Planning the inquiry

1. What is our purpose? To inquire into the following:

Class/grade:

Age group: 9 to 12 School code: 300189 PYP Planner

School: Sekolah Victory Plus - Bekasi Title:

transdisciplinary theme

Sharing the Planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution

Teacher(s): Ibu Tulus, Ibu Tyas, Ibu Nelda, Ibu Grace, Ibu Diyan, Pak Ardi Date: January 9 February 17 2012 Proposed duration: 48 hours over number of 6 weeks

central idea

Humans contribute to the existence of global warming which gives impact on the earth. Summative assessment task(s): What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for? Audience: Situation: You propose strategies related to their chosen humans activities that contribute to the global warming. Standard: 1. 2. 3. 4. Choose one human activity that can contribute to the global warming. (indi) Explain how that activity can contribute to the global warming. (indi) Explain the impacts of global warming. (indi) Propose strategies to minimize the impacts of global warming. (group of 3-4) 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? Causation, Change, Responsibility Related concepts: atmosphere and climate What lines of inquiry will define the scope of the inquiry into the central idea? How global warming exists The impacts of global warming to the earth environment How we can minimize the existence of global warming What teacher questions/provocations will drive these inquiries?

Assessment Tools: Continuum. Assessment Strategy: Process focused.

What is global warming? How does it happen? What are the impacts of global warming? How can we minimize it?

Provocation: Watching movie

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Planning the inquiry

3. How might we know what we have learned? This column should be used in conjunction with How best might we learn? What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for? What did they get from the movie? (movie review) What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
Students Learning To understand the process of global warming (Concepts) Visual Art To be able to explain the impacts of global warming (Skills) Drama LA To be able to describe the strategies to minimize the impacts of global warming (BSI) Successful Criteria . Mention the atmosphere layers . Explain greenhouse effects . Identify human activities that can cause global warming . Explain how those activities can cause global warming . Explain the impacts of global warming . List down strategies to minimize the impacts of global warming . Describe how the strategies can minimize the impacts of global warming Tools and Strategies Checklist Open-ended task Rubrics Observation

4. 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? Students research on atmosphere layers and the greenhouse effetcts. (inividual) then they create 3D products about it. 2. Students watch animation about greenhouse effects. 3. Students invite experts to explain about causes and impacts of global warming then the students create a booklet. 4. Students read articles about strategies to minimize the impacts of global warming then compose a script for their speech (individual-BSI) 5. Students deliver speech about minimizing the impacts of global warming. What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdisciplinary skills: Research Skills Collecting data, recording, organizing, interpreting, presenting Thinking Skills . Analysis: seeing relationships . Comprehension: grasping meaning from material learned, communicating and interpreting learning
Learner Profile: Caring: students show empathy and respects towards the needs of the environment Principled: students act with integrity without any reminders Attitudes: - Commitment: students show responsibility Respect: students respect the environment

1.

Rubrics Selected response

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Movies, experts from an organization, internet connection and books. www.epa.gov How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Display students work in the classroom

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Reflecting on the inquiry

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.

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?

Most students understood that humans contribute to the existence of global warming, which gives impact to the Earth. They delivered a speech in front of their classmates. Most students understood how global warming exists. They created a 3D product to explain atmosphere layers and greenhouse effects. All students understood the impact of global warming. However, only some students could explain it in detail. They created a cause-effect diagram and a booklet. They also performed their understanding in a drama. Some students understood about strategies to minimize the impact of global warming. They composed a speech script in BSI.

In each case, explain your selection. PYP Elements

Causation

Evidence Students researched on atmosphere layers and the greenhouse effetcts (research skill, thinking skill, principled) Students researched on atmosphere layers and the greenhouse effects Students watched animation about greenhouse effects (thinking skill, commitment, respect) Students created a speech script about strategy to minimize the impact of global warming (thinking skill, commitment, principled)

Change

How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea.

Responsibility

Students planted trees during excursion (commitment, caring, respect) Students read articles about strategies to minimize impact of global warming (research skill, thinking skill, commitment)

Teacher should provide various resources to improve the students understanding about greenhouse. Teacher should improve the students knowledge about strategies to minimize the impact of global warming.

What was the evidence that connections were made between the central idea

The students created a cause-effect diagram and a booklet to show how human activities contribute to the existence of global warming; in relation to rights and responsibilities in the struggle to share finite resources with other people and with other living things.

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Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning? Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. What are greenhouse gases? What is Freon? What is CFC? Why is some sun radiation trapped in the atmosphere and some released to space? What is bio-energy?

9. Teacher notes This unit would be better if it is done after How the World Works (natural changes) It would be more engaging if we can invite experts to explain global warming related to real life. The outing was enriching the students understanding. They could apply one of the strategies to minimize global warming.

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. A student uses water from the AC to water plants. Students turn off the lights when they go outside the class.

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