Planning the inquiry

1. What is our purpose? Class/grade: 1 Age group5-6

To inquire into the following: School: LWIS - Hazmieh School code:      
• Transdisciplinary theme (IB Theme & Description) Title:      

How The World Works Teacher(s): Amani El-Ali, Zeinab Kanso, Wissam Nahed, Nadine Nawfal, Elie, Hovsep PYP planner

An inquiry into the natural worlds and its laws; the interaction Date: Nov 6 -
between the natural world (physical and biological) and human
societies; how humans use their understanding of scientific principles; Proposed duration: number of hours       over number of weeks: 5 weeks
the impact of scientific and technological advances on society and on
the environment. 2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
• Central Idea emphasized within this inquiry?

Exploring the properties of materials help people establish a sense of community form ‫ال ّشكل‬
Causation‫السّببيّة‬
responsibility‫المسؤوليّة‬
What lines of inquiry will define the scope of the inquiry into the central idea?
• Summative assessment task(s):
- Properties of materials
Music wall: ‫ميّزات المواد‬
-Function of materials
Choose 3 of the materials and tell how it this affects the ‫وظيفة المواد‬
environment (in Arabic) -Effect of materials on the environment
‫تأثير المواد على البيئة‬
What teacher questions/provocations will drive these inquiries?

Provocation: making slymy in Arabic

Questions:
-‫ ولماذا ؟‬،‫ماذا صنعنا‬
-‫ما هي المواد المستخدمة ؟‬
- ‫ما هي خصائص المواد؟‬
-‫ هذه المواد‬1‫ كيف نستخدم‬/‫كيف نستفيد‬

© International Baccalaureate Organization 2007

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? Tuning In

Learners will  Learners will

Finding Out
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?  Learners will s
Sorting Out
 Learners will
Lines of inquiry Strategies Tool

Function of Making a toy
materials
-Properties of ‫احزر ما في داخل‬
materials Going further
‫الكيس ولماذا وأصفه‬
‫ميّزات المواد‬  Learners
Making Connections
 Learners will
What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile?

Research Skills:
Thinking Skills:
Risk-taker: Learners will
Knowledgeable: Learners will

5. What resources need to be gathered?

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

Videos:
‫ الزجاج‬1‫ فيديو اعادة تدوير‬،‫ فبدبو اعادة استخدام القماش‬،‫فيديو يشرح عملية صناعة االحديد‬
Pictures:
Books from the library

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

© International Baccalaureate Organization 2007

Learners will visit

© International Baccalaureate Organization 2007

Reflecting on the inquiry

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 What were the learning experiences that enabled students to:
central idea. The reflections of all teachers involved in the planning and teaching of the inquiry
should be included. • develop an understanding of the concepts identified in “What do we want to learn?”

The summative assessment task assesses the central idea. Connection:

Function:

How you could improve on the assessment task(s) so that you would have a more accurate Change: Learners
picture of each student’s understanding of the central idea. • demonstrate the learning and application of particular transdisciplinary skills?
One way we can improve the summative assessment task is by Research Skills: Learners

Thinking Skills: Learners learned.

What was the evidence that connections were made between the central idea and the develop particular attributes of the learner profile and/or attitudes?
transdisciplinary theme?
Risk-Taker: Learners
Learners demonstrated
Knowledgeable: Learners

© International Baccalaureate Organization 2007

8. What student-initiated inquiries arose from the learning? 9. Teacher notes
Record a range of student-initiated inquiries and student questions and highlight any that were
incorporated into the teaching and learning.

Learners pushed the inquiry further by wondering:

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