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Planning the inquiry

1. What is our purpose? Class/grade: I Age group: 6-7

To inquire into the following:
School: Shishuvan International School School code:
Transdisciplinary theme: Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and Title: Health
spiritual health; human relationships including families, friends, communities and cultures; rights
and responsibilities; what it means to be human.
Teacher(s): Ms. Karishma

Central idea: Making balanced choices about daily routine enables us to have a Date: August-September
healthy lifestyle.
Proposed duration: Number of week: 5 weeks
summative assessment task(s): 2. What do we want to learn?
What are the possible ways of assessing students’ understanding of the central What are the key concepts (form, function, causation, change, connection, perspective,
idea? What evidence, including student-initiated actions, will we look for? responsibility, reflection) to be emphasized within this inquiry?

Function, Causation, Responsibility

What lines of inquiry will define the scope of the inquiry into the central idea?
Daily habits and routines
Factors that contribute to health
Choices we can make to keep ourselves healthy
What teacher questions/provocations will drive these inquiries?
Questions
How do we have healthy body? (Function)
Why do we need balance in our daily life? (Causation)
How do we make our choices? (Function)
What choices do we make throughout the day for a healthy life? (Responsibility)
What happens if we make good or bad choices? (Responsibility )

Provocation:
Provocation for the unit: Students will be provoked through the class display which will include books.
Provocation for the unit: Students curiosity will be aroused through PPT’s, pictures and videos.
Provocation to the LOI: Single-subject teacher, guest speakers will help students inquire into the UOI.
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?
Prior Knowledge
Learning Engagement–Students will be engaged in a brainstorming session. They will be
encouraged to think and share as a class all the words that came to their mind when they heard the
word health.
Learning Outcome– Students will acquire knowledge as they discussed their point of view,
understanding that there are different ways body healthy. They will gain specific facts, ideas
vocabulary and remember them in a similar form.
Evidence to look for - Students acquisition of knowledge and Synthesis
What are the possible ways of assessing student learning in the context of the lines of inquiry? What
evidence will we look for?
1st line of Inquiry:
Task - After making their daily healthy routine on the app students will use their thinking skills can create a
daily healthy routine on a chart specifying the activities they will do, the food they eat, recreational time and
hygiene to maintain. Keeping all these factors in mind they will prepare their timetable and further present the
same in the class. Students will be provided with the previous work they did on the app which will help them to
reflect and prepare their own routine.
Tool: Self-Assessment Checklist
2nd Line of Inquiry Students explore the causes and effects of leading a healthy lifestyle. They gain an
insight into the various healthy and unhealthy habits. To present their learning of the same, students use the
fish bone strategy wherein they identify and explain elements leading to a healthy or unhealthy lifestyle.
Tool: Anecdotal Records
3rd Line of inquiry: Students should be able to enumerate ways by which they can achieve a balanced and
healthy lifestyle through the choices they make.
Audience: Friends and Family
After discovering the importance of maintaining a balanced lifestyle, you are urged to make the right choices to
be healthier. Students create a video and make a plan and write dialogues so that they can give some tips to be
healthy. Students came up with a plan to create a video an wrote dialogue and tips to stay healthy and fit and
make right choices.
Product: A video created by students giving some tips to stay healthy.
Assessment Tool: Anecdotal notes
Evidence to look for- Students ability to creativity and enthusiastically communicate their
understanding of the central idea and make connections with the transdisciplinary theme.
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 will read the book The Hungry caterpillar. After reading The Hungry Caterpillar the children will discuss about healthy food and unhealthy food.
Students will be further provided with a black tray they can sort the food thinking about which may be a bit of both as well. They will sort the food as
healthy, unhealthy and bit of both. Later they will make a venn diagram wherein they will sort the food item accordingly.
Students will inquire into the nature of the self-understanding how each one is same but different exploring reasons for their choice. They will also reveal
their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise.
Students will tune into the unit by identifying and matching pictures of healthy and unhealthy foods with a fit and fat person respectively.
Students will engage in a role play highlighting a healthy and unhealthy lifestyle.
Students become familiar with the various aspects of nutrition like the five food groups that should be a part of our meals to achieve the right balance.
Students will become familiar with healthy food and illustrate / draw their favourite fruit / vegetable.
Students will use materials to create a representation of their favourite healthy food during their art class.
Books will help facilitate student inquiry. They will learn about the food pyramid following which they will identify the place for the different food groups
in the pyramid by playing Nutri-fun game.
Students will understand the value of the various food nutrients essential for their body, the proportions in which they are required through a food pyramid
and how they help their body function well. They will thus become aware of the necessity of a balanced meal.
Show a picture of a food pyramid. Discuss each food group and its functions.
First Students brainstorm on the idea of eating too much sugar. What are the effects of consuming a lot of sugar in our diet? Later they will make a
concept map and list down all the harmful effects they will watch a video to get more information about various ill effects of consuming sugar. Further
students will be asked a few provoking questions of sugar content in various food products:
How much sugar do you think is in a soft drink?
Do you think colas, citrus drinks, or other soft drinks contain the most sugar?
Out of a group of soft drinks, which one do you think contains the most sugar? the least?
What are the effects of consuming such drinks? Further students will be experimenting sugar contains in various soft drinks and juices like Coke, Fanta and
a appy fiz bottle. They will be provided with gas, steel bowl, stirrer, zip-lock pouches, 500 ml of a coke bottle, 500 ml of Fanta bottle and appy fiz bottle,
electronic Weighing machine, Each soda will be boiled (under adult’s supervision) down leaving the sugar remaining. Students will see just how much
sugar is in coke, fanta and appy fiz. Further students will measure the sugar content in the weighing machine.
To understand the components that lead to a balanced lifestyle, students will engage in different activities.
Students will understand the importance of exercise and demonstrate an exercise that will work a certain part of the body.
Using their research skills, students will create a graphic organizer with pictures from magazines/newspapers that lead to a balanced lifestyle.
Students will post pictures, words related to healthy and unhealthy using the matching pictures strategy.
The BMI chart will enable students gain a better understanding of the second line of inquiry.
Students will use the concept cards strategy to reflect back on their learning about a healthy lifestyle.
Students understand the importance of food, rest and exercise to lead a healthy lifestyle and become balanced individuals.
Through a food diary students will record their daily routine and make conclusions at the end of the unit to check whether they lead a healthy lifestyle.
Students will observe and compare fried and baked chips and present their findings about the healthier option through a bar graph.
Students use the putting you in the picture strategy to see how the choices they make affect their health and well-being.
Students will compare the nutritional facts and use the criteria chart to present their observations.
Students will video/advertisements and enact them to show how they have an influence on us.
.
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Self-management Skills: Students will make informed choices to achieve a balance in rest, relaxation, nutrition and
exercise to lead a healthy lifestyle.
Research Skills: Students will examine the oil content of a particular brand of fried and baked potato chip. They will present
their information, arranging into understandable forms such as bar graphs.
Thinking Skills: Students enhance their thinking skills as they will analyze and evaluate different food options and their
effects on our health.
Learner Profile
Balanced: Students will understand the importance of physical, social and emotional balance to achieve personal well-
being.
Reflective: Students reflect back on their learning about the unit and start to lead a healthy balanced lifestyle.
Principled: Students will take responsibility for their own actions understanding that the choices they make affect their
health.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Books, Sport teacher Ms. Pratiksha will help them to understand how to stay fit and healthy through medium of various sports activities like- football, basketball, yoga and many
other, Clinical nutritionist Ms. Vartika Mehta will help to understand how to stay fit by eating food in correct proportionate, App – To-Do list.
How will the classroom environment, local environment, and/or the community to used to facilitate the inquiry?
Display of various food groups in the class by making an action corner, Feeling log maintained by students.
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.
Throughout the unit students made a conscious effort to balance their lifestyle integrating physical,
social and emotional health to lead a healthy lifestyle and become balanced individuals.
PSPE - The good thing about this unit was that the students had a better understanding of the
importance of intellectual, physical and emotional balance to achieve personal well-being for
themselves and others.
One of the challenges arose was when they had to differentiate between feelings as Physical or Mental.
However when they brained stormed on the concept of a healthy person they could identify feelings
being experienced as physical and mental. They identified the different feelings in terms of personal
experiences.
I enjoyed facilitating this inquiry and felt that the students also enjoyed what they learned. They could
make connections as they understood that in order to be healthy their body and mind had to be balanced
and that positive feelings are essential for healthy physical and mental health and also it is important for
a healthy lifestyle.
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 was the evidence that connections were made between the central idea and the
transdisciplinary theme?
Students displayed their understanding of the theme by illustrating themselves and describe their ways to stay
fit and healthy.
Students further inquired into the nature of the self; their personal, mental, social and spiritual health.
Students were provoked to think about how people feel when they are healthy and how our mental and
spiritual healthy which is our thoughts can have an effect on our body. Hence students realized that making
the right choices physically and mentally I the way to leading a healthy lifestyle.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
Concepts –
Function- Students were learning throughout the unit and took action towards leading a healthy lifestyle.
Causation- Students understood why eating healthy food and leading a balanced lifestyle can have an
effect on our well-being.
Responsibility- Students realized that they must responsible for their own health and well-being to
remain fit.
Related Concepts-
Choice – Students made informed choices and evaluate consequences, taking action for healthy living
now and in the future.
Influence – Students viewed advertisements and realized how they have an impact on the choices we
make.
Balance – Students understood the factors that contribute to developing and maintaining a balanced,
healthy lifestyle.
Approaches to Learning –
Research – Students used their research skills to sort, organize and interpret the data they collected after
comparing fried and baked chips.
Self-management – Students demonstrated an awareness of how being active contributes to good
health.
Thinking – Students were able to match pictures and sentences based on the given criteria further
understanding the effects of eating healthy and unhealthy food.
Learner Profile -
Balanced: Students incorporated nutrition, exercise, rest and relaxation in their daily routines; this in turn
led to leading a healthy lifestyle becoming balanced individuals.
Knowledgeable: Students learned how healthy they are and if any changes in lifestyle are required to
maintain the right balance.
Reflective: Students reflect on their learning about food groups, exercise and oral hygiene.
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 Throughout the course of the unit, students got various opportunities to inquire deeply about the unit to
understand all the components of having a balanced healthy lifestyle. They even got opportunities to
were incorporated into the teaching and learning.
showcase their learning through different means such as writing, role play, engaging in physical activities
etc.
 I wonder why egg is healthy to eat. Rishima
The field trip and guest lecturers gave the students a clear understanding of the food pyramid, oral
 Is sleeping very important? Paarshhvi hygiene, healthy eating practices, exercise and mental health.
 Why is exercising important? Pranjal Students made their thinking and research skills explicit during the various engagements when they
 Is eating soup junk? Daisha observed, recorded and analyzed the data collected becoming aware that leading a healthy or unhealthy
lifestyle has effects on our body. Furthermore, they realized making the right choices is important to
 I wonder if cupcakes healthy? Sharanya
maintain good health and well-being.
 Why we should not have too many fizzy drinks? Joanna The various stories used provoked students to follow healthy routines/habits. As they progressed through
 What do you mean by fit? Rishima the unit students consistently displayed self discipline making healthy food choices.
 Can I eat Junk food sometimes? Daisha Students became aware of the food pyramids and the significance of each food group; understanding the
importance of eating healthy food; keeping in mind the nutritional contents of the food they eat.
 Why do we need to stay healthy? Joanna Students got an opportunity to experience two new learning environments.
 Which foods give us energy? Paarshhvi After a guest lecture by a Clinical Nutritionist students understood that eating food in proportion should be
incorporated in our daily routines if we want to lead a balanced lifestyle.
At this point teachers should go back to box 2 “What do we want to learn” and highlight Students were able to make connections with their learning about the food pyramid when they visited a
restaurant to try food from the different states in India which gave them an insight into the healthy food we
the teacher questions/provocations that were most effective in driving the inquiries. find in our country, giving them a local perspective.
Students also got an opportunity to interact with guest speakers
The guest speaker enlighted the students on the food groups of the Food Pyramid. Further, students were
engaged in hands on activities.
Students understood the way to take care of their teeth and the different foods that they should include in
their diet to keep their teeth healthy and strong.
What student-initiated actions arose from the learning? All in all, students got a clear understanding of all the elements needed to lead a healthy lifestyle and how
the choices we make affect our well-being.
Record student-initiated actions taken by individuals or groups showing their ability to Highlights of this unit were the field trip and the guest lectures.
reflect, to choose and to act.
Students shared their points of view on being healthy:-

It is important to do different kinds of exercise in order to be fit. Pranjal

It is important to exercise everyday not only at the gym but also in the gardens for fresh air. Sharanya

We can eat little healthy and little junk to be balanced. - Daisha

Students understood the importance of incorporating healthy food, exercise, hygiene, rest to lead a balanced lifestyle
and made an attempt to do the same and recorded it by writing an action plan.

Students started carrying healthy food in the boxes and checked if their peers were doing the same.

Students reflected back on their learning on healthy food as they make healthy food choice. They created a video
and provided some tips to their friends and family to stay healthy.

© International Baccalaureate Organization 2011