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Planning the inquiry

Revised: March, 20, 2013

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

Colegio Bilinge Carson

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

transdisciplinary theme

How the world works: An inquiry into the natural world and its laws; the

interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.

Title: Reproduction and its stages Teacher(s): English, Spanish, psychologist, Date: September- October Proposed duration: 40 hours over number of weeks: 8 weeks

central idea

Science and human beings have manipulated the life processes of living things.
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?

The students will write and elaborate a play about the life stages, taking care of the reproduction organs, for grades 4th and 5th. The play will have to include the following: Dialog Characters Setting Costume Organization Presentation

Concept: function Related: reproduction What lines of inquiry will define the scope of the inquiry into the central idea?
1. The main stages of living species 2. Knowledge of reproduction organs in human beings. 3. Influence of science in the reproduction

What teacher questions/provocations will drive these inquiries? 1. What is a cycle? 2. What is reproduction? 3. What are the stages in pregnancy? 4. What do you know about puberty? 5. What are the physical changes that occur in puberty? 6. How does science influence pregnancy?

Starting activity: The classroom will be decorated with images of pregnancy, the reproductive organs.

International Baccalaureate Organization 2007

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 evaluate previous knowledge about reproduction and the care of reproduction organs with a kwl chart, students will brainstorm in group about the topic. This will be written in pyp journal.

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? The students will look for the main words, from the central idea in a dictionary. The students in team will investigate the different types of life cycles a living thing has and the will compare the information in a graph They will investigate about the different reproductive organs and its functions in teams. Invite a gynecologist to give an informative talk to the students. Investigate how science has benefit /Harms the reproductive system Interview teachers/ parents to see how they manage their reproductive system so they cannot have babies.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 1. They will do an oral presentation of the concepts. 2. They will give a presentation to 1st and 2nd grade about taking care of our body using puppets. 3. S.s will elaborate a triptych with information and distribute it to parents.

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Profile Inquirers: when the students are investigating Balanced: to understand we have to have balanced in our body for a reproduction. Attitudes Cooperation- When working in team Appreciation- for students to appreciate their own body. Curiosity when the students ask the doctor questions Abilities Auto-control- to understand the importance of our own body and know how and when to control their impulse . Intelligences multiples: Interpersonal: to speak openly about their sexuality.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Doctors, books, videos,

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

Posters of pregnancy, posters of babies, and small animals

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?

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.

demonstrate the learning and application of particular transdisciplinary skills?

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.