PYP: Planning The Inquiry
Link to PYP Planner with examples: https://docs.google.com/document/d/1t2lNbEaJAJ0TMc6sz-mztNcrkQur8V55Rg51phdo4Ks/edit?usp=sharing
Grade:
Class/grade: 4 Age group: 10-11
School: Tesla School code:
Title:
Teacher(s): Ms. Ngoc, Ms. Minh Anh, Ms. Dien, Mr. Su, Mr. Phuong (ICT), Mr. Phuong (Music), Mr. Carlos, Mr. Dan, Mr. Brandon
Date: 25th April 2022
Proposed duration: 6 weeks
1. What is our purpose?
To inquire into the following:
Transdisciplinary theme: How we organise ourselves
Central idea : Organizations take action to support global initiatives
Summative assessment task(s): Students had fundraising for their global issues
that they have seen. They can make timelines, + sales/fundraising pitch / proposal.
Using cloud computing service for data collection + fundraising.
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
Game
Experiments
Video related to environment destruction, environment protection
Students recognize
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
Change
Connection
Related Concepts:
Organization
Initiatives
Global
Action
What lines of inquiry will define the scope of the inquiry into the central idea?
How organizations take action
Global initiatives
Effects on society
What teacher questions/provocations will drive these inquiries?
Modified: What is a global initiative? Name some organizations that you had known?
Core:
Extension:
3. How might we know what we have learned?
What are the possible ways of assessing students’ prior knowledge and skills?
Guided discussions, brainstorming, mind mapping, class discussion and group discussions, vocab activities
What evidence will we look for?
What are the possible ways of assessing student learning in the context of the lines of inquiry?
Examples: Completion of assignments (research, writing, reading, group/individual presentations)
Response to and application of feedback in their classwork and group work.
Completion of reflection activities at the end of the unit.
Demonstrate understanding of key concepts, related concepts, subject specific content, writing mechanics, presentation techniques, and research methods.
Solutions to problem of plastic overused
Reflection on how to use natural materials as a musical instrument in harmony with the natural world.
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?
Reading
Writing drafts
Create
Discuss
Design
Research
Viewing and written
Draw
Complete…
(Activities need to link with the Central idea)
How can we demonstrate transdisciplinary skills development and for the development of the attributes of the learner profile?
Attributes:
ATL skills:
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Youtube:
Edpuzzle:
Google Slides:
…
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Display Inquiry Cycle and Prompts board to offer structure to the inquiry process and display student work.
Space to organise and store portfolios/student work
Provide the children with a system that encourages them to show their work to their parents
Utilize library, bulletin boards
Exhibition art work to show message across the school
6. To what extent did we achieve our purpose? (Collaborative and Individual Reflections)
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.
How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
Group activities….
Greater integration with
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?”
demonstrate the learning and application of particular transdisciplinary skills?
develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
(Connect your subjects activities with ATL Skills, related to Question No.4)
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.
The EAL and HR teachers collaborated in creating student led activities aimed at eliciting their knowledge of the central ideas.
We made use of the following activities:
(Example: We showed the students videos and asked them to come up with questions they wanted to know more about: the videos were paused to give the students to listen, read subtitles, and take notes.
We gave the students time to work in groups to exchange their ideas and then allowed them to elect a group representative to write their questions on the board
Put initiated questions from students)
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.
9. Teacher notes