Planning the inquiry

Revised: March, 20, 2013 Colegio Bilinge Carson

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

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Class/grade: 6th Age group: 11-12

transdisciplinary theme Title: Different ways to reach one same God. Teacher(s): English, Spanish, religion, art Date: March- April Proposed duration: number of hours: 50 over number of weeks: 6

Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

central idea:

The beliefs and values of different religions are transmitted by rituals, prayers, and devotions throughout the world 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? Students will do a presentation in power point explain one of the religions given by random choice that existed in the past and has influenced in our present time it must show the resemblance between different religions and how religions are transmitted. (Rubric is annexed, at the end) Evaluation:
Originality and creativity Knowledge of topic by the presentation. Art exposition Music exposition

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 Concept: Reflection/ responsibility Related concept: tolerance What lines of inquiry will define the scope of the inquiry into the central idea? Different religions in the world Resemblance in the religions Transmission of religions of our time.

International Baccalaureate Organization 2007

What teacher questions/provocations will drive these inquiries? What is religion? What is a god? How are the gods classified? How many religions are in the world today? How are the religions the same/ how are they different? How have different religions managed other religions? Starting activity: Decorate the classroom with different symbols, play various songs from YouTube with religious theme. Like: 1- One God Barbra Streisand God is One, man is one , All Religions are One Bahai - YouTube 2- Alpha Blondy - God Is One [] YouTube 3- Dedicated to all religions and nations, Rainbow, Village of peace (lyrics, reggae) YouTube 4- Hercules What If God Was One of Us YouTube 5- Alanis Morissette - What If God Was One Of Us (lyrics) YouTube Have them reflect in their pyp notebooks.

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? We will assess the students prior knowledge by asking what is religion, what is a God, what are beliefs etc. with the understanding of the concept, we will write what they understand with post-its and past them on our KWL chart.

4. How best might we learn? What are the learning experiences suggested by the teacher and/or the students to encourage the students to engage with the inquiries and address the driving questions? Teacher will play the movie My name is Khan Students will reflect in their PYP Teacher will present music videos of what is a GOD and will ask questions of what they think. The information that they gather will be registered in the pyp notebook. Investigate the different types of religions in groups and present in an oral exposition. Invite different people of different religions to speak about their religion. Elaborate a comparative chat of the differences and likeness of the religion of the past and of the present day with Spanish teacher. Visit different temples/sanctuaries in our city and capital to compare structures and symbols. Students will have to make a model of their favorite temple/sanctuary Students will choose a religion to investigate they will have to create a power point presentation with all the information and present it to their parents. Art teacher will collaborate with sculptures and the painting of a mask. Religion teacher will collaborate with giving information of the religion catholic. Computer teacher will support with power point presentations. Sports teacher will reinforce respect and tolerance especially in games.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
Written reflection in PYP notebook. Oral expression of what they think a god is Checklist for oral expression Students will reflect in pyp notebooks about the different religions Review field trip safety and check model of temple/ sanctuary with check list Check with power point guideline Each teacher will grade according to them.

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Attitudes: Respect: students will show respect in computer lab Tolerance: students will show tolerance in group discussions Integrity: (this will be taken away, it does not fit) Profile: Open-minded: listening to other people speak about their religion Knowledgeable: in the investigation they have to do for their power point presentations. Caring: to embrace their religion with pride Abilities: Social: interviewing the different speakers of the religions Multiple intelligences: Intrapersonal: to discover within themselves the importance to have a belief and to practice it the proper way

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Movies of library national geographic: # 75, 76, Movie my name is khan (personal collection) Books: Religiones del mundo con links de internet: Kirsteen Rogers y Clare Hickman (USBORNE) * personal teachers book http://www.primaryresources.co.uk/re/re.htm Internet links: used from the same book above. Classroom will have various spiritual articles like incense, cross, rose beads, bibles, saints witch doctor articles Invite different persons form different religions to speak about their religion How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Visit churches, temples, interview different personalities of different churches. Class organization will be in teams of no more than 3 students, in the center will be a small table for books or religious objects

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.

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?

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.

develop particular attributes of the learner profile and/or attitudes?

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

In each case, explain your selection.

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

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.