Planning the inquiry

Class/grade: Year 8 Age group: 12 - 13

Α
1.3.What
How is our purpose?
might we know what we have learned? 5. What resources need to be gathered?
To inquire into the following: What people,
Auckland places, audio-visualSchool
Normal Intermediate materials,
code: related
1211 literature, music,
What are the possible ways of assessing students’ prior knowledge and art, computer software, etc, will be available?
skills? What evidence will we look for? Title:
Sharing the Planet:
What are the possible ways of assessing students’ prior knowledge PYP and planner
skills? Websites:
An inquiry into rights and responsibilities in the struggle to share finite resources
What evidence will we look for? American
Yellow Red Cross
team
with other people and with other living things; communities and the relations within
Planning the inquiry
and between them; access to equal opportunities; peace and conflict resolution. FEMA for Kids
• Class discussion and brainstorming/bus stops etc FEMA:
Term 1 Hazards
2011
•Central
HOT maps
idea:used
National Geographic: Forces of Nature
•Disaster
Continuums andchange
focus groups National Hurricane Center: Hurricane Awareness
causes in communities and impacts physical and social Proposed duration: 5 ½ weeks
•structures.
Self-assessment against SOLO ANI inquiry rubric National Severe Storms Laboratory: Tornadoes...Nature's Most Violent Storms
NaturalHazards.org
USGS: Earthquake Hazards Program
What are Respect,
Attitudes: the possible ways of assessing
Co-operation and Empathy student learning in the context of the
USGS: Volcano Hazards Program
lines of inquiry? What evidence will we look for?
Summative assessment task(s): 2. What do we want to learn?
4. How Best Might We Learn Clickview
What videos:
are the key concepts (form, function, causation, change, connection,
•Completion and interaction during front loading discussions
What are the possible ways of assessing students’ understanding of the central and activities.
What opportunities will occur for transdisciplinary skills development and for the perspective,
development of the o
responsibility,
attributes of thereflection) to be emphasized within this inquiry?
learner profile?
•Students to complete the Self-assessment against SOLO
idea? What evidence, including student-initiated actions, will we look for? ANI inquiry rubric
Research
and to –follow
as part
theofinquiry
prior learning,
process,students
hunting will
andhave identified
gathering, research the
connecting o
skills to develop during the inquiry.
Responsibility,
Books Causation
rocks andand Change plus others relating to inquiries.
minerals,
We could:information, creating new understanding, communicating new ideas and
They will use these skills to collect, record, organise and
reflecting. management officials in the government of (__________) interpret their findings:
a) Emergency What lines of inquiry will define the scope of the inquiry into the central idea?
•Use •of SOLO
have Communication
hired HOTtomaps
you help -them
instudents
the improve
connecting
communicate
and
their creating
leveltheir new
new understanding
of emergencyunderstanding Other
through the outcome
stage in inquiry.– Evaluation (making judgements, predictions, decisions based on criteria) • inquiry
• Thinking
An YouTube into…video clips
preparedness. Your job is to plan for the emergency management • the rights and responsibilities of a community following a natural disaster.
•Summative Task: Teacher observation during process. Verbal PMI after • Water cycle jigsaw
• Self-management
officials of (__________).– Analyse
presentation of inquiry. SOLO
the current situation in (__________)
organisation
Rubric. and time-management • how do communities gather information and measure the effects of disaster.
and • Variety of rocks to explore, magnifying glasses and microscopes
• the
•Reflections:
action
Social
plan should
– listening,
On-going
include your predictions of future hazards
accepting responsibility, group decision making through their inquiries
reflection • how Physical systems can affect human systems.
their country may face. Most important: include a detailed plan to help
improve the general level of preparedness among citizens, emergency Howteacher
What will the classroom environment,
questions/provocations localinquiries?
will drive these environment, and/or the
Learner Profile community be used to facilitate the inquiry?
procedures and the organisation of relief aid. • soWhat
• Knowledgeable: They will explore scientific concepts of the earth and geology. InThe
doing theyare
classroomwillnatural
addressdisasters? What
the localand
environment and areeffects
global some examples
the science oflab
natural of disasters
willdisasters
be the and
that
develop
centre of
understanding across science, social studies, maths and literacy. have affected the environment?
analysis for creating new knowledge of natural disasters.
b) Science: Soil Reaction Experimental Inquiry • Why do natural disasters occur and how do scientists forecast disasters?
• Caring: They show empathy, compassion and respect towards the needs and feelings of those affected by natural disasters. They have a personal commitment to service
• What types of major local/ national natural disasters occured in the last
Create a SOLO rubric with students for the
Rubric for Action Plan: decade?
assessment of presentation and content for self, peer and • How can we prevent the major effects of natural disasters?
teacher assessment • How can people survive natural disasters?
• Do all communities react the same way to natural disasters?
Self-Assessment: • How do disasters impact on the environment?
Co-operation • How do disasters impact on humans?
Sharing work load
• How can we prepare for disasters?
Assessment Tools • How can communities benefit from disasters?
•Inquiry Self-Assessment rubric • What strategies do communities have to cope with disasters?
•HOT maps • Why do we have a responsibility to the environment and each other?
• How do global communities respond to a disaster?
Assessment Strategies • What can I do to make/be a part of positive change towards rebuilding a
•Observations and conferencing community?
•Process focussed assessment
•Selected responses
•Self and Peer Assessment
© International Baccalaureate Organization 2007
 4. How best might we learn? Learning experiences Skills/ Content Assessment Criteria
Learning Intentions Transdisciplinary Knowledge and
Skills Academic Vocab
Front Loading:
L.I 1: Define the components and Session 1: The Water Cycle.
processes that make up the water  Introduce students to Science Lab and myself. Acquisition of Evaporation Teacher observation
cycle. knowledge Condensation and discussion.
S.C: Can define the water cycle  Continuum: How do you think you know about the water Precipitation
system. cycle? Number students from most, 1 – 6 to create 6 working Clarify Run-off Products:
groups. Infiltration Jigsaw
 Brainstorm knowledge. Explain Groundwater Rock ID chart
 Work through the water cycle diagram jigsaw filling in flow Tectonic plate
pathways. Connect Aquifer simulation
 Once completed – get groups to share their jigsaws and DVD worksheet
ensure all groups have correct order. Burial &
cementation Tracking sheet used.
 Discuss what’s going on in the cycle (see attached resource Metamorphism
L.I 2: Identify the characteristics of – The Water Cycle Explained). melting
rocks. Magma
S.C: Explain the characteristics of a Session 1: The Rock Cycle. crystallization
variety of rock types  Work through the rock cycle diagram filling in pathways (see weathering
attached resource – The Rock Cycle Explained) (erosion)
 Once completed – get students to explore the variety of sediments
rocks in the lab. Uplift
 Explain that they are to complete the Rock Identification increased
page of their Booklet – stress that they are to try and use pressure/tempe
quite different looking rocks and NOT copy other people’s rature
results. liquid rock
L.I 3: Explain how tectonic plates  There are also some rocks setup under microscopes for hardening
move. viewing Igneous
S.C: Student can discuss and  Optional – Rock Cycle Quiz. Metamorphic
predict outcome of simulation. sedimentary
Session 2: The Tectonic Plate System.
 Explain the concept that the earth’s crust is made up of divergent
giant plates that float on a sea of molten rock. convergent
 Work through attached resources – highlighting the three transform
ways in which the plates move. Tectonic
 Simulation – playdough and wood. Students lay rolled out
playdough onto two adjoining wood blocks and move to
L.I 4: Understand simple weather
simulate tectonic plate movement
systems.
 Students are to complete sheet in their booklet.
S.C: Accurately complete question
sheet relating to DVD.  Extension – Discuss Volcanoes, Earthquakes, Ring of Fire
etc…

Session 2: Weather Systems.

 Watch the Eyewitness DVD / Video “Weather”.
 Students are to follow along answering the question sheet
relating to the documentary.
 Teacher to pause documentary at appropriate points for
discussion.

Group Experimental Inquiries: Can we predict how soil will react to simulated disaster.
Getting Started/Questioning Questioning Listening
Self-assessment with
 Reflecting on the inquiry
Reflecting on the inquiry
8. What student-initiated inquiries arose from the learning? 9. Teacher notes
6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Record a range of student-initiated inquiries and student questions and highlight any that [Please begin typing here]
Assess the outcome of the inquiry by providing evidence of students’ understanding of What were the learning experiences that enabled students to:
were incorporated into the teaching and learning.
the central idea. The reflections of all teachers involved in the planning and teaching
of the inquiry should be included.
[Please begin typing here] • develop an understanding of the concepts identified in “What do we want to learn?”

At this point teachers should go back to box 2 “What do we want to learn?” and highlight • demonstrate the learning and application of particular transdisciplinary skills?
the teacher questions/provocations that were most effective in driving the inquiries.
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. • develop particular attributes of the learner profile and/or attitudes?
What student-initiated actions arose from the learning?
[Pleasestudent-initiated
Record begin typing here]
actions taken by individuals or groups showing their ability to In each case, explain your selection.
reflect, to choose and to act.
[Please begin typing here]
What was
[Please thetyping
begin evidence
here]that connections were made between the central idea and the
transdisciplinary theme?

Science :Relate the occurrence of natural events to atmospheric changes and

movements of the Earth’s crust and mantle.

© International Baccalaureate Organization 2007

© International Baccalaureate Organization 2007