in shaping
it.
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?

Students concluded that significant events are the primary reason for the
development of communities, cities and civilizations. Without a catalyst, people and
communities would not be able to respond to the different challenges they face in
order to develop and further better themselves. Moreover through the course of this
unit the students would be exposed to different events and historical places that
would help them understand their place in history.

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?
Perspective
Students will be able to know that throughout the course of significant events there are multiple
perspectives and views of that period in time. Therefore it is important for students to use a wide
variety of resources to know the full story of a particular event.
Responsibility
Students will be able to understand that it is important to know and value the importance of
significant events. By knowing the importance of this, they are tasked with the responsibility of
respecting the contributions of these events.
Causation
Students will understand that the occurrence of a significant event is brought about by a series of
smaller events. Likewise these smaller events all contribute to the formation of such events.
demonstrate the learning and application of particular transdisciplinary skills?
Thinking - students were able to apply their thinking skills by coming up with questions worth inquiring.
They were also able to apply these skills as they gathered different resources and information needed for
their expert topic.
Social - the students were able to apply their social skills while working in groups. Communicating with
one another and interviewing resource people during their field trips.
Communication - students were able to apply this skill when they work in groups. Conferring with each
other while working in their expert groups.
Self-management - students were able to apply this skill by balancing their time and learning how to
prioritize which information is needed.
Research - the students were able to apply this skill while gathering information and resources needed
for their inquiry.
develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
Independence - Students were able to show being independent by constructing and
gathering information on their own.
Enthusiasm they were able to show being enthusiastic during the field trips by interviewing
and reading the information found in their resources or on the displays.
Curiosity - the students were able to show being curious by asking questions, conferring with
their group members and researching on their own.
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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.

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.
Why is one significant event different in other places, cultures, and beliefs?
What makes an event significant and why is considered significant?
How does our history affect what we are doing now?
What are the effects of a significant event to a community?
What are the ways we can remember significant events?
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.

Students donated relief goods for the victims of the recent typhoon
In conjunction with this students created, marketed and sold products for the
christmas bazaar and donated the profit to adopt-a-town
Students wanted to research about certain people, places or things that
happened before they were born.
There was a keen interest in studying certain moments in history.
9. Teacher notes
It was difficult for the teachers to go deeper in Philippine history due to the
weak foundation of the students in History.


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Attachment...

A. Key Learning Outcomes
The ways in which significant events may be recognized, locally and/or globally
How a significant event has an impact on a community
Why viewpoints differ about significant events
Key Understanding
What do we want students to understand by the end of the unit?
The identity and culture of a community is based on a significant event that impacts their way of life and thinking.
No single source of information is reliable in understanding the entirety of an events.
The primary resource is usually the most reliable
Knowledge outcomes and Skills outcomes
What do we want students to be able to know by the end of the unit?
What do we want students to be able to do by the end of the unit?
Students would be able to differentiate between primary and secondary resources
The Philippines encountered underwent three major colonial powers to shape its current identity
World events affect how people, groups or even small countries respond differently to these changes

B. Assessment Opportunities
Line of Inquiry What will be assessed? How will evidence be collected? What type of assessment will be
used?
The ways in which significant events
may be recognized locally and/or
globally
Significant events are recognized
according to its local and global
significance through various means:
journals, witness accounts, textbooks
and etc...
Knowledge Product
Observations
Rubric
Anecdotes
How a significant event has an impact on
a community
Significant events have an impact on the
way a community behaves. Positive and
negative events may either hinder or
develop the way a community works and
responds to events in the future.
Knowledge Product
Observations
Rubric
Anecdotes
Why viewpoints differ about significant
events
In analyzing significant events,
categories of organizing relevant
information aid in understanding the
Knowledge Product
Observations
Rubric
Anecdotes
sequence of events. It is important that
the first and primary source is always the
most relevant and the further away from
the primary source becomes less
reliable.

C. Learning Engagements
Tuning in and preparation to find out:
What variety of activities will be used to:
engage all students in the topic? hook?
assess prior knowledge?
refine further planning?
lead into the finding out experiences?
Engagement and gathering prior knowledge, pre-assessment, questions for inquiry, goal setting. Sometimes students will require some immersion in the topic if little is known/ experienced.
Photo Album Sharing
My Personal Timeline of Significant Events
Field Trip: Malacanang Field Trip

Finding Out
Data collection
Experiences to assist students to gather new information
about the topic
Experiences and texts that add to the knowledge base.
Emphasis on gathering first-hand data in a range of ways
(usually shared experiences)
Teachers & Students Questions
Teacher and student questions that help drive the inquiry
Focus questions to for inquiry
Sorting Out
Gauging, organizing or representing new
information
Activities to assist students to process and work
with the information and ideas they have gathered
about the topic (including exploring values)
Organizing, analyzing and communicating the
information gathered using a range of vehicles (e.g
through Maths, Arts, English, Drama, Music or IT)
Field trip:
Museo ng Bangko Sentral ng Pilipinas

Shared Inquiry on the contemporary period of the
Philippines from 1965-2013

Inquiries on their shared inquiry
Teacher Questions
What makes an event significant?
What are the causes of significant events?
How can we ensure that people are aware of the
importance of significant events?

Student Questions
Group and Shared Inquiry Timeline
Using the timeline inside the classroom,
students highlight significant events using
the three lenses to help them arrange
these events: political/economic, social
and cultural aspects
Precolonial
Spanish
American
Japanese
Post-war 1945-1965
Why is one significant event different in other places,
cultures, and beliefs?
What makes an event significant and why is
considered significant?
How does our history affect what we are doing now?
What are the effects of a significant event to a
community?
What are the ways we can remember significant
events?

Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.

Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an
important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together.

Reflecting and Taking Action
To reflect on what has been learnt and process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which they
can see results.
Students will create, market and sell products to be sold during the schools christmas bazaar. The proceeds will be donated to the victims of Typhoon Haiyan.