Planning the inquiry

Sf1.

What is our purpose?

To inquire into the following:

Term 3, 2016

transdisciplinary theme
How the world works

Grade 2

LOTE

PYP planner

central idea
Pets

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?

Assessment task: Make a Pic Collage of their Pets or Dream pets.

Form, Function, Connection, Perspective.

Know: Students will know how to read, write and say different household
animals in Mandarin.
Understand: There are different ways of expressions in different culture.
Do: Students will express what pets they have at home or what pets would
like to have.

What lines of inquiry will define the scope of the inquiry into the central idea?

Focused vocab:

What teacher questions/provocations will drive these inquiries?

, ,

What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?

Know how to say the different household animals in

Mandarin.
Know how to communicate what animals they have at
home.
Know how to describe their Pet animal.

What pets do you have at home?

What is their name?
What animals can people have as pets?
What is your favorite animal?

Planning the inquiry

3. How might we know what we have learned?

4. How best might we learn?

This column should be used in conjunction with 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?

What are the possible ways of assessing students prior knowledge and skills?
What evidence will we look for?
Pre- Assessment:
Ask students questions:

What Pet animals do you have at home? Do you know how to say them
in Chinese?

Formative Assessment:
Students demonstrate writing skills by making a Pic Collage on what Pet
animal they have or would like to have. Students write a sentence in
Chinese describing their Pet.
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?

Picture drawing, worksheets, class discussion, games,

activities

- * Make a Pic Collage about your dream pet/your pet

reading.
- Make your own pet.
- If I could choose any pet, I would choose
- Pet board game
Make a TanGram pet animal
Describe own pet
-

Jumble and make sentences, use playdough to demonstrate these

sentences.
Interview each other asking who has what pet.

Game: Duck Duck Goose except Cat cat Dog ( ), Guess the
Animal by the sound/footprint, Fly swat game, Animal Race: Run like
a , Guess the animal (Who am I?), Karuta game
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Flashcards, Fly Swat, worksheets, iPads, Memory Game,
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Classroom.

International Baccalaureate Organization 2007

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?

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.

What were the learning experiences that enabled students to:

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.

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

International Baccalaureate Organization 2007

develop an understanding of the concepts identified in What do we want to

learn?

demonstrate the learning and application of particular transdisciplinary skills?

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

In each case, explain your selection.

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.

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.

International Baccalaureate Organization 2007

9. Teacher notes

Week

Intro

Activity

Resources

Week 1
LO:
Focused vocab:

, ,

Show picture of
animals.
T: What animals can
be pets?

Colour and circle the

animals that can be
pets.

Picture of many
animals
Worksheet from
Chinese Book.

Week 2
Practise

Practise focused
vocab.
Tuning in:
Fly Swat game

Give students A3 sheet of

Worksheet of
Students draw a
picture of a cat and
trace

Introduce:
Read together and
discuss meaning.

Students paste into

workbook.

Extension:
Introduce word: Write a list of animals
in Chinese that can
Can you see a be Pets.
Etc. Show Draw.
flashcards and ask
students to point out
the animals.

Blooms Taxonomy
& CITW
Nonlinguistic
representations
Applying
Evaluate
Cooperative
learning

Nonlinguistic
representation
Remembering

Extension:
Copy the entire poem
in Chinese
characters.
Week 3
Exploring animals

Tuning in:
Charades: Guess the
animal by the
sound/actions

Review
https://www.youtube.c
om/watch?
v=vnDnKm8_X9U
Review meaning and
add actions
International Baccalaureate Organization
2007to song.
Week 4:
Writing focused

Tuning in:
Duck Duck Goose

Tangram of an
animal.
Students encouraged
to write the
character/Pinyin
associated.

LOTE books
A3 reading

Nonlinguistic
representation
Creating
Reinforcing
effort

Extension:
Make more than one
Tangram.
Practise writing the
Animal vocab in

A3 reading
powerpoint

Nonlinguistic