Planning the inquiry

1. What is our purpose?

Class/grade: Nursery

1a) To inquire into the following:

School: Domuschola International School

transdisciplinary theme

Age group: 3 - 4 years old

School code: 7800

Title: Creative Play

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

Teacher(s): Jazz, Nya

Date: October 13- December 15, 2014
Proposed duration: 9 weeks, 18 hours

central idea
Through play we express our feelings and ideas and come to new
understandings

1b) 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?

What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?

GOAL - Your goal is to create a mini drama area or kidsville using

recyclable materials.

ROLE - Youre the builder of your chosen job in the drama area or
kidsville

AUDIENCE - Your classmates, your teachers, and your family or a

friend

SCENARIO/SITUATION - Using a variety of everyday materials, you are

asked to create the building of your chosen job (e.g. Doctor, you will make
a Hospital). Pictures will be provided and you have to choose which
among these pictures symbolizes your chosen job/ role.

PRODUCT - Mini village made of recyclable materials

International Baccalaureate Organization 2011

Focus Key Concepts:

function
connection
perspective
Related Concepts:
imagination
creativity
communication
What lines of inquiry will define the scope of the inquiry into the central idea?
Communicating through play
Imaginative use of materials
The role of toys in play
What teacher questions/provocations will drive these inquiries?

What do people do with toys and games? (Function)

How do people play: alone or with others? (Perspective)
How does playing make you think and/or feel? (Connection)
How do people learn through play? (Function)

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? Clay Art- Children will play in the Drama Area and they will

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?

choose their role/ job. Using clay, they will express their ideas about their specific role. They will
identify the different symbols, material and other things that represent their chosen role/ job. They will
explain why did they choose the said job/ role.

What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
Line of Inquiry

What will be assessed?

key understanding

How will evidence be collected?

Communicating
through play

Students understanding
that play can be a way to
communicate with other
people.

Through observations every play time,

students will be able to acquire new
knowledge and new vocabularies.

Imaginative use of
materials

Students understanding
that the way we use
materials and toys can
vary from one person to
another

Students will have the opportunity to

explain in front of the class on how they
use certain materials. In that way, they will
learn that people use same materials and
toys in different ways.

The role of toys in

play

Students understanding
that materials can be
used in many ways to
make play more
meaningful.

Students will be given various materials.

They have the freedom on how they will
use it to make and create their planned
project.

Tuning in:
Imagine That- Children play creatively everyday with materials. They have to identify the shapes of
the toys and sort out according to its attributes.

Play Centers- Children visit different centers and play there

Show and Tell- favorite toys, new creation, etc.

(continued in Attachment A)

Group Games- Children play group games such as Duck, Duck, Goose, Jumping on the Ladder,
etc. Children should make simple patterns as they play the game.

What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
A. Transdisciplinary Skills
Thinking: Application- Children will be given the chance to create and innovate toys based on the stories read
in the class. Acquisition of Knowledge- Children will encounter and learn new words that can help them
understand new things all throughout the unit.
Social: Cooperating- Children will be given the opportunities to work in a group, give ideas and participate in
every activity. Group Decision- Making- Children will be given the chance to decide on the project they will make
individually and as a class.
Communication: Presenting and Speaking- Children are highly encouraged to present their creation and
explain how it functions in front of audience.
Self- management: Gross and fine motor- As the unit goes, children will surely develop such skills because
they will handle different material such as pencil, coloring materials, etc. They will also be exposed in different
activities that will require the movement of the body. Safety- Since the unit is focused on creative play, children
are expected to observe safety measure in handling materials in and out of the room. Spatial AwarenessChildren are also expected to be aware with their actions towards their classmate and the furnitures in and out
the classroom.
Research: Planning- As early as nursery, they are expected to make their plan on how to create their toy and
how it functions. Observing- They should observe and pay attention on the things that the resource speaker is
saying.
B. Learner Profile
Balanced- Children should not just play and create things, they should also acquire new knowledge and
learnings in doing such.
Communicators- Students are highly expected to express their ideas while and through playing.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
PEOPLE AND PLACES: Make Believe Production (http://www.play.makebelieve.com.ph); Artist/ Art Teacher; Party Planner and Balloon Twister; Stuffed Toy-maker; Dolljoy, Pasig; Active Fun, BGC; Playground; Kidz Ville, The Podium
LITERATURE: Goldilocks and The 3 Bears; Hansel and Gretel; Alice in Wonderland; Snow White and the 7 Dwarfs; Rapunzel; The Little Red Riding Hood
AUDIO-VISUAL: Tangled; 3 Little Pigs; Goldilocks and The 3 Bears; Finding Nemo; Rio
OTHERS: Art and crafts materials
WEBSITES: DIY toys videos

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Play Centers - different play centers where children are encouraged to explore and play creatively will be introduced per week (construction, building, playdough, drama, puppet)
Play Ground- children will visit different playground where in they will play and apply the different types of play they learned inside the classroom.
Classroom library - books about how we can learn from play will be introduced and read aloud to the class daily
International Baccalaureate Organization 2011

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?

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.

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in What do we want to

learn?
By the end of the unit, children expressed their ideas and feelings more as they Function: Students through the different plays/games that they had, they came to
experienced different types of play. They also played with some toys in a non- identify the different functions of games for themselves and other children.
conventional manner as well as pack them away right after showing that they really Connection: Students were able to explore this concept when investigated the
do learn through play. As what the teachers observed, the kids are now more careful connection between plays and feelings/ideas.
in playing because safety is one of the things they learned in the unit. However, this Perspectives: Students had this role play activity in the play room where it was
unit would have been more beneficial for the students if they got to go on a fieldtrip to emphasized to them that some students might not like the roles you want to give
a factory where toys really are made for them to realize how important each piece is. them because they prefer other roles and they need to come up common
agreements.
demonstrate the learning and application of particular transdisciplinary
How you could improve on the assessment task(s) so that you would have a more
skills?
accurate picture of each students understanding of the central idea.
Children were engaged playing with the classroom toys by themselves until they got
The assessment tasks showed each childs understanding of the unit as well as comfortable with each other where they learned to cooperate, share, and play
sharing of ideas with each other but it would be better if their artwork will be 3D and together. In terms of skills, children were given a lot of opportunity to develop their
gross and fine motor skills through different outdoor and indoor games played and
they will explain it on their own with video as evidence of their learning.
artworks made in the classroom as well as to communicate their ideas and feelings
with others. They learned to present properly on stage as they expressed
What was the evidence that connections were made between the central idea and
themselves through a variety of performances whether through words, a song, or a
the transdisciplinary theme?
dance number. By the end of the unit, children became more responsible for the toys
Children realized that they do not need to keep buying toys to keep them happy they played.
because they can make use of everyday materials to make their own toys instead.
develop particular attributes of the learner profile and/or attitudes?
They also realized how lucky and blessed they are because they have lots of toys. In each case, explain your selection.
Thats why theyve decided to donate and give their old and some new toys to sad
Balanced- Children demonstrated this profile when they didnt only play and
children.
created things but they also learned new things like learning how to pack-up of fix
their toys properly and cleaning their play area.
Also, teachers observed that some of the non-verbal children became more
Communicators- Students demonstrated this profile when the students were
expressive as the unit goes by. They are now comfortable in playing with other
playing or were having a role play. They learned that being part of being a
children, talking and sharing their ideas. This is a good sign that the unit was effective
communicator is being able to listen properly and being able to say kind words to
for the children.
others.

International Baccalaureate Organization 2011

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.
How can we make other people happy when playing?
What is role playing?
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.
There are some children who are willing to create toys for the less fortunate children
so that they can make them happy. They are even willing to go to the house of these
children so they can give the toy and play together.
There are also some children who initiated play. These children are the ones who
were shy from the start. It only shows that this unit is effective for the children who are
not that comfortable in expressing themselves.

International Baccalaureate Organization 2011

9. Teacher notes
It was challenging for these 3-year-old kids to express themselves through words what they
learned from the unit. But giving them a lot of opportunity to experience types of play was a
big help. They sure were able to explain and share ideas and of course, have fun. They were
also able to express themselves as they learn and develop their musical skills. Singing songs
and moving to music were a big help. Not just that, they were able to develop and demonstrate
active play and motor skills as they play modified multisports.

Attachment A
Finding Out
Data collection
Experiences to assist students to gather new information about the topic
Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand
data in a range of ways (usually shared experiences)

IN PAIRS OR IN SMALL GROUPS:

Center: Construction
Purpose: To use materials in a creative manner to express ideas and to respond
to a story read
Intended outcomes: Develop awareness of space; begin to understand rules
Scenario: Hansel and Gretel could not find their way back home. What can you
make or build to help the two?
Materials: tissue paper rolls, cloth scraps, popsicle sticks, stones, play dough,
shells, branches, bottles, yarn, glue, scissors, paint, small boxes, etc.
Note: This is an opportunity for the students to develop:
gross and fine motor skills
in math, identification of shapes, colors, sizes, patterns
in science, safety scientific method (observing, hypothesizing,
questioning, investigating, experimenting, etc)

Center: Puppet
Purpose: For students to create and use puppets and toys to role play dramatic
and real life situations; for students to talk about their experiences in relation to
their model worlds; for students to make up their own stories as part of their play
Intended outcomes: Create own worlds using materials and artifacts; develop
concept of spatial awareness and use space imaginatively; develop fine motor
skills and coordination
Scenario: Some people did not get to watch the play. In order for you to retell the
story, you have to come up with puppets of the characters in the story.
Materials: colored paper, scissors, brown paper bag, yarn, glue, paint, coloring
materials, etc.
Center: Storyline
Purpose: For students to recall a story and express their ideas and feelings
Intended outcomes: Create a timeline that shows how they recall a story on their
own.

Sorting Out
Gauging, organizing or representing new information
Activities to assist students to process and work with the information and ideas they have gathered
about the topic (including exploring values)

Organizing, analyzing and communicating the information gathered using a range of vehicles (e.g
through Maths, Arts, English, Drama, Music or IT)

Children display their work and explain what it is, how it works, and what they feel
about what they made while teachers will annotate.

Children use puppets and other dramatic play materials to tell stories or solve
daily conflicts. Teachers help students chart different ways to play and how we
can communicate through play.

Children will use a variety of mediums to draw and explain aspects of play and
what they have learned while playing games and with toys.

As a class, children will make a chart to show elements of a story. They should
identify the following: Title, Author, Setting, Characters and after every story
reading, they should identify an artwork/ craft that they have to make.

Scenario: Goldilocks cannot go back to her house. Help her remember how to get
back home by
Materials: scissors, butcher paper, markers, plastic cover
Center: Clay Art
Purpose: For students to create a clay art as product of their learning.
Intended outcomes: Create own worlds using materials and artifacts; develop
fine motor skills and coordination; Scenario: Students will choose (per group) their
favorite character in the story read. They will come up with a clay art.
Materials: colored paper, clay

Center: Games and toys

Children visit a local playground where they can use the facilities in order
to play
Invite parents, art teachers, PE teachers, or other older students in school
to teach the class games from all over the world
Children make up games in pairs or in small groups using a variety of
objects or props, both in the classroom and in the playground

Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.

Planning for their own games and toys using everyday materials whether individually or in small groups

Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an
important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together.

Students plan for and create their own mini village. He/she will explain what materials he/she used and describe the village and the role or job they have chosen.

Reflecting and Taking Action

To reflect on what has been learnt and process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which
they can see results.

Children plan an action project. They collect old and new toys and will donate them to an organization such as Jollibee Toy Scout Movement.