Planning the inquiry

1. What is our purpose? what we have learned? 3. How might we know

To inquire into the following: What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? Sharing the Planet: What are the possible ways of assessing students’ prior knowledge PYP planner and skills? An inquiry into rights and responsibilities in the struggle to share finite resources What evidence will we look for? Planning with other people and with other living things; communities and the relations within the inquiry and between them; access to equal opportunities; peace and conflict resolution. • Class discussion and brainstorming/bus stops etc • HOT maps used Central idea: • Continuums andchange in communities and impacts physical and social Disaster causes focus groups • Self-assessment against SOLO ANI inquiry rubric structures.


Class/grade: Year 8 Age group: 12 - 13 5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, Auckland Normal Intermediate School code: 1211 art, computer software, etc, will be available? Websites:

American Red Yellow team Cross

What are the possible ways of and Empathy Attitudes: Respect, Co-operationassessing student learning in the context of the lines of inquiry? What evidence will we look for? 2. What do we want to learn? Summative assessment task(s): Clickview videos: What are the key concepts (form, function, causation, change, connection, 4. How Best Might Weof during front loading understanding activities. Learn •Completion and interaction assessing students’ discussions and of the central What are the possible ways o perspective, responsibility, reflection) to be What opportunities will occur for transdisciplinary SOLO ANI inquiry rubric idea?•Students to complete thestudent-initiated actions, will we development and for the development of the attributes of the learner profile?emphasized within this inquiry? What evidence, including Self-assessment againstskills look for? o Research – as part ofinquiry process, hunting will have identified research the to develop during the inquiry. prior learning, students and gathering, connecting skills and to follow the Responsibility, Causation and Change plus others relating to inquiries. Books rocks and minerals, information, creating new understanding, communicating new ideas and We could: They will use these skills to collect, record, organise and interpret their findings: reflecting. a) Emergency management officials in the government of (__________) What Other •Use • SOLO you tomaps - students communicate their new understanding through the outcomelines of inquiry will define the scope of the inquiry into the central idea? of Communication in the connecting and creating new understanding have hired HOT help them improve their level of emergency An YouTube video clips stageThinking – Evaluation (making judgements, predictions, decisions based on criteria) • inquiry into… in inquiry. • preparedness. Your job is to plan for the emergency management • the rights and responsibilities of a community following a natural disaster. •Summative Task: Teacher observation during process. Verbal PMI after • Water cycle jigsaw officials of (__________). Analyse the current situation in (__________) • Self-management – organisation • how do communities gather information and measure the effects of disaster. presentation of inquiry. SOLO Rubric. and time-management • Variety of explore, magnifying glasses and microscopes and the action listening, accepting responsibility, group decision making through their inquiries how Physical rocks tocan affect human systems. • systems • Social – plan should include your predictions of future hazards •Reflections: On-going reflection

FEMA for Kids FEMA: Term 1 Hazards 2011 National Geographic: Forces of Nature National Proposed Hurricane Center: Hurricane Awareness duration: 5 ½ weeks National Severe Storms Laboratory: Tornadoes...Nature's Most Violent Storms USGS: Earthquake Hazards Program USGS: Volcano Hazards Program

their country may face. Most important: include a detailed plan to help improve the Learner Profile general level of preparedness among citizens, emergency procedures and the organisation of relief aid.

How will the classroom environment, local environment, and/or the What teacher questions/provocations will drive these inquiries? community be used to facilitate the inquiry?


• What are Knowledgeable: They will explore scientific concepts of the earth and geology. InThe classroom natural disasters?and global effects examplesdisasters andthat of doing so they will address the local What are some of natural of disasters develop environment and the science lab will be the centre have affected the environment? understanding across science, social studies, maths and literacy. analysis for creating new knowledge of natural disasters. Science: Soil Reaction Experimental Inquiry • Why do natural disasters occur and how do scientists forecast disasters? • Caring: They show empathy, compassion and respect towards the needs and feelings of those affected by natural disasters. They have a personal commitment to service

Create a SOLO rubric with students for the assessment of presentation and content for self, peer and teacher assessment
Rubric for Action Plan: Self-Assessment: Co-operation Sharing work load Assessment Tools •Inquiry Self-Assessment rubric •HOT maps Assessment Strategies •Observations and conferencing •Process focussed assessment •Selected responses •Self and Peer Assessment

• • • • • • • • • • • •

What types of major local/ national natural disasters occured in the last decade? How can we prevent the major effects of natural disasters? How can people survive natural disasters? Do all communities react the same way to natural disasters? How do disasters impact on the environment? How do disasters impact on humans? How can we prepare for disasters? How can communities benefit from disasters? What strategies do communities have to cope with disasters? Why do we have a responsibility to the environment and each other? How do global communities respond to a disaster? What can I do to make/be a part of positive change towards rebuilding a community?

© International Baccalaureate Organization 2007


Students lay rolled out playdough onto two adjoining wood blocks and move to simulate tectonic plate movement  Students are to complete sheet in their booklet. S. Session 2: The Tectonic Plate System.C: Explain the characteristics of a variety of rock types L. Teacher observation and discussion.  Extension – Discuss Volcanoes.  There are also some rocks setup under microscopes for viewing  Optional – Rock Cycle Quiz. Ring of Fire etc… Session 2: Weather Systems.I 1: Define the components and processes that make up the water cycle.  Students are to follow along answering the question sheet relating to the documentary. Discuss what’s going on in the cycle (see attached resource – The Water Cycle Explained). Learning experiences Skills/ Transdisciplinary Skills Acquisition of knowledge Clarify Explain Connect Content Knowledge and Academic Vocab Evaporation Condensation Precipitation Run-off Infiltration Groundwater flow Aquifer Burial & cementation Metamorphism melting Magma crystallization weathering (erosion) sediments Uplift increased pressure/tempe rature liquid rock hardening Igneous Metamorphic sedimentary divergent convergent transform Tectonic Assessment Criteria Session 1: The Water Cycle. Work through the water cycle diagram jigsaw filling in pathways. S.I 3: Explain how tectonic plates move. Brainstorm knowledge.  Explain that they are to complete the Rock Identification page of their Booklet – stress that they are to try and use quite different looking rocks and NOT copy other people’s results. How best might we learn? Learning Intentions Front Loading: L.I 4: Understand simple weather systems.4.    Introduce students to Science Lab and myself. Continuum: How do you think you know about the water cycle? Number students from most.    L.  Watch the Eyewitness DVD / Video “Weather”.I 2: Identify the characteristics of rocks.  Work through attached resources – highlighting the three ways in which the plates move. Questioning Listening Self-assessment with .C: Can define the water cycle system.  Simulation – playdough and wood.  Explain the concept that the earth’s crust is made up of giant plates that float on a sea of molten rock. Earthquakes. Group Experimental Inquiries: Getting Started/Questioning Can we predict how soil will react to simulated disaster. Once completed – get groups to share their jigsaws and ensure all groups have correct order.C: Accurately complete question sheet relating to DVD. L. S.C: Student can discuss and predict outcome of simulation. S. Session 1: The Rock Cycle.  Work through the rock cycle diagram filling in pathways (see attached resource – The Rock Cycle Explained)  Once completed – get students to explore the variety of rocks in the lab. Products: Jigsaw Rock ID chart Tectonic plate simulation DVD worksheet Tracking sheet used.  Teacher to pause documentary at appropriate points for discussion. 1 – 6 to create 6 working groups.

Reflecting on the inquiry Reflecting on the inquiry 8. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. What was the evidence that connections were made between the central idea and the [Please begin typing here] transdisciplinary theme? Science :Relate the occurrence of natural events to atmospheric changes and movements of the Earth’s crust and mantle. What student-initiated inquiries arose from the learning? 6. the central idea. How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to [Please begin typing here] reflect. Teacher notes 7. To what extent did we include the elements of the PYP? [Please begin typing here] What were the learning experiences that enabled students to: • • • 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. [Please begin typing here] © International Baccalaureate Organization 2007 © International Baccalaureate Organization 2007 . to choose and to act. explain your selection. 9. To what extent did we achieve our purpose? Record a range of student-initiated inquiries and student questions and highlight any that Assess the outcome of the inquiry by providing evidence of students’ understanding of were incorporated into the teaching and learning. [Please begin typing here] 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.

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