Planning the inquiry

Revised: March, 20, 2013

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

Colegio Bilinge Carson

7165
Class/grade: 1st Age group: 6-7

transdisciplinary theme

How the world works: An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies, how humans use their understanding of scientific principals the impact of scientific and technological advances on society and the environment.

Title: Let the force be with you. Teacher(s): Ana Karina Valdez, Ana Gabriela Guevara M., Argelia Quiones, Paulina Salamanca.

central idea Date: January Proposed duration: 20hrs over number of 4 weeks

Man uses many kinds of force to make life easier.

2. What do we want to learn? 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? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?

Divide the classroom in 2 groups, each group will create a machine, using their previous knowledge of simple machines and the push and pull forces to move an object with little effort. They will use household materials like, spools of thread, string or yarn, trays, books, pencils, dolls, etc to promote their imagination and their memory. The students will finish with a presentation to their parents. Exhibiting their machines and explaining their function to the adults. To evaluate their process check lists and rubrics will be used.

Related concept: force Concept: function

What lines of inquiry will define the scope of the inquiry into the central idea?

How things can be moved. A magnetic force helps us to move things. Simple machines facilitate work.

What teacher questions/provocations will drive these inquiries? -How can you move things? -What ways do things move? -How do people use machines? -How does a lever work? -What does a magnet attract? -How do magnets push and pull? Interest the children by starting the day outside on the teeter-totter. Have the classroom with a couple simple machines. Put up posters and pictures of simple machines and watch their reactions.
International Baccalaureate Organization 2007

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? Use the KWL to register childrens participation and knowledge prior (what I think I know) to the inquiry about different ways to move things from one place to another. Bring a couple simple machines to school and present them to the students. Have them observe them and tell what they think they are and what the might be used for. As the students to draw a magnet, then draw things that can attract a magnet.

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?

Observe Magic Circle. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Observation rubric Evaluate their drawings Children will tell how interesting and useful this investigation was for them and they will grade the investigation Evaluate the process to determine the capabilities, attitudes, and PYP profile. Use Checklist. Observe and evaluate the process to obtain evidence of the acquired knowledge. Rubrics and register of events Assessment among classmates to determine if the material and what they investigated was interesting and adequate (homework). Checklist. Have children make a rubric to grade our investigation as we work on it. Include individual participation and team work. Report Rubric. Check content, concepts, and presentation.

Make a marble maze, move an object by changing its direction and speed. Make paint move by straw painting. (Art teacher) Their blowing will be the force that pushes the paint. Invite Music teacher to invent with the children a song about forces that we are investigating and act it out.. Determine the easiest way to lift a book using a ruler. Invite children to explain a teeter totter; see if they can discover the use of a lever, and the best place for the fulcrum.. P.E. Teacher. Have children push and pull a wagon or wheels up and down steps with and without a ramp to discover the convenience of using ramps. Museum field trip to chih. Experience simple machines, magnets and different ways to move things. Magic Circle. Ask children if they know how simple machines work, what they are and if they know what magnets are. Have them look around and observe simple machines and magnets. Schedule a conference with the high school physics teacher, have him explain simple machines to children and maybe give us instructions on how to build one. Have children play with ramps; measure and compare the distances cars travel down ramps at various angles Investigate in the library about magnets and simple machines. Write about their findings. Find out what a magnet attracts and what it does not. Search around school with magnets. Register findings Make a report and exhibition. Plan a museum to exhibit objects that push and pull, levers and simple machines that make life easier.

MULTIPLES INTELIGENCES: kinesthetic- hearing- musical -visual-verbal. 5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Dictionaries and encyclopedias in Library Science book software (Scott Foresman Science 1) www.sfscience.com, www.kz.com, www.discovery.com pulleys and levers High school teacher and/or students Art and P.E. teacher How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

Profile: Knowledgeable- they will acquire knowledge about the topic. Attitude: Independence /Curiosity- while investigating they will acquire these attitudes. Skills: Investigation: students will learn to look up information,

And classify it.

Use the classroom to make a museum to present the different kinds of machines and their exhibit.
International Baccalaureate Organization 2007

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?

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.

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. What was the evidence that connections were made between the central idea and the transdisciplinary theme? .

International Baccalaureate Organization 2007

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.

9. Teacher notes

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.