Class/grade: Third Grade Age group: 9-10 years

School: School code:

Title:
Teacher(s): Ashley Bowers, Kaitlyn R, and !indsi "
#ate:
$roposed duration: %& hours o'er ( wee)s
$*$ planner
1. What is our purpose?
To inquire into the following:
transdisciplinary theme
How we express ourselves: is a+out literature and the Arts, storytelling, $rose,
$oetry, ,isual Arts, #ance and again in A-erica and other places
central idea:
$eople e.press their personal histories and connections with other cultures in a
'ariety o/ ways
Summative assessment tas!s":
0hat are the possi+le ways o/ assessing students1 understanding o/ the central
idea2 0hat e'idence, including student3initiated actions, will we loo) /or2
Tas): Through the -ediu- o/ their choice, students will e.press their personal
stories and will present the- to their peers
The peers are responsi+le /or -a)ing connections
Criteria:
4ediu- o/ student1s choice (-e-oir, poetry, sculpture, drawing, dance,
-usic, constructing, acting, ti-eline $ower$oint) this is not an all-
inclusive list.
$resentations include: Glo+ally3-inded connections, well3cra/ted
personal story with rational o/ e.pression choice
A/ter each presentation, peers will +e e.pected to -a)e a written
connection to one aspect o/ each peer1s presentation
A/ter their presentation, students will sel/3assess and re/lect on their
presentation and the unit as whole
#. What do we want to learn?
0hat are the )ey concepts (/or-, /unction, causation, change, connection,
perspecti'e, responsi+ility, re/lection) to +e e-phasi5ed within this in6uiry2
Connection, perspecti'e, re/lection
Related Concepts:
Relationships, culture, e'idence
0hat lines o/ in6uiry will de/ine the scope o/ the in6uiry into the central idea2
$ersonal histories de-onstrate 'alues, +elie/s and culture
Connecting to di//erent perspecti'es allows us to disco'er shared
e.periences and understandings
7'idence can support your /eelings and enhance your sel/ e.pression
0hat teacher 6uestions/pro'ocations will dri'e these in6uiries2
0hy is it i-portant to )now a+out and +e a+le to share our past2
8ow do we share our perspecti'es in a way that honors di//erences and
unco'ers si-ilarities2
0hat -ediu-s can we e.press oursel'es through2
8ow do our e.periences ena+le us to connect with others2
8ow could )nowledge o/ the ways other cultures e.press the-sel'es
help us understand culture2
$lanning the in6uiry
9 :nternational Baccalaureate "rgani5ation ;&&%
$lanning the in6uiry
$. How might we now what we have learned?
This column should be used in conjunction with How best might we learn?
0hat are the possi+le ways o/ assessing students1 prior )nowledge and s)ills2
0hat e'idence will we loo) /or2
Based on Bro/en+renner1s 7cological Syste-s Theory, students will
create their own personal -odel o/ e.periences relating to their
-icrosyste-, e.osyste- and -acrosyste-
<rontloading: Teacher will create a -odel representing their own history
to sca//old students1 understanding o/ the tas)
Teachers will loo) /or any e'idence regarding the students1 prior
understanding o/ their personal e.periences and how they connect to
the world around the-
0hat are the possi+le ways o/ assessing student learning in the conte.t o/ the
lines o/ in6uiry2 0hat e'idence will we loo) /or2
Students critically e.a-ine ways o/ e.pression through 'arious
-ediu-s <or e.a-ple, a ti-eline o/ Gandhi1s li/e, a piece o/ $icasso1s
artwor), /ol) dancing ("+ser'ation, discussion with anecdotal record)
Students share in/or-ation a+out their personal histories (oral
co--unication)
Students retell a personal e.perience through the lens o/ written
-e-oir (0riting sa-ple)
#ocu-ent students1 indi'idual connections to di//erent /or-s o/
e.pression across cultures
Students show the understanding o/ the central idea through a group
research pro=ect (ru+ric)
%. How &est might we learn?
0hat are the learning e.periences suggested +y the teacher and/or students to
encourage the students to engage with the in6uiries and address the dri'ing
6uestions2
Tuning 'n
Teachers read /iction and non3/iction +oo)s a+out peoples personal
histories and 'arious cultures
Class recei'es 'isits /ro- 'arious co--unity -e-+ers including
entrepreneurs, people o/ 'arious cultural +ac)grounds, war 'eterans,
etc to tal) a+out their personal history
(inding )ut*Sorting )ut
Se'eral +rainstor-ing acti'ities to get the students thin)ing a+out their
li/e e.periences <or e.a-ple, a ti-eline o/ their li'es, heart -ap, /loor
plan, etc
See, Thin), 0onder: Show 'arious -ediu-s o/ e.pression to the
students (e.: a piece o/ $icasso1s artwor)) and as), >0hat do you see2
0hat do you thin) a+out that2 0hat does it -a)e you wonder2?
$air Share: Students share ;3@ e'ents /ro- their personal history with a
partner (This ser'es as a way to de'elop ideas /or a personal -e-oir)
Students ha'e the opportunity to try out 'arious /or-s o/ art e.pression
(clay, painting, dance, acting, etc)
Students create a written personal -e-oir
+oing (urther
:n s-all groups, students research /or-s o/ e.pression /ro- di//erent
cultures and present their /indings, connections and re/lections to the
class
,rawing -onclusions*.eflecting and /cting
Group #iscussion: As a class, students discuss what they learned, what
went well, what they struggled with and what 6uestions they still ha'e
#iscussion will lead to why this topic o/ in6uiry is i-portant
0hat opportunities will occur /or transdisciplinary s)ills de'elop-ent and /or the
de'elop-ent o/ the attri+utes o/ the learner pro/ile2
0rofile: Knowledgea+le, Co--unicators, Caring, Re/lecti'e
/ttitudes: Appreciation, Cooperation, Creati'ity, Curiosity, Respect
Sills: Social, Co--unication, Research
1. What resources need to &e gathered?
0hat people, places, audio3'isual -aterials, related literature, -usic, art, co-puter so/tware, etc, will +e a'aila+le2
$eople: Co--unity 'olunteers, li+rarian
$laces: !i+rary
Audio3'isual -aterials: Co-puters
Related Te.ts: <iction and non3/iction +oo)s a+out personal histories and cultural traditions (e.: +iographies o/ world leaders, historical /igures, in'entors, etc)
4usic/Art: 7.a-ple o/ art wor) as a /or- o/ e.pression (7.: $icasso and /ol) dancing 'ideos)
8ow will the classroo- en'iron-ent, local en'iron-ent, and/or the co--unity +e used to /acilitate the in6uiry2
A special place in the classroo- will +e set up /or children to e.plore and e.press the-sel'es through 'arious -ediu-s "ngoing research will encourage students to
disco'er cultural si-ilarities and di//erences Co--unity -e-+ers will pro'ide a 'alua+le asset in the /or- o/ sharing their personal e.periences and histories
9 :nternational Baccalaureate "rgani5ation ;&&%
Re/lecting on the in6uiry
2. To what extent did we achieve our purpose?
Assess the outco-e o/ the in6uiry +y pro'iding e'idence o/ students1
understanding o/ the central idea The re/lections o/ all teachers in'ol'ed in the
planning and teaching o/ the in6uiry should +e included
8ow you could i-pro'e on the assess-ent tas)(s) so that you would ha'e a
-ore accurate picture o/ each student1s understanding o/ the central idea
0hat was the e'idence that connections were -ade +etween the central idea
and the transdisciplinary the-e2
3. To what extent did we include the elements of the 040?
0hat were the learning e.periences that ena+led students to:
de'elop an understanding o/ the concepts identi/ied in >0hat do we want to
learn2?
de-onstrate the learning and application o/ particular transdisciplinary s)ills2
de'elop particular attri+utes o/ the learner pro/ile and/or attitudes2
:n each case, e.plain your selection
9 :nternational Baccalaureate "rgani5ation ;&&%
Re/lecting on the in6uiry
5. What student6initiated inquiries arose from the learning?
Record a range o/ student3initiated in6uiries and student 6uestions and highlight any
that were incorporated into the teaching and learning
At this point teachers should go back to box !hat do we want to learn? and
highlight the teacher "uestions#provocations that were most e$$ective in driving the
in"uiries.
What student6initiated actions arose from the learning?
Record student3initiated actions ta)en +y indi'iduals or groups showing their a+ility to
re/lect, to choose and to act
7. Teacher notes
9 :nternational Baccalaureate "rgani5ation ;&&%