Planning the inquiry: last day modify: July 14 2009

Revised: March, 20, 2013

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

Colegio Bilinge Carson

7165
Class/grade: 5th Age group: 10-11

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 principles; the impact of the scientific

Title: Get moving with energy Teacher(s): Miss Zenn y Miss Marcela

central idea

Date: Marzo-Abril Proposed duration: number of hours 22 over number of weeks 4

The use of different types of energy has helped mankind to accomplish processes and work that has modified the way of life of human beings.

Summative assessment task(s):

2. What do we want to learn?

What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for? In groups the students will have to investigate how a practical utility device works (iron, electric grill, etc.). Also, they will have to create an object that works with heat, electricity or sound. The students will have to present their work to the school community, how the use of different types of energy has modified life for human beings. They must give practical examples and write an article of its release. .

What are the key concepts (form, function, causation, change, connection, perspective, and responsibility, reflection) to be emphasized within this inquiry? Concept: function Related concept: energy What lines of inquiry will define the scope of the inquiry into the central idea?
1. 2. 3. 4. 5. 6. 7. 8. 9. 10.

Sound and how it spreads. The electric circuit Heat conduction and how its used.
What is energy? How does sound spread? What is sound? What is a circuit and what are its components? What are some of the uses for an electrical circuit? How does electricity move? How is heat conducted? What impact has the use of different kinds of energy had on mankind? What would happen if energy didnt exist? What has man done to transform energy?

What teacher questions/provocations will drive these inquiries?

International Baccalaureate Organization 2007

Planning the inquiry

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 possible ways of assessing students prior knowledge and skills? What evidence will we look for? Brainstorm students will write it in the KWL What does energy mean to you? Is there only one type of energy? What is energy used for? How does energy help us? Answers will be registered in the PYP notebook What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? The presentation that the students make on the spread of sound will be evaluated. The electric circuit that is built and the reflection on which is the best conductor and why will be assessed. The explanation that the students give on how heat is conducted will be evaluated.

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?
The teacher will make an experiment with a clock and a ruler so the students can listen to the sound of the second hand and they will be measuring the distance where they hear well. The information will be registered. After they will do experiments transmitting sounds in liquids and they will be taking notes. The students will have to investigate how sound is transmitted and will explain the results of their former annotations. In computer class they will look into the following link for their inquiry and do the experiments that interest them. These experiments will be presented to the class. http://www.rena.edu.ve/SegundaEtapa/tecnologia/elsonido.html Investigate how the telegraph works and do a simulation of how it works. With the help of the teacher, the students will build an electric circuit and different types of conductors, the results will be registered and the students will reflect on which is the best conductor. Investigate the different sources and types of energy and how humans take advantage of them. Through different experiments the students will investigate how heat is conducted.

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Profile: Risk Takers/ reflective showing the skill by doing experiments Attitude: Enthusiasm / creativity with experiments and field trips Skills: investigation when they do their research.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?, Audio-visual materials: CD player, TV. Classroom materials, construction paper, plastic wrap, flashlight bulb, calculator, masking tape, home electricity bills, musical instruments, Related literature: Science/ Scott Foresman; Ciencias Naturales/SEP, http://web.educastur.princast.es/cp/principe/luz_sonido/index.htm How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry

Multiple intelligences: Spatial, Logical-mathematics

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?

Demonstrate the learning and application of particular transdisciplinary skills?

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. 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.