Planning the inquiry

1. What is our purpose? Class/grade: ​5/6​ Age group: ​10-12

To inquire into the following:
School: ​YIS
- Transdisciplinary theme: ​This unit has been developed as a mathematics unit
of inquiry. Inquiries in this unit could lead to deeper understanding of aspects of Teacher(s): ​Pak Thomas, Ibu Ajeng, Ibu Weni, Pak Ino, Pak Tommy,
several transdisciplinary themes. However, it does connect to the concurrent Pak Haris
theme: ​How we Express Ourselves.
- ​An inquiry into the ways in which we discover and express ideas, feelings, Date: ​November 21st- December 14th 2018
nature, culture, beliefs and values; the ways in which we reflect on, extend and
enjoy our creativity; our appreciation of the aesthetic. Proposed duration: ​20 hours in 4 weeks
- Central idea : ​Geometrical shapes and patterns occur in the natural
and designed world. 2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Summative assessment task(s): ​What are the possible ways of assessing students’
understanding of the central idea? What evidence, including student-initiated actions, will Key Concepts​: ​Connection and Form
we look for?
Transdisciplinary skills: ​Self Management Skills and Thinking Skills
What​ (knowledge): The structure and design of a variety of forms.
The Learner Profile:​ ​Knowledgeable, Risk-takers
Why​ (conceptual understanding): The physical world is formed by mathematical
structures.
What lines of inquiry will define the scope of the inquiry into the central idea?
How​ (Situation): Use a variety of mathematical skills to explain how to design and
construct something that is observed in our everyday lives. ● 1. The relationship between 2D and 3D shapes (connection)

Content Explanatio Interpretati Application Perspective Empathy Self-

n on Knowledge
● 2. ​The understanding that everything has a form with recognizable
features that can be observed, identified, described and categorized
Design and x x x x (form)
construct
something
involving
shape that What teacher questions/provocations will drive these inquiries?
we are all
familiar with. Provocation:

Describe the x x REAL LIFE MATH VIDEO

geometric Teacher Questions:
properties of
your How can we sort these shapes by their properties?
construction.
Which 2D shapes are found in different 3D shapes?
Explain the x x
Which shapes are common in the natural and manmade world?
mathematical
skills used in
 Which methods of measurement are used to accurately construct a square based pyramid?
your
construction. Where and why do patterns exist?

Process:

Assessment Tool:

Assessment Strategy:

Learning outcomes:

Criteria Beginning Developing Applying Independent

Design and My design and My design and My design and My design and
construct construction construction construction construction
something uses simple uses simple uses some uses some
involving shapes. shapes and I complex complex
shape that we can justify my shapes. shapes and I
are all familiar choices. can justify my
with. choices.

Describe the I use simple I use simple I use technical I use technical
geometric language to language to language to language to
properties of describe the describe the describe some describe the
your properties of properties of of the shapes properties of
construction the 2D shapes the 2D and 3D in my all the shapes
in my shapes in my construction. in my
construction. construction. construction.

Explain the I explained I explained I explained I explained

mathematical how to how to how to how to
skills used in calculate the calculate measure measure
your perimeter/ perimeter/ angles and angles and
construction. area of a 2D area of a 2D calculate how to
shape. shape using a perimeter/ calculate
formula. area. volume.
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
What are the possible ways of assessing students’ prior knowledge and skills?
questions​? What opportunities will occur for ​transdisciplinary skills development
What evidence will we look for?
and for the ​development of the attributes of the learner profile​?
Students will show their prior knowledge about … by ….
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for? Inquiry MPYPH Learning Experiences for Skills/LP/ Attitudes
p.29 Finding Out
Conceptual Critical Content Assessme Key Skills Assessm
Understandings (Knowledge) nt ent 1. Exploring, 1,3,4,5
Strategies Students will be able to: Strategie
Shape Investigation: Tally of 2D
wondering and shapes in and around the school Think, Self
Students will Students will know: and Tools s and
understand (that): Tools questioning site Curiosity, enthusiasm,
2. Experimenting and cooperation
playing with
3D shapes can Recognise properties To accurately draw possibilities Properties of 3D shapes. Students 1,2,3,7
be visually of 2D shapes and nets of 3D shapes. 3. Making connection analyse several 3D shapes and Think, Self
represented use mathematical ‘ between previous Independence, curiosity
two-dimension vocabulary: connect them to 2D shapes. Then,
learning and current
ally To visualise 3D learning
label their vertices, faces etc.
-edges shapes from 4. Making prediction
-faces observing nets. and acting 3D nets: create a triangular prism 2,3,7,11
-vertices purposefully to see net with specifications. Think, Self
-angles what happens Commitment, enthusiasm,
5. Collecting data and independence
To draw isometric
diagrams with reporting findings
6. Clarifying existing Interviewing an expert: UGM 1,3,6,7
increasing accuracy.
ideas and presentation and Q&A Think, Self
reappraising Appreciation, curiosity,
Use protractors perception of events respect
systematically and 7. Deepening
accurately. understanding
through the Analysing blueprints. 3,6,7,8
application of a Think, Self
concept Commitment, creativity,
Architectural The space a shape Apply formulas of 8. Making and testing cooperation, confidence
principles are fills can be perimeter, area and theories
founded in calculated. volume. 9. Research and Venn diagram- Sort out 2D and 3D 1,2,3,4,5,6,7,8,9,10,11
seeking information Think, Self
mathematics shapes using hula hoops. In groups
10. Taking and Commitment, creativity,
and geometry defending a position
of 3, students categorise and
in nature Some shapes are Test and record the classify the shapes and then cooperation, confidence
11. Solving problems in
stronger at the durability of a a variety of ways another group must work out how
supporting weight range of shapes. the sections have been organised
than others. using mini whiteboard and pen

Analysing Angles: 1,2,3,7, 8, 11

Measuring and drawing triangles, Think, Self
with given specification. Independence, curiosity

Sketchup: Use geometric shapes in 2,3,7,11

 digital design software to produce a
3D digital model.
Think, Self
Appreciation, commitment,
confidence, cooperation,
creativity, enthusiasm,
respect, tolerance

Pak Thomas
Pak Tommy
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
UGM Architecture Teachers
3D Nets

How will the classroom environment, local environment, and/or the community to used to facilitate the inquiry?
The children are allowed to bring their electronics during the group research and individual research.

Display, visitors and easy access to sources.

Provides some books related to their topics in the classroom and library
6. To what extent did we achieve our purpose?
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.
● Line of Inquiry 1: Students were all able to draw nets of 3D shapes, many of
whom could draw isometric diagrams too. This enabled them to understand
the principles of geometry. They also observed 2D and 3D shapes in nature
and discussed why particular shapes like circles, triangles and hexagons
occur so often.
● Line of Inquiry 2: They could label the properties of 3D shapes and refer to
the 2D faces within them. They were able to categorise the shapes using a
range of criteria. They could recognise that some shapes were most robust
than others and that they occured regularly in structures created in nature
and by man.
ICT
Students did a research about the architecture of buildings and learned to represent
their research by using geometric shapes in digital design software ‘Sketchup’ to
produce a 3D digital model. Students used and applied understanding of digital
design software to create a 3D digital model, and explore geometrical dimensions.
Most of students independently used ‘Sketchup’ to design a 3D model. Only a few
students need more assistance and extra times to finalize the project. In the future,
ICT teacher will organise times and give extra hours for them to learn the basic tools
of ‘Sketchup’.
How you could improve on the assessment task(s) so that you would have a more
accurate picture of each s​tudent’s understanding​ of the central idea.
● I genuinely believe that the assessment opportunities and the overall
learning were the strongest of the year so far. That is in large part due to
working closely with my coordinator, ICT teacher and Art teacher. Perhaps
the students could have a used a wider range of materials to build their
constructions and been encouraged to use a minimum number of different
shapes that are found in nature.
7. To what extent did we include the elements of the PYP?
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, explain your selection.
Elements Learning Experiences
Concepts Form: Students identified 2D shapes that existed or didn’t
exist naturally in the universe. They were able to identify
the shapes by observing and classifying.
Connection: Students analysed blueprints. During this
activity, students identified the application of various 2or3D
shapes in building.
Skills Self Management Skills:Students in group of two design a
construction and then, construct a model. They have to
complete their task in assigned time.
Thinking Skills: Students made triangular prism net with
specification. They use mathematical thinking and
accuracy to finish the task.
Learner Knowledgeable: Before constructing a model, students had
Profile to decide the ratio of the actual measurement of each parts
into the corresponding measurement of the model.
Furthermore, students also found the perimeter and area
of each shapes used in the model they made.
Risk-takers: Students in group of two designed a building
using geometric shapes in IT. Some of them were brave
enough to experiment a construction with uncommon
design and with high level of complexity. That was
challenging since they knew that they were going to make
a miniature of that design.
What was the evidence that ​connections​ were made between ​the central idea and
the transdisciplinary theme​?

Transdisciplinary Theme: ​This unit has been developed as a mathematics unit of inquiry.
Inquiries in this unit could lead to deeper understanding of aspects of several transdisciplinary
themes. However, it did connect to the concurrent 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: ​Geometrical shapes and patterns occur in the natural and
designed world.
Connections: This unit ran alongside ‘How we express ourselves’. Although this was
a stand alone unit, it did touch upon ‘the ways in which we discover…nature…’ and
how we ‘...reflect on, extend and enjoy our creativity; our appreciation of the
aesthetic.’ This is clear from the art and design technology nature of the summative
assessment, as well as the learning from investigations and through interviewing
guest speakers. All of which promoted how we look at our natural surroundings and,
in turn, use our observations to generate creative spaces that are both aesthetically
pleasing and enjoyable for those that inhabit them.
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.
- If we fold the sides and faces, will we be able to make a closed 3D
shape?
- How does the shape change when we rotate or flip it?
- Can we count the volume of 3D shape?

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.

Doing (Have you done Thinking (Have you Feeling (Have you felt
something?): thought differently?): differently?):

A student has an A student based on the

initiative to use tabs in length of the sides of the
triangular prism net so right angled-triangle can
she can glue the sides predict the length of the
easily. (Rachel) slanting lines and so was
the width of the base
when making a triangular
based pyramid net.

Having (Do you have Saying (Have you said Being (Have you been a
more of something?): something): different person?):

Some students were able

to develop patience and
resilience. Their
visualisation skills were
increased also. (Reyner,
Char, Jack)