Ancient Civilisations New Planner Unit 1 Revised

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Unit of inquiry planner

(Primary years)
© International Baccalaureate Organization 2019

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
OVERVIEW
Grade/Year level: 4 Collaborative teaching team: Ms Ayesha Ms Prabha Kapil Mehrotra (PYP Co)
Date: 27-8-19 Timeline: (continued investigation, revisiting once, or numerous times, 01 Aug – 15 Sep 2019
discrete beginning and ending, investigating in parallel with others)
Transdisciplinary theme
Where we are in place and time: An inquiry into orientation in place and time, personal histories, homes, and journeys, the discoveries, explorations and migrations of
humankind, the relationships between and the interconnectedness of individuals and civilizations from local and global perspectives.
Central idea:
Influences of past civilizations impact our world today
Lines of inquiry :
 Characteristics of civilisation
 Connections between past and present
 Implications for the future
Key concepts Related concepts Learner profile attributes
 Form  Progress  Inquirer

 Change  Discovery  Communicator
 Connection  Exploration
 Innovation
Approaches to learning
Research Skills, Communication Skills
© International Baccalaureate Organization 2019 PYP | Unit of inquiry planner (Primary years) | Page 2
Action
Creating a model of a futuristic city with a poster displaying its features
Prompts: Overview
Transdisciplinary theme Central idea Lines of inquiry Key concepts

Which parts of the transdisciplinary theme will Does the central idea invite inquiry and support What teacher questions and provocations will Do the key concepts focus the direction of the
the unit of inquiry focus on? students’ conceptual understandings of the inform the lines of inquiry? inquiry and provide opportunities to make
transdisciplinary theme? connections across, between and beyond subjects?
Do the lines of inquiry:
 clarify and develop understanding of the
central idea?
 define the scope of the inquiry and help to
focus learning and teaching?
Related concepts Learner profile attributes Approaches to learning Action

Do the related concepts provide a lens for What opportunities will there be to develop, What authentic opportunities are there for students What opportunities are there for building on prior
conceptual understandings within a specific demonstrate and reinforce the learner profile? to develop and demonstrate approaches to learning to support potential student-initiated
subject? learning? action?
REFLECTING AND PLANNING
Initial reflections
Students fill a graphic organiser about what they know about world history.They draw and colour the ancient monuments of the world. They list and describe any important
wars they had heard or read about. Most of the students did not have much idea about world history, few students were able to list 3-4 ancient monuments around the world,
hence an inquiry into the first LOI: Characteristics of a civilisation would help students develop an understanding of the key features of a civilisation.
Prior learning
 Visible thinking Routine: See, Think, Wonder – Pictures of Ancient Roman and Persian civilisations are displayed (Form) and students write what they see, what
they think and what they wonder looking at the pictures and discuss their recordings within their group.( Communication Skills)
 The student responses are assessed for prior knowledge which helps in planning the inquiry.
 Students present their recordings in the language of their choice/ Mother tongue: Kannada
Connections: Transdisciplinary and past
1. Connections to past learning inside the POI- Students have prior knowledge about influence of culture and local conditions on people.
Connections to the future learning inside the POI- Students design a futuristic city evolving it from past inventions and cultures.
Connections to the future learning outside the POI- Students compare the similarities and differences between different civilisations and compare it with their own
culture. Students draw connections between inventions of the past still in use today and their impact on daily life in the present times.
2. Connections to the future learning outside the UOI- Students inquire into the evolution of music. They study music of different civilisations (Music)
3. Students inquire into the different paintings and art forms of Ancient civilizations (Visual Art) .
4. Students make models connecting inventions and discoveries of the past to the present and their advancement in the future.
5. Students reflect on the reasons for the downfall of empires or civilisations and take lessons to avoid those mistakes in their own personal lives and immediate society.
(PSE)
6. Students create a timeline of all the major Ancient Civilisations. Students create time line of inventions from the past to present (Math)
7. Students inquire into the needs of early settlers , reasons why settlements happened near rivers, major rivers associated with each Ancient Civilisations . (Social
Studies)
8. Students visit heritage sites of the past, study the architecture, paintings, artefacts, weapons, attire and ornaments used by early civilisations . They write reflections on
the importance of studying the past and preserving historical monuments.
Learning goals and success criteria
 PSE:Identity- Students develop understanding that a person’s identity depends on culture and that culture may change over time.
 Music- Students compare music from different times and places (Research skills)
 Social Studies- Students analyse ways in which humans use the natural environment and its resources
 Math- Students create graphs and charts to organise and interpret information.
 Language- Students write descriptive paragraphs and essays on Ancient Civilisations
Teacher questions
1. What is a civilization? (Form)

2. What are the elements that make a civilization? (Form)
3. What are the different inventions and discoveries of the ancient civilizations? (Connection)
4. How have inventions affected the lives of people then and now? (Connection)
5. Which inventions of the past are still in use today? (Change)
6. What will be the means of communication in the future?(Change)
Student questions
 Why didn’t the Incas use the concept of money and yet built an amazing culture? (Form)
 How did the Incan people live? (Form)
 How big was Persia? (Form)
 How did civilisation start? (Connection)
 How did the people of the Harappan civilisation live and how the culture passed on? (Connection)
 Do we believe in any of the ancient Gods? (Connection)
 What was the first means of transport? (Change)
 How will our city look in the future? (Change)
Prompts: Reflecting and planning
Initial reflections Prior learning Connections: Transdisciplinary
How can our initial reflections inform all learning and teaching in this How are we assessing students’ prior knowledge, conceptual and past
unit of inquiry? understandings and skills?
Connections to past and future learning, inside and outside the
How are we using data and evidence of prior learning to inform programme of inquiry
planning?
What connections are there to learning within and outside the unit of
How does our planning embrace student language profiles? inquiry?
What opportunities are there for students to develop conceptual

understandings to support the transfer of learning across, between and
beyond subjects?
How can we ensure that learning is purposeful and connects to local

and global challenges and opportunities?
Learning goals and Teacher questions Student questions

success criteria What teacher questions and provocations will inform the lines of What student questions, prior knowledge, existing theories,
What is it we want students to know, understand and be able to do? inquiry? experiences and interests will inform the lines of inquiry?
How are learning goals and success criteria co-constructed between
teachers and students?
DESIGNING AND IMPLEMENTING
Unit of inquiry and/or subject specific inquiry (inside/outside programme of inquiry)
Transdisciplinary theme/Central idea: Where we are in place and time: An inquiry into orientation in place and time, personal histories, homes, and journeys, the discoveries,
explorations and migrations of humankind, the relationships between and the interconnectedness of individuals and civilizations from local
and global perspectives.
Collaborative teaching team: Ms Ayesha Ms Prabha Kapil Mehrotra (PYP Co) Grade/Year level: 4 Date: 01 Aug – 15 Sep 2019
Designing engaging learning experiences
Tuning in: Video inquiry on how man progressed from being a nomad to a food gatherer to forming small settlements near rivers and finally the emergence of a
civilisation.
Finding Out: Students complete wonder wall activity recording their questions and ways by which they can find answers. Students choose an ancient civilisation of their
interst and fill the GRAPES graphic organiser.
Sorting out: Students create interactive books, posters and presentations on the characteristics of Ancient Civilisations. Students create 3D models of inventions and
discoveries made by Ancient people still in use today and predict its evolution in the future.
Going Further: Students compare and contrast ancient civilisations. Students compare and contrast food, clothing, household items, gadgets, transport of the past to the
present.
Making conclusions: Students write reflections on the importance of studying and preserving the past. They brainstorm ways in which we can overcome shortcomings of
the past and create a better future.
Taking Action: Students research, design and create a 3D model of a futuristic city and its culture.
Supporting student agency
 Students are given the choice to select any civilisation of their choice to inquire about. They are given all the required resources to complete their research like Ipads,
Books, Stationery.
 Students select any 2 objects used in the past, its form today and create its future model.
 Students choose a historical place to visit that would deepen their learning and understanding. Students research and decide the action they want to take at the end of
the unit.
 Students decide that as action they would like to design a model of a city of the future.
Teacher and student questions
 Additional Teacher questions: How does knowledge of History make for a better future? (Connection)
 Additional Student questions:How the ancient civilisation communicate, live and trade?
Did the ancient people have shops?
How much gold did the Egyptians have and what did they wear?
Why did the ancient people eat raw food?
How did they make jewellery?
Ongoing assessment
 Formative Assessment LOI 1: Draw and explain the charateristics of an ancient civilsation
Assessment tool: Rubric, Criteria: Is able to explain the geography of the civilizaton, draw and expain the religion, Gods, Goddesses and rituals of the ancient
civilization, draw and explain the inventions and discoveries,describes the economy, goods of trade, politics and social structure of the ancient civilization.
 Formative Assessment LOI 2: Compare and contrast any two 2 ancient civilisations
Assessment tool: Anecdotal record, Criteria: Is able to compare and contrast the religion, culture, inventions, beliefs, politics, currency of two ancient
civilisations.
 Formative Assessment LOI 3: Choose any object of the past, draw and describe how it might look like in the future. Explain how it has changed over time.
Assessment Tool: Checklist, Criteria: Is able to design a future object, Is able to describe the features of the object designed, Is able to explain how it has
changed over time
Making flexible use of resources
 Books related to the unit will be procured before the beginning of the unit.
 Ipads, laptops and unit related books will be provided for research.
 Field trip to historical places in the city are organised.
 Resources provided for buliding model of a future city.
Student self-assessment and peer feedback
 Peer Assessment: Students assess presentations and books created by their peers using a checklist created as a class and provide written feedback.
 Self Assessment: Students use a checklist provided to self assess descriptive paragraphs on ancient civilisations.
 Students read the peer feedback provided and reflected on ways of self improvement.
 Students incorporate improvements in successive descriptive writing paragraphs.
Ongoing reflections for all teachers
1. Students post their inquiries on the wonder wall. They are provided with Ipads and books throught the inquiry. When students find the answer to his/her question,
then the question is ticked on the wall and their next question is posted.
2. Students brainstorm individually or in groups the action they would like to take. In this unit, they were provided with Ipads to research ways of creating a 3D
model of a futuristic city, They were also provided with resources for constructing the model.
3. Students understand the importance of preserving bulidings, monuments, artefacts of the past. Students made connections to the central idea as they learnt that
many of the things still in use today were invented by people long ago
4. Students were encouraged to visit historical places with their families and share their experiences with their peers, parents fill relections on their observations of
the learner profiles ‘Inquirer’ and ‘Communicator’. The reflection was used to futher develop the learner profiles in the students.
Additional subject specific reflections
 Art: Students can visit art galleries or museums to study paintings and artefacts used in the past.
 Language: Students can visit public libraries and read books on ancient civilisations.
Conceptual Understanding
Form: Students fill the GRAPES graphic organiser and create books/presentations on characteristics of their chosen civilisation.
Connection: Students create 3D models of any 2 objects used in the past, their present form and how they will look like in the future.
Change: Students use venn diagrams to compare and contrast means of transport, communication, homes, clothing, weaponry between past and present.
Research skills: Students use Ipads and books to research information on their chosen ancient civilisation. Students research historical places to visit.
Communication skills: Students present their understanding in the form of books and presentations to their peers, they give constructive feedback to their peers,
they present their 3D models to the class.
Prompts: Designing and implementing
Designing engaging Supporting student agency Questions Ongoing assessment
learning experiences What evidence will we gather about students’
How do we recognize and support student agency Teacher questions
emerging knowledge, conceptual understandings
in learning and teaching? What additional teacher questions and provocations
What experiences will facilitate learning? and skills?
are emerging from students’ evolving theories?
For all learning this means: For all learning this means:
 developing questions, provocations and How are we monitoring and documenting learning
 involving students as active participants in, Student questions
experiences that support knowledge and against learning goals and success criteria?
and as co-constructors of, their learning What student questions are emerging from students’
conceptual understandings  developing students’ capacity to plan, evolving theories?
 creating authentic opportunities for students to reflect and assess, in order to self-regulate How are we using ongoing assessment to inform
develop and demonstrate approaches to learning and self-adjust learning planning, and the grouping and regrouping of
students?
and attributes of the learner profile  Supporting student-initiated inquiry and
 building in flexibility to respond to students’ action.
interests, inquiries, evolving theories and
actions
 integrating languages to support
multilingualism
 Identifying opportunities for independent and
collaborative learning, guided and scaffold
learning, and learning extension.
Making flexible use Student self-assessment Ongoing reflections Additional subject-specific

For all teachers
of resources and peer feedback reflections
 How are we responding to students’
How will resources add value and purpose to What opportunities are there for students to receive emerging questions, theories, inquiries and Inside or outside the programme of inquiry
learning? teacher and peer feedback? interests throughout the inquiry?  What opportunities are there for students to
 How are we supporting opportunities for make connections to the central idea and
For all learning this means: How do students engage with this feedback to self- lines of inquiry or the programme of
student-initiated action throughout the
assess and self-adjust their learning? inquiry?
 the thoughtful use of resources, both in and inquiry?
beyond the learning community to enhance  How can we ensure that learning is  What opportunities are there for students to
and extend learning. This might include develop knowledge, conceptual
purposeful and authentic and/or connects to
time, people, places, technologies, learning understandings and skills to support the
real-life challenges and opportunities?
spaces and physical materials. transfer of learning across, between and
 How are we nurturing positive relationships beyond subjects?
between home, family and school as a basis
for learning, health and well-being?
REFLECTING
Transdisciplinary theme/Central idea: Where we are in place and time: An inquiry into orientation in place and time, personal histories, homes, and journeys, the discoveries,
explorations and migrations of humankind, the relationships between and the interconnectedness of individuals and civilizations from local
and global perspectives.
Collaborative teaching team: Ms Ayesha Ms Prabha Kapil Mehrotra (PYP Co) Grade/Year level: 4 Date: : 01 Aug – 15 Sep
2019
Teacher reflections
1. Visible thinking routine: Students prior knowledge and wonderings were clearly documented through this routine. The GRAPES organizer helped inquiry to proceed
in an organized manner covering all aspects of a civilization. Venn diagrams and T charts helped making connections between the past, present and future.
2. Students demonstrated the learner profile inquirer throughout the unit by formulating their questions and find answers. Students demonstrated the learner profile
communicator while presenting their books/presentations to the class, expressed their ideas to create a model of a futuristic city, gave peer feedback, and designed
models creatively on different objects of the past.
3. Research skills: Students used research skills to inquire about different civilizations, to create a timeline of means of transport, to create a timeline of ancient
civilizations to plan action
Communication skills: Students used communication skills to present their findings in the form of books/presentations to the class, giving feedback to their peers,
presenting their 3D models to the class, collaborating and reflecting on the need to study the past.
4. Students learnt songs and musical forms of the past civilizations in music class; they learnt different art forms of the past in visual art class.
5. The GRAPES organizer helped students conduct a thorough inquiry into the characteristics of a civilization. Creating models helped students make valid connections
between the past, present and future. Field trip to a historical palace and fort gave students a firsthand experience of the way of life of the past.
Student reflections forms of the past
1. Students had inquiries on different civilisations based on which they were grouped. This helped students to divide the research work, collaborate and share their
findings within the group.
2. Students chose to inquire into a civilization of their interest, selected the way of presenting their learning and understanding, selected the objects they wanted to
create models on, chose a relevant historical place, the summer palace of Tipu sultan and Bangalore Fort, to visit for the field trip, brainstormed the action they
wanted to take at the end of the unit, created the checklist as a whole class for peer assessment, created the checklist for formative assessment.
3. Students understood the impact of the past in their present life and wanted to make a donation to agencies that are responsible for preserving and restoring national
and local heritage sites. Students wanted to innovate objects that could be of use to society in the present and also in the future.
Assessment reflections
1. Understanding of each line of inquiry was documented through formative assessments and measured using appropriate assessment tools.
2. Evidence of Knowledge:Students drew and explained the characteristics of any one civilization of their choice, students compared and contrasted two ancient
civilisations.
Evidence of concepts: Form- Descriptive writing on any civilisation of interest, Connection: T charts/Venn diagrams on objects used in the past and present,
Change: Designing objects of the future and writing descriptive paragraphs on their models.
Evidence of skills: Students use research skills to create presentations on a chosen civilization, students use communication skills to present their learning to their
peers and give feedback.
3. Students work was peer assessed and they were given time to read the feedback given by their peers to incorporate in the presentation. Students were given feedback
by the teacher after each formative assessment.
Prompts: Reflecting
Teacher reflections Student reflections
How did the strategies we used throughout the unit help to develop and evidence students’ understanding of the What student-initiated inquiries arose and how did they inform the process of inquiry? What adjustments were
central idea? made, and how did this enrich learning?
What learning experiences best supported students’ development and demonstration of the attributes of the How are students supported in having voice, choice and ownership in the unit of inquiry? (For example, through:
learner profile and approaches to learning? co-constructing learning goals and success criteria, being engaged in student-initiated inquiries and action, being
involved in self-assessing and self-regulating, co-designing learning spaces and so on).
What evidence do we have that students are developing knowledge, conceptual understandings and skills to
support the transfer of learning across, between and beyond subjects? How have these experiences impacted on how students feel about their learning? (For example, through:
developing and demonstrating attributes of learner profile and approaches to learning, developing understanding
To what extent have we strengthened trans disciplinary connections through collaboration among members of of the central idea, achieving learning goals, taking action and so on).
the teaching team?

What did we discover about the process of learning that will inform future learning and teaching?
Assessment reflections
How effective was our monitoring, documenting and measuring of learning informing our understanding of student learning?
What evidence did we gather about students’ knowledge, conceptual understandings and skills?
How will we share this learning with the learning community?
Notes
 Students can do a role play with costumes on a chosen civilisation to showcase their understanding.
 Students can design and create a working model of an object of the future.
 Students can visit the heritage site Hampi, Pattadakal for a richer learning experience.

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Unit of inquiry planner

© International Baccalaureate Organization 2019

Influences of past civilizations impact our world today

Key concepts Related concepts Learner profile attributes

 Form  Progress  Inquirer

Research Skills, Communication Skills

Creating a model of a futuristic city with a poster displaying its features

Transdisciplinary theme Central idea Lines of inquiry Key concepts

Related concepts Learner profile attributes Approaches to learning Action

Connections: Transdisciplinary and past

Learning goals and success criteria

1. What is a civilization? (Form)

What opportunities are there for students to develop conceptual

How can we ensure that learning is purposeful and connects to local

Learning goals and Teacher questions Student questions

Designing engaging learning experiences

Supporting student agency

Making flexible use of resources

Student self-assessment and peer feedback

Additional subject specific reflections

Making flexible use Student self-assessment Ongoing reflections Additional subject-specific

Student reflections forms of the past

How will we share this learning with the learning community?

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