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Planning the inquiry

1. What is our purpose? To inquire into the following:

Class/grade:1st School: Oak Forest

Age group: 6-7 School code: 006610

transdisciplinary theme PYP planner Teacher(s):Redden, Barnes, Rinex, Graham, Mason, Spanier, Neely, Ying, Winton or Taylor, Tanner, Babb Date: September 12-October 7

How we express ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

central idea

Nature appreciation expressed through art.

Proposed duration: number of hours20

over number of weeks 4

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?

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? Key Concepts: Form, Function, Perspective Related Concepts: Pattern, Communication and Opinion

Students will create a design using items found in nature. The students will describe their design in writing and give an oral presentation. EvidenceTeacher will look for creative use of natural products and reflective writing about the design. AssessmentWriting Rubric: description of the design , Project Rubric : use of natural products and creativity

What lines of inquiry will define the scope of the inquiry into the central idea? Ways in which people express themselves Nature expressed through drawing Expressing nature through the arts

What teacher questions/provocations will drive these inquiries? How did the music make you feel? How do you feel about yourself? How do you feel when you go outside?

Provocation Teacher will play a variety of music while holding up a variety of natural objects and art.

International Baccalaureate Organization 2007

Retaught- December 2012- January 2013

Planning the inquiry

4. How best might we learn? 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 take a nature walk around the campus and record in their I Wonder journal what they see and hear. Create a class circle map with a list of things found in nature. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Week 1 (preassessment and engage) Students will take a nature walk around the campus and record in their I Wonder journal what they see and hear. While holding up a variety of natural objects and art, teacher will play a variety of music. Assessment for first line of inquiry- ways in which people express themselves Use a thinking map to state ways in which people express themselves (dance, paintings, poems, music, writing, drawings, etc.) 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? Week 1 (preassessment and engage) Students will take a nature walk around the campus and record in their I Wonder journal what they see and hear. While holding up a variety of natural objects and art, teacher will play a variety of music. Assessment for first line of inquiry- ways in which people express themselves Use a thinking map to state ways in which people express themselves (dance, paintings, poems, music, writing, drawings, etc.)

Week 2 (explore and explain) Assessment for second line of inquiry- nature expressed through drawing. In art class, students will learn about a variety of artist that focus on nature. They will then draw their own interpretation of nature. Week 3 Extend.

Week 2 (explore and explain) Assessment for second line of inquiry- nature expressed through drawing. In art class, students will learn about a variety of artist that focus on nature. They will then draw their own interpretation of nature. Week 3 Extend.

Assessment for third line of inquiry Expressing appreciation of nature through the arts. The students will choose an art form to express their appreciation of nature. Week 4- Evaluate Summative Assessment What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary skills- self management, thinking Learner Profile- risk taker, Attitudes- appreciation, respect These will all be developed through lines of inquiry.

Assessment for third line of inquiry Expressing appreciation of nature through the arts. The students will choose an art form to express their appreciation of nature. Week 4- Evaluate Summative Assessment

5. What resources need to be gathered?


What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? A Kids Best Friend (Big Book) ISBN 032816178-0, map, globe, Atlas, Smart Board, www.Discoveryeducation.com/ www.Brainpopjr.com/ www.Schooltube.com Social Studies Book ISBN-978-0618-90623-9 Art/Music/Librarian/Chinese Teachers

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

Music-Continent Song, Art: Poems, photography, Pink Palace Museum Field Trip

International Baccalaureate Organization 2007

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 understood how feelings are expressed through art that they created. (Ex. Doll) The students discussed in whole groups what makes them feel a certain way or how someone else may feel. Assessments were achieved through journal writing, thinking maps, discussions, literature and role -playing.

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? KWL chart demonstrate the learning and application of particular transdisciplinary skills?

Self-management skills were learned through self-management of time and of supplies. develop particular attributes of the learner profile and/or attitudes? Risk-taker: not afraid to ask questions

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. Differentiate instruction and projects. Use rubrics that are child friendly. Have children draw pictures of what they felt about what they learned..

Cooperation: Learned and worked through small group Enthusiasm: excitement for material being taught Respect: Respect each others ideas, comments, suggestions, materials.

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

Students chose what their dolls would look like to represent themselves. Through journal writing students were able to express what they learned and how they understand the idea taught. Students were able to ask questions through our Parking Lot

International Baccalaureate Organization 2007

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.

9. Teacher notes The unit on How We Express Ourselves was a difficult planner because most of the activities came from how the students felt. There was not enough hands-on or performance objectives. This unit was a good unit for our support staff especially Art, Music, and P.E. The next time we teach this unit we will include more hands on activities and require students to do more writing to express their feelings. Art teachers made hands-on projects with students to allow them to express their feelings. Projects included different textures and styles. Teachers also read Art different books to the children. Music: Children express themselves through different music and instruments. Students were able to explore different music and discussed how they felt about it. Chinese: Students were exposed to different Asian music and sang songs together. Students also created a Panda Bear and designed his face to show his expression. Library: Students explored different medias such as hand puppets, books, stories read online, and acting out characters in a book.

How do feelings happen? Why do we make different faces when we feel sad or happy?

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. How do you feel about yourself?

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.

We had students that thought about our theme and went home and drew pictures of things that made them feel certain ways. Ex. A birthday party or Christmas.

International Baccalaureate Organization 2007