Planning the inquiry

1. What is our purpose? Class/grade: Pre K Age group: 3-4 years old
To inquire into the following: School: AL JABR ISLAMIC SCHOOL School code:
transdisciplinary theme
Title:
Where we are in place and time
An inquiry
Tari,Maya, into orientation
Risna,Ulfah & Ella in place and time; personal Teacher(s): Ulfah and Maya Date: September 13 October 21, 2016
histories; homes and journeys; the discoveries, Proposed duration: 4 h (@30 minutes) number of hours over number of weeks
explorations PYP planner
and migrations of humankind; the relationships between
and the interconnectedness of individuals and civilizations,
from local and global perspectives. 2. What do we want to learn? (conceptual understanding)
central idea Key concepts: form, function, causation
Spaces and facilities in and around buildings determine
how people use them. Related concept space, structure, design, safety

Summative assessment task(s): What lines of inquiry will define the scope of the inquiry into the central idea?
What are the possible ways of assessing students Characteristics and arrangements of physical spaces
understanding of the central idea? What evidence, including How people use different spaces
student-initiated actions, will we look for? Our responsibility in sharing spaces with others

The student will choose and take a picture of a space in school. The
student will present the function and the safety of it.
What teacher questions/provocations will drive these inquiries?
What spaces can you identify spaces around you? (form)
How do we use the spaces? (function)
How would you describe this space? (form)
Why do we need spaces? (causation)
What is our responsibility towards spaces? (function)

Teacher provocation: School touring to observe the spaces and facilities around the school that
we can share with others.

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Planning the inquiry 4. How best might we learn?(learning experience)
What are the learning experiences suggested by the teacher and/or students to
3. How might we know what we have learned? (learning outcomes) encourage the students to engage with the inquiries and address the driving
This column should be used in conjunction with How best might we learn? questions?
strategy from the MPYPH pg. 48 Social studies skills:
W1: Tuning in
Performance assessment: students will have presentation (sharing table), they will UOI/Language: Provocation (touring around the school spaces and facilities).
Language: explain the school spaces and facilities thorugh drawing.
display the artifacts and the assessors will assess their performance during Pspe: balancing beam activity in the playground.
presentation. Islamic: before going to toilet prayer.
W2: Finding out
UOI: Schools spaces and facilities function and safety.
What are the possible ways of assessing students prior knowledge and skills? UOI/language: interview about favorite space in school.
UOI/Math: making bar graph from the interview result.
What evidence will we look for? Islamic: before going to toilet prayer.
Field Trip: Visit a taman Tabebuya/? (Indoor playground/other spaces)
Anecdotal record, rubric. W3: Sorting out
UOI: Discuss about the function of the spaces at home.
Learning outcomes: UOI/language: Houses parts presentation.
UOI/Math: comparing the spaces in school and at home through venn diagram.
Student will be able to: Islamic: Introduce to Moslem worship place (mosque)
Home Poject: Bring the students house part pictures
Recognize materials arranged around physical spaces in class and school W4: Going Further
Identify how people use different spaces UOI : Discuss about the reason why people need and how they use different spaces and facilities (canteen,
playground, toilet, class, office, school, house, living room, kitchen, library, gate, swimming pool)
Demonstrate responsibility in sharing space with others
UOI/Language: Talking about responsibility in sharing spaces with others.
Poi (Program of Inquiry) Islamic: introduce wudhu and shalat berjamaah.
W5&6: Making Connection and Taking Action
UOI : Summative Assessment and reflection.

Transdiscplinary skills:
Thinking skills: Acquisition of knowledge; identifying the name of spaces around the building that they use in
daily (house and school)
Self management skills: Gross & fine motor skills, time management.
Communication skills: Listening, speaking, writing & non-verbal communication
Social skills: Respecting others
Profile: Communicators, caring
Attitude: Respect, commitment

5. What resources need to be gathered? Ref: Social s 8 23

Set up Five corners of Multiple Intelligences, set up UOI corner by putting pictures from baby until now, camera, video, artifacts,

q Primary resource (grandmother and grandfather).

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Reflecting on the inquiry

6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of students What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers involved in the Develop an understanding of the concepts identified in What do we want to learn?
planning and teaching of the inquiry should be included. The students do tuning in by school touring to recognize some spaces.

Teacher and students discussed about the function and safety about the spaces
around the school.
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.
Student took picture by themselves as part of summative assessment. Next
time maybe students could add some pictures of does and donts to describe
the safety and rules more complete.
Demonstrate the learning and application of particular transdisciplinary skills?
The students present their parts of a house and describe each space, its
function and rules.

What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
The students are able to recognize name of spaces. They are able to describe
the functions, rules and safety by choosing pictures does and donts activities.
Develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
The students developed their communication skills by presenting their house
spaces.
The students develop their social skills by interviewing upper class students to
find out about favorite spaces.

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Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? 9. Teacher notes

Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.
Ano: Canteen tempat kita makan dan minum.
Students are eager and enthusiasts to explore spaces around the school.
Students get more confident to describe the function and safety of each
space.
Students are able to compare the function of space between in house and
school.
Students show the better improvement of behavior of how to share and take
turns.

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.
Gea is able to mention the rules in ICT room that they cannot eat and press
the button on keyboard without teachers supervision.
Chaka is able to share the books in the library.

Students are able to share and take turn during play time in the playground.

Maliq said that we should take turn and play together in the playground.

International Baccalaureate Organization 2007