Planning the inquiry

1. What is our purpose?

To inquire into the following: Class/Grade: 4th Age group: 8 and 9 year olds
 Transdisciplinary theme

School: Makowski School code

How We Organize Ourselves
 Central idea
Title: Earth Rocks
Geologic changes in the earth transform societies.
Teachers:
Proposed duration: number of hours: 30 Overall number of weeks: 6
Summative assessment task(s): Planning: March , 2013 To teach: 2/20/13
Reflection:
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?
Using one of the following topics:
What are the key concepts (form, function, causation, change, connection,
Volcanoes, earthquakes, tsunamis, erosion, weathering perspective, responsibility, reflection) to be emphasized within this inquiry?

In a 5 paragraph, the student will be able to: Causation, Reflection, Responsibility

define a geologic change and explain its cause, explain its effects on society, technology
and tools (seismograph, tsunami warning system), research global responses (Red Cross,
FEMA, Nat. Guard) and tell how you can help.
Group presentation about their geologic change including visual display, possible video
or picture, and a short presentation.
What lines of inquiry will define the scope of the inquiry into the central idea?
o Our earth is made up of rocks and minerals
o Geologic changes are a result of the rock cycle and plate
tectonics.
o These Geologic changes affect global decisions and
actions
What teacher questions/provocations will drive this inquiry?

 What is our earth made of?

 What are the properties of rocks and minerals?
 What are the benefits/uses of rocks and minerals?
 In what ways does our earth change?
 How can the rock cycle and plate tectonics be destructive?
 How can scientific knowledge of the earth help humans stay safe?
 How do humans organize themselves in times of natural disaster?
3. How might we know what we have learned? 4. How best might we learn?
This column should be used in conjunction with “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?
What are the possible ways of expressing student’s prior knowledge and skills? What Inquiry:
Evidence will we look for?  Rocks and Minerals Learning Pack
Carrousel l Brainstorming: Rock Cycle, Rocks and Minerals, Volcanoes,  “What rock am I” investigation / research
Earthquakes, Natural Disasters, Scientific knowledge  Minerals Study Kit
 Science Kit includes rock collection and activities
What are the possible ways of assessing student learning in the context of the lines of
Museum visits:
inquiry? What evidence will we look for?
 Rock Cycle
 Mineral vs. Rock
 Jigsaw – accurate presentation of section read and relevant audience participation
Printed Sources with Reflections:
 Multi media research – return to group with relevant information, pictures, written
 The Changing Earth Theme Pack
and oral explanations
 Common Minerals and Their Uses poster
 Class discussion / Small group discussions – accurate use of vocabulary and
explanations of unit concepts  What changes our Earth? Big Book and 2 six packs
 Rock Records six pack
 Productivity – completion of group and center work within time allotted
 Written work – clearly explains concept, meets 4th grade rubric  Volcanoes six pack
 Earth’s Changing Land six pack
 Centers – correctly complete center work showing understanding of unit vocabulary
and concepts  Mountains of Fire six pack
DVDs / Videos with Reflections:
 Illustrations – detailed, accurate depictions of vocabulary
 Geological Processes
 Journals – complete, accurate, detailed: clear illustrations, explanations, and records
 The Living Earth
 Vocabulary/Concepts Quizzes – accuracy using vocabulary and concepts, written
Hands on Sources:
explanations meet rubric for 4th grade ELA
 Rock collections
 Labs - successfully completed, explains results accurately, meets 4th grade ELA
ELA
Rubric Read Alouds (Tuesday), vocab and test
 Cooperative Learning Rubric – student/peer and teacher assessment of self- Week 1: Introduction and Vocabulary
directed learner profile Week 2: The Big Rock (in Science Kit) granite, sediment, erosion,
Week 3: Rocking and Rolling(Volcanoes and Earthquakes)
Week 4: Volcanoes : Mountains that Blow their Top
Week 5: How to dig a Hole to the Other Side (poem- from Judy)
Week 6: Pompeii Buried Alive
IB Unit
Week 1: What are rocks? Types/properties of rocks
Week 2: Layers of the Earth (Brain Pop-Pangea), tectonic plates
Week 3: Natural Disasters – overview
Week 4:Natural Disasters Research
Week 5: NYS Science Review

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

Learner profile:
 Inquirer – knowledge and understanding of earth’s cycles
Caring – ways we respond to natural disasters
Thinker – uses knowledge to develop new ways to assist during nat. disasters.

Acquisition of knowledge, comprehension, presenting, synthesizing,

5. What resources need to be gathered?

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

The Changing Earth Theme Pack, Rocks and Minerals Learning Pack, Minerals Study Kit, U.S. Rock Collection and 50 States Facts, Geo Safari Rock Collection, Common
Minerals and Their Uses poster, “Geological Processes” DVD, “The Living Earth” video, Books: “What Changes Our Earth? Big Book and 2 six packs, “Rock Records” six
pack, “Volcanoes” six pack, “Earth’s Changing Land” six pack, “Mountains of fire” six pack
Graphic Organizer/unit on Pompeii, Promethean planet

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Cooperative learning groups, library time, variety of sources (video, print, power point, web sites), labs and hands on investigations, journaling and reflecting
6. To what extent did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of student’s understanding of the central
idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be
included.
Good understanding of the central idea
Their poster provided good, intricate details of the concepts.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled the 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?
 Research skills -

How could you improve on the assessment task(s) so that you would have a more accurate picture  Self-management – group work, cooperation
of each student’s understanding of the central idea?
Economic impact could have been more deeply addressed

Ela merge resources were good.  Develop particular attributes of the learner profile and/or attitudes?

What was the evidence that connections were made between the central idea and the
transdisciplinary theme?  Risk-takers
Connection to current events, action by people in response to natural
In each case, explain your selection.
disasters (FEMA, Red Cross), warning system development, location of
houses, homes, businesses in response to knowledge.
8. What student-initiated inquiries arose from the learning? 9. Teacher Notes

Record the a range of student-initiated inquiries and student questions and highlight any that  Types of rocks (Sedimentary, metamorphic, igneous), landforms,
were incorporated into the teaching and learning.
volcano, earthquake, fault, erosion, tectonic plates, weathering,
natural disasters, natural resources, minerals.
 Could be beneficial to include a 5 paragraph essay with the
At this point teachers should go back to box 2”What do we want to learn?” and highlight the summative for this unit.
teacher questions/provocations that were most effective in driving the inquiries.  Try to coordinate time of science kit to unit so it is really available as
a resource.
What student-initiated actions arose from the learning?  More activities with rock samples
 Address vocabulary of rock samples – properties (luster, streak,
Record student initiated actions taken by individuals or groups showing their ability to reflect, to
choose, and to act. hardness, etc)
 Stress economic impact more