Media Unit 2 Bubble Planner

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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: 20-09-2019 Timeline: (continued investigation, revisiting once, or numerous times, 20 Sep – 15th Nov 2019
discrete beginning and ending, investigating in parallel with others)
Transdisciplinary theme
How we express ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on,
extend and enjoy our creativity; our appreciation of the aesthetic.
Central idea:
The media can influence our thinking and behavior.
Lines of inquiry :
 Types of media and their function

 Perceptions create opinions
 Impact of media on us
Key concepts Related concepts Learner profile attributes
 Function  Interpretation  Thinker

 Perspective  Communication  Communicator
 Causation  Images
 Messages
Approaches to learning
Thinking Skills, Communication Skills
© International Baccalaureate Organization 2019 PYP | Unit of inquiry planner (Primary years) | Page 2
Action
Employing the use of different types of media to break various stereotypes in society.
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 create a mind map on the word media.They brainstorm in groups/individually all that they know about the word media. Most of the students were familiar with the
types of digital media, print media, broadcast media and the Internet, hence the inquiry into the first LOI: Types of media and their function would be more focused on
display media and would directly delve into the functions of different types of media.
Prior learning
 Visible thinking Routine: Connect-Extend-Challenge – Students are shown an advertisement for a phone, a news clip and and an educational video on climate
change. Students connect what they saw with what they already know and write down their ideas, students then write what new ideas they can think of that extends
their thinking in new directions, students then write what puzzles their mind or challenges their thinking.
 Students are provided with pictures of different types of media which are sorted into relevant groups. Students are given feedback by the teacher.
 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 different types of technology, ways of local and global communication.
Connections to the future learning inside the POI- Students use different types of media to express their learning and understanding, analyse target audience and
influence the viewer.
Connections to the future learning outside the POI- Students will critically analyse information reaching them through different types of media and judge whether the
information is authentic or fake before reacting. Students understand the role of media in the formation of positive and negative perceptions.
2. Connections to the future learning outside the UOI- Students create jingles for advertisements in music class. They understand the effect of music in persuading a
viewer. (Music)
3. Students create posters/charts as a means of influencing thinking and behaviour on various social causes.(Visual Art) .
4. Students create tally charts and bargraphs on data collected on the most widely used type of media through a survey done in class.(Math)
5. Students attend a guest lecture by Mr. Nikhil Dhar, Marketing Manager of SNIS, on the use of media.
6. Students understand the impact media has on us and the ways in which we can view information critically and differentiate propoganda from authentic news.
Learning goals and success criteria
 PSE:Identity- Students reflect on their own influences, experiences and perspectives, reflect on the ideas and perspectives of others
 Music- Students create jingles for advertisements, compose songs to influence people’s thinking.
 Social Studies- Students reflect on the influence of the arts and technology in expressing ourselves
 Science- Students analyse ways in which technology supports expressions.
 Math- Students conduct in class surveys, create tally charts,bar graphs and line plots to organise and interpret information.
 Language- Students write persuasive paragraphs and essays on ‘Influence of TV in our life’, ‘Internet has made the world a better place’, ‘Social media has helped
make more friends’.
 PE- Students use media to impact behaviour, inform others on refraining from substances that can cause harm to health.
Teacher questions
1. What is the media used for? (Function)

2. What are the different functions of media? (Function)
3. How does media create opinions? (Perception)
4. How can we interpret messages received through media? (Perspective)
5. Why is media important? (Causation)
6. Whydo we react negatively towards something? (Causation)
Student questions
 What is the function of media? (Function)

 What is the use of radio?(Function)
 Are video messages better or audio messages? (Perception)
 Which media is best to create an advertisement? (Perception)
 Why do people think boys are better at sports than girls? (Causation)
 Why is it cool to wear branded clothes? (Causation)
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: How we express ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values;
the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Collaborative teaching team: Ms Ayesha Ms Prabha Kapil Mehrotra (PYP Co) Grade/Year level: 4 Date: 20th Sep – 15th Nov
2020
Designing engaging learning experiences
Tuning in: Central Idea is kept a secret to be revealed at the end of the unit. Students are introduced to the LOI’s, students questions are recorded by the Wonder Wall
activity, based on their learning styles they are put into 2 groups. Group 1 is provided with reading material on different types of media. Group 2 students watch a
presentation on different types of media.
Finding Out: Students use the PAT (purpose-audience-technique) graphic organiser to inquire into the functions of media. They conduct an in class survey on the most
popular type of media, they collect print ads from magazines, newspapers, pamplets and analyse the techniques used to influence the consumer, inquire into the sources of
different perceptions in society, they research strategies to differentiate fake news from real news, techniques to create positive perceptions in society.
Sorting out: Students create charts/flipbooks on different types of media, they identify negative and positive stereotypes, create bar graphs and line plots on most popular
media, create a cereal box using different techniques, create posters on different advertising techniques.
Going Further: Students create a weekly newspaper for the school, create audio and video messages on social causes, create posters on substances harmful to health, create
advertisements to sell products, analyse a news clipping for its authenticity.
Making conclusions: Students compare the impact of different types of media and conclude that social media has the greatest influence on our thinking and behaviour.
Taking Action: Students create posters using poems/slogans to challenge thinking and influence opinion on stereotyping in our society.
Supporting student agency
 Students are given the choice to use any type of media to create messages on social issues.
 Students created digital/ written posters to advertise any product of their choice.
 They are given all the required resources to complete their research like Ipads, Books, Stationery.
 Students identified resource persons for guest lecture.
 Student designed the various sections of their newspaper and decided what news to report, conducted interviews of different facuty of their choice.
 Students selected technique, audience and purpose for their cereal box activity.
 Students selected ads from different sources to analyse.
 Students are given newspapers, magazines, pamplets, products to procure ads.
Teacher and student questions
 Additional Teacher questions: Is media a boon or a bane?(Perception)

 Additional Student questions: How is a fan following base created?
 How important is advertising a new movie?
 Why is Nike the most popular brand?
 How do I report fake news?
Ongoing assessment
 Formative Assessment LOI 1: What is media? List the different types of media and their function?
Assessment tool: Checklist, Criteria: Is able to define media, Is able to list different types of media and explain its functions.
 Formative Assessment LOI 2: Create a story/poem/poster on any stereotype of your choice to influence thinking positively.
Assessment tool: Anecdotal record, Criteria: To demonstrate understanding of use of media to create perceptions
 Formative Assessment LOI 3: Design a poster on any social cause to spread awareness.
Assessment Tool: Checklist, Criteria: Is able to demonstrate understanding of impact of media on thinking and behaviour
 Formative Assessment LOI 4: Select any product displayed, identify the advertising techniques, target audience and purpose
Assessment Tool: Rubric, Criteria: Is able to identify advertising techniques, analyse target audience and purpose.
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, creating audio/video messages, digital posters and presentations.
 ICT lab will be utilised for creating school newspaper.
 School management and faculty will be available for interview.
 Marketing manager of the school was approached for a guest lecture on ‘The role of social media’.
 Magazines, newspapers, pamplets, wrapping of different products provided fo r analysing advertising techniques.
Student self-assessment and peer feedback
 Peer Assessment: Students assess charts/flipbooks made by their peers using a teacher provided checklist.
 Self Assessment: Students use a checklist provided to self assess persuasive paragraphs on the topic ‘Children should be allowed to use the Internet’..
 Students read the peer feedback provided and reflected on ways of self improvement.
 Students incorporate improvements in successive persuasive 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. Students choose various stereotypes prevalent in society and employed print
media to change them.
3. Students analyse stereotypes they have faced or believe in, write them down, use media to devices ways to overcome them.
4. Students identify various techniques used in adverts, critically analyse the product and decide whether the food is really healthy or not. They look for credibility of
a news berore passing on the message.
Additional subject specific reflections
 Art: Students use print media to ceate an advert about the school.
 Language: Students understand the use of language in creating an impact.
Conceptual Understanding
Function: Students create flipbooks/charts on the functions of different types of media.Students learned how advertising works through the activities of the unit. They
discovered how different styles and techniques of advertising works and its purpose. The creation of their own commercials aided in this because they were the
advertisers trying to impact their audience.
Perception: Students use different types of media to change negative perceptions.
Causation: Student created their own newspapers individually or in a group to impact their peers.
Research skills: Students use Ipads and books to research information on the functions of different types of media. Students research stereotypes in society.They
inquired into the different techniques of advertising.
Communication skills: Students use communication skills to record audio and video messages, they created charts and posters to express their thoughts, they made
newspapers and recorded interviews.
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: How we express ourselves: An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on,
extend and enjoy our creativity; our appreciation of the aesthetic.
Collaborative teaching team: Ms Ayesha Ms Prabha Kapil Mehrotra (PYP Co) Grade/Year level: 4 Date: : 20th Sep – 15th Nov
2020
Teacher reflections
1. Visible thinking routine: Students prior knowledge and wonderings were clearly documented through this routine. The PAT organizer helped to record functions of
different types of media. T charts helped to compare different types of media. The cereal box activity was helpful to check understanding of advertising techniques.
The ‘Perception Game’ helped realize the impact of media on us, creating posters on social evils helped understand the need of making slogans and how attractive
images garner attention. The strategy of ‘Partner Investigation’ was beneficial to understand popular brands and reasons for their choice.
2. Students demonstrated the learner profile thinker throughout the unit by formulating their questions and finding answers. They created poems on ‘Dark skin is
beautiful too’. They created cereal boxes using advertising techniques, designed the layout of their newspaper on school news, and conducted surveys. Students
demonstrated the learner profile communicator while presenting their flipbooks/charts to the class, informed their peers of upcoming school events by creating a
school newspaper, analyzed flipbooks/charts and gave peer feedback, created slogans and catchy words to sell their products, recorded audio/video messages to be
shared on social media to spread awareness on global issues and took part in class debates on various topics like ‘Students should be allowed to use I pads in class’.
3. Research skills: Students used research skills to inquire about functions of different types of media, stages in the formation of perceptions, ways to analyse a news
message, techniques to recognize fake news. Based on data collected, students draw conclusions through patterns and relationships that emerge from organized data
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 research finding effectively choosing appropriate media, collaborating and planning the school newspaper, attracting consumers to buy their product ,
conducting surveys, presenting data in the form of graphs, creating digital posters and videos with messages on social evils, creating songs and poems to deliver a
message.
4. Students created jingles for advertisements in music class; they discussed effects of harmful substances on the body in PE.
5. The PAT organizer helped students conduct a thorough inquiry on the functions of different types of media. Creating posters/songs/poems on stereotypes was helpful
to understand how perceptions lead to the formation of opinions and ways in which negative perceptions can be changed, spreading awareness on social evils through
choice of different media helped understand the impact of media, designing cereal boxes helped students to step into the shoes of an advertiser.
Student reflections
1. Students already new many types of media, they did not know about types of display media and functions of media and most of their inquiries were on this area.
Students inquired into the stages of formation of perceptions and the negative and positive impact of media.b
2. Students chose to inquire into the type of media of their interest, they selceted how to shoecase their understanding by flipbooks or charts, they created
advertisements for various products from book launches to creating an ad for their own school, they selected positive and negative stereotypes to inquire into and
expressed their understanding by creating digital or hand written posters, creating songs, stories or poems, they collaborated as a group and decided to to take action
by changing society’s perception on many topics like girls like to play sports too, strong men do cry.
3. Students understood the impact of the media in their lives and learnt to differentiate fake news from authentic news. They critically analysed adverts and made
conscious choices, understood the role of media in creating negative perceptions and ways to inquire and investigate before forming an opinion, students understood
that media is a powerful tool that can be used to spread information to the masses swiftly, they developed skills of sharing ideas or information through dfferent
types of media
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 created charts/flipbooks on functions of different types of media,they made posters on advertising techniques and designed a cereal
box to sell using them, they created posters to show impact of media on thinkng and behaviour.
Evidence of concepts: Function- Choosing any product/news/article/advertisement of media and analysing its purpose, audience and technique: Perception: they
select an image of their choice and write what do they see, what do they think and why do they think so. Causation: students use print media to impact thinking and
behaviour by creating posters/poems/songs, they also design and create a weekly school newspaper.
Evidence of skills: Students use research skills to inquire functions of media, types of advertising techniques,stages of perception, types of stereotypes, how are
stereotypes formed and how they can be changed, Students use communication skills to present their learning to their peers and give feedback, create audio/written
messages, create adverts for products, posters sending out a new and different message to chane thinking and behaviour, they took part in class debates and
discussions, they wrote persuasive paragraphs on debatable topics.
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 be taken to a T.V. or radio station for hands on learning experience.
 Resource persons who hold a degree in Mass Communication can be invited for guest lecture
 An advertiser can be invited to give a talk on how children are targeted and ads are created to appeal to them and influence their behavior

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Unit of inquiry planner

© International Baccalaureate Organization 2019

The media can influence our thinking and behavior.

 Types of media and their function

Key concepts Related concepts Learner profile attributes

 Function  Interpretation  Thinker

Thinking Skills, Communication Skills

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 the media used for? (Function)

 What is the function of media? (Function)

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

 Additional Teacher questions: Is media a boon or a bane?(Perception)

Making flexible use of resources

Student self-assessment and peer feedback

Ongoing reflections for all teachers

Additional subject specific reflections

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

How will we share this learning with the learning community?

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