Planning the inquiry

1. What is our purpose? Class/grade: Units of Inquiry 5 Age group: Year 5

Sharing the Planet School: Scotch College, WAU School code: 7114
Title: Sharing the Planet Year 5 2019
Rights and responsibilities in the struggle to share finite
Teacher(s): Collaboration
resources with other people and with other living things
Proposed duration
Communities and the relationship within and between them
number of hours: number of weeks:
(Week 13, 7 Weeks)
To inquire into the following:
Transdisciplinary Theme

An inquiry into rights and responsibilities in the struggle to share finite resources
with other people and with other living things; communities and their
relationships within and between them; access to equal opportunities; peace
and conflict resolution. 2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection,
Central Idea perspective, responsibility, reflection) to be emphasized within this inquiry?
Sharing resources may challenge communities to consider different
perspectives. Change, responsibility, perspective

Summative assessment task(s): What lines of inquiry will define the scope of the inquiry into the central
What are the possible ways of assessing students' understanding of the idea?
central idea? What evidence, including student-initiated actions, will we
look for? Causes of conflict when sharing resources
Conflict and resolution
Students were to write an information report about their country from the game. Rights and equality
Students will look at the natural landforms of their country, how their country is Environmental considerations
working towards the sustainable goals for 2030 from the UN. Students will also
explain how the causes of conflict is being resolved by the country and UN. What teacher questions/provocations will drive these inquiries?

Draw a world map from memory after looking at a picture for 2 minutes.
Design a logo for Sharing the Planet.
Looking at world maps and continents.
Information Report
Summative: Knowledge

Change - How is it changing?

Perspective – What are the point of view?
Responsibility – What is our responsibility?

© International Baccalaureate Organization 2011
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 were given assigned countries and worked in groups to share their
understanding of country facts: wealth, education, climate etc. They were given
time to research using specific sites and then they presented back to the group.
This was across the 3 classes.
What are the possible ways of assessing student learning in the context of
the lines of inquiry? What evidence will we look for?
Students working together in groups - discussing causes of conflict.
Model UN task - live video cross where students represented various countries
and appealed to the UN for aid.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Weebly blog site - links to the United Nations 2030 sustainability goals.
Newsela for reading articles.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
MacKellar Hall to use for the game and all the classes involved at once.
The classrooms are going to be split across all three.
© International Baccalaureate Organization 2011
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?
World Peace Game
http://bpcswpg.blogspot.com/2014/11/blog-post.html
Game Organisation
Welcome to the Sharing the Planet. This is your opportunity to look at what
makes our world work and what challenges we face as a global community. The
game begins with a look at what makes each country unique. There are many
facets that make a country work and that can hinder its progress. The purpose of
the game is to identify the key factors in developing relationships between
nations in order to work towards peace, prosperity and sustainability for all.
The Sharing the Planet Game has two primary goals:
1. 20 global challenges to be unraveled and solved
2. Every nation’s asset value must exceed its starting point. In other words,
everyone has to win, which makes the game more complex.
There are a variety of roles that each person must play in order for the game to
work.
Teacher Role
Saboteur - Mr Wells
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' CONCEPTS
understanding of the central idea. The reflections of all teachers involved in Students gained an understanding of:
the planning and teaching of the inquiry should be included. Change
Responsibility
Central Idea Perspective
Sharing resources may challenge communities to consider different
perspectives. the holistic nature of limited resources through the world game (tokens
representing food security, mineral resources, clean water, health, etc)
The Sharing the Planet collaborative game gave the students the opportunity the possible causes of conflict regarding access to resources (crisis
to look at relevant real-world problems which were current and were topics of through the world game)
conversation at the time. This assisted the students in scaffolding their each country's responsibility and perspective dependent about ranking,
understandings between home and school in order to discuss different etc.
perspectives and bring these to their group discussions as part of their country. the work of the United Nations (one team member as United Nations
diplomat) to unite countries towards a better future for all
The game gave each of the students the opportunity to be part of a country in the 2030 Sustainability goals as key information for consideration of
the world and to consider the perspectives of the people of that country thinking possible solutions
about aspects of social, agricultural, sustainable resources their country could the importance of a global-minded approach to future solutions
offer the rest of the world. As each crisis occurred, the students were able to (considering perspective of all represented nations)
consider how they could approach the United Nations forum to offer assistance
KNOWLEDGE
or ask for help from the global community.
Students gained knowledge of:
Each student completed a report based on sourced information that outlined the unequal distribution of resources throughout the world
considerations for the future. each country's individual strengths and weaknesses regarding access to
resources
The students reflects on their collaboration during the game and after the visual interpretation of data
completion of their report and considered their understandings in relation to the world trade
central idea. the role of the United Nations
the role of different ministers within each country
How you could improve on the assessment task(s) so that you would have a different types of government and the positives/negatives of each
more accurate picture of each student's understanding of the central idea. Supply/demand
Sustainable practices
Recording video reflections at the time of challenge during the game.
SKILLS
What was the evidence that connections were made between the central Research Skills:
idea and the transdisciplinary theme? Synthesising and interpreting

The transdisciplinary theme of conflict and resolution over shared world Use critical literacy skills to analyse and interpret information
resources was evident throughout the Sharing the Planet game by the inclusion Use a cross-classification chart to synthesize information
of a United Nations forum and the ultimate goal to be towards world peace.

© International Baccalaureate Organization 2011
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 The Sharing the Planet game was an excellent way to raise awareness of the
highlight any that were incorporated into the teaching and learning. unequal distribution of resources in the world. The set up of the website,
organization of tokens, organization of SKYPE/FACETIME for the United
Nations was time-consuming but worth the effort.

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.
At the end of the game, the boys shared their enthusiasm for the learning and
their understanding of the concepts addressed.
Whilst we tried to cater for differentiation in access to resources, it was noted
that resources were at a higher end of understanding. It would be good for
future to approach the library to create a page of appropriate and up-to-date
resources that enabled access for students at a lower reading level.

Acknowledging people living on the streets through a smile or

conversation (safe procedures advised)
Create a website
Posters throughout the school
Conversations at home regarding news information and equal distribution
of resources

© International Baccalaureate Organization 2011