Planning the inquiry

Revised: March, 20, 2013

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

Colegio Bilinge Carson

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Class/grade: Kinder III Title: Rules Rule! Teacher(s): Laura , Paulina, Argelia, and Jose Alfredo. Age group: 5-6 years

Transdisciplinary theme

How we organize ourselves: An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Central idea

Date: September Proposed duration: number of hours 30 over number of weeks: 5

Rules are important to our life in order to be organized.

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?

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, and responsibility, reflection) to be emphasized within this inquiry?
Key concepts: Responsibility Related concept: Rules What lines of inquiry will define the scope of the inquiry into the central idea?

The students will make a neighbors phone book with their parents help in order to be in touch with them, as a prevention of delinquency. The students will bring to school the phone book and some pictures as an evidence of their task. The teacher will evaluate the phone book students presentation with a check list. The students will chose a community rule. They will prepare a presentation of it and they will share it to the rest of the class as an evidence of their inquiry. The teacher will listen and question the students to evaluate them and register their participation with: Very good, good or needs improvement.

School rules. Family and neighborhood rules. Community rules.

What teacher questions/provocations will drive these inquiries? 1. 2. 3. 4. 5. 6. 7. What is a rule? What are your family rules? What are your neighborhood rules? What are your community rules? What do you think about rules? Why are rules necessary in our lives? What is our responsibility to obey and follow rules?

Decorate the classroom with posters about rules or agreements.

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?

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? *The students will talk about the rules they think they know. They will share them with their classmates. *The students will talk about what a rule is and share their opinions with their classmates. than make a drawing of what they learned. The students and the teacher will set up the classroom rules or agreements. The students will *se t up consequences for beaking rules, write them on fine cardboard and paste it on the classroom wall, to remember them. *The students will talk in P:E: class about the rules for games, sports or activities. And they will create new rules for some of the activities. Also in computer class they will set up the rules for the lab in order to respect classmates and teachers participation, to take care care of the technology resources, etc.. The teacher will write them to remember them if it is necessary. *The students will think about rules they have at home and share with a partner. Than they will talk with their family about their family rules.In class the students will draw them. They will share them with the rest of the class and they will observe and talk if some of the rules are similar. *The teacher will ask the students if they have rules with their neighbors than they will visit their neighbors and talk about the neighborhood rules. Then the kids will make a phone book to be in touch with them. *The students will inquire about community rule s at school, such as traffic rules. They will inquire at the school library, with their classmates and teachers. In computer class the teacher will look for traffic signs in internet and she will show them to the students and talk about them. They will draw what they learned and share it with the rest of the class. *Part of the Police Corporation and fire fighters wil come to school to explain the students about their job and prevention activities. The students will participate answering questions, making questions, touching and exploring some of the policemen and firefighters work tools. At the end of the activity the students will register with a drawing what they learned. *The students will talkabout rules in other countries and talk about them in class. They will check if some of them are similar to ours. Than draw at least 3 of them that are similar to ours. * In the magic circle the students will reflect and talk about why rules are necessary in life.The students will work in couples to make a drawing and present it to the rest of the class. *Children will reflect and explain why its important to obey rules.Than they will draw a commitment for obey rules and sigh it by writing their name on it. *Close the Unit of inquiry with a magic circle where the students will talk about the way they learned. What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? *Transdisciplinary Skills:Self Control: The kids will plan and do activities to behave better at home, school and community. *Targeted profile: Principled and Reflective. The students will act with principles and responsibility. They will reflect about why rules are necessary in our life and why it is important to obey them. They will share their conclusions to the rest of the class but, when someone breaks a rule he or she will have a consequence already set it by themselves. *Targeted Attitudes: Tolerance and Independence. We are going to stress these every time we obey and break rules.

*The students will talk about what they think they know about rules and draw it. Their answer wiil be paste on the KWLH. *The students will be able to use the oral and written language to express what they larned an how they learned by talking ,drawing or trying to write. Their answers will be paste on the KWLH as an evidence of their knowledge . *The students will be able to do security prevention activities, reflect about them and register them with drawings.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

The students will evaluate the classroom and school rules during the school year and assign the consequences if somebody breaks one.

The students will share to the rest of the class their family rules and talk about their responsibility to obey them.The students will work with their families to continue respecting the community rules. They will evaluate themselves honestly by drawing what they are donig to respect them.
The P:E: teacher will evaluate the students by observing and listening to them while they set the rules and play games.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

Students, teachers, police officers,fire fighters ,neighbors, art material, traffic rules signs and School library_ book: City signs.

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

We set part of a classroom wall and school halls to paste drawings with the rules, to invite the whole school to obey and respect rules.
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? Develop particular attributes of the learner profile and/or attitudes?

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

In each case, explain your selection.

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. 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.

9. Teacher notes

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.

Acciones realizadas por los alumns

International Baccalaureate Organization 2007