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To inquire into the following: School: Niraj International school School code:
Trans disciplinary theme
Title: Plants
Sharing the planet
Teachers : Ms.Nagavalli ,Ms. Prardhana, Mr .Santosh, Ms.Jeena PYP planner
Ms.Vijaya,Mr.Asif,Ms.Malini,Mr.Banu Prakash,Mr.Deepak,Mr.Srinivas.
Central idea: Plants are a life sustaining resource
for us and for other living things. Date:
Summative assessment:
Task: Knowing and reflecting more about plants.(Children exhibited this task through
2. What do we want to learn?
a mini exhibition) What are the key concepts (form, function, causation, change,
Criteria1: Display different models such as: connection, perspective, responsibility, reflection) to be emphasized
Parts of a plant within this inquiry?
Plant products
Life cycle of a plant Responsibility:
How to take care of plant Function:
Save plants (posters)
Different types of plants What lines of inquiry will define the scope of the inquiry into the
Reflect on the stages of learning through a PPT central idea?
Strategies to be followed: The structure of a plant and types of plant.
1) Present your work by acting(saving plants- dance integration) plants products and their uses
2) Describing a plant using adjectives by a song(music integration) Caring for plant life
Criteria2: Imagine yourself as a small, little and sensitive plant. Write 4-5 What teacher questions/provocations will drive these inquiries?
sentences mentioning
If I were a plant, I would like to save myself from. From where do we get food?
Creative writing
Criteria4: Re-jumble and write the correct spelling of the given words (The What all things you observe in nature?
names of different types of trees. Children will learn spellings).
How can you keep our environment healthy?
Tools: Parent feedback forms, peer comments, photographs, videos.
What is a healthy plant? What are our responsibilities to keep them healthy?
International Baccalaureate Organization 2007
3. How might we know what we have learned? 4. How best might we learn?
What are the learning experiences suggested by the teacher and/or students to
This column should be used in conjunction with How best might we
encourage the students to engage with the inquiries and address the driving questions?
learn?
Learning engagements:
What are the possible ways of assessing students prior knowledge 1. Circle time discussion about KWL chart. (Knowledge)
and skills? What evidence will we look for?
2. Group activity: Preparing a model (structure of plant) using handmade
Pre-Assessment: Task: Observe the given plant carefully and write
paper and cotton. (creativity)
your understanding seeing the plant in 4-5 lines. (Anecdotes)
Learning outcome: The student will develop to write on their own 3. Collage work on collecting different plant products and making a
observing the given object. booklet informing their uses.
Tool: Anecdotes
4. Global warming (Internationalism)
Task 1: Draw a plant and label its parts 5. Natures walk around the school observing different plants( Based on the
English integration: Unjumble the words to get correct nature walk, observe common characteristics of plants and draw them.)
spelling (Research skills)
Creative writing: Write about your favorite plant using
adjectives. 6. Preparation of manure which is good for plants. Gardening
Math integration: Making patterns using different leaves
7. Create a story mentioning the conditions and responsibilities
and colors.
towards plants. Act it out. (Thinking and creative skills)
Evidence: Activity sheet Tool: Rubric
Task 2: Making a booklet on the plant products and their
8. Posters to bring awareness not to cut trees and plant more trees
uses.
(taking action and community service)
Criteria:
1. Collect the pictures of different plant products and stick
them in the booklet.
2. Mention the use of the product selected. What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Learning outcome: Collage work, Research on
different products and their uses. Profiles:
Caring - Children took a good care of the plants which were planted by them and still
5. What resources need to be gathered? they are taking care of them.
Reflective: Children reflected very well on the life cycle of a plant by making a model
What people, places, audio-visual materials, related literature, music, art, computer
software, etc, will be available? and a booklet.
Skills:
A range of books about plants of all kinds. Video of how a plant grows, Research skills: Observing and recording data.
eg YouTube clips. Images of different plants and Thinking skills: acquisition of knowledge and application
garden types.
Materials for experiments and garden planting (including seeds,
containers, soil, sand, stones, etc)
PPT showing the life cycle of a plant and functions of each part of a
plant.
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 What were the learning experiences that enabled students to:
idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be
included. develop an understanding of the concepts identified in What do we want to learn?
teaching. Students were able to come up with the central idea and In each case, explain your selection.
state it using their own words.
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.
Research, thinking: Students were recording (writing) in their
The presentations were organized with individual inputs from
journals. They applied their acquisition of knowledge about
the students. We would improve on the summative assessment
plants and their needs when they decided on which plants to
list by adding a new assessment activity (for the first line of
have in their garden. They observed on a daily basis the growth
inquiry): Students will draw a plant with a missing part, and
of the plants, and they recorded growth data in their UOI
then explain the importance of this part.
What was the evidence that connections were made between the central idea and the journals.
transdisciplinary theme?
Learner profile and PYP attitudes :
They learned about the needs of plants by brainstorming the
understanding of the theme sharing the planet.
They were caring about the plants and appreciated their beauty
They learned the importance of plants in our daily life and how
the various arts integration supported this aspect. They
to take care of plants.
inquired about their needs to help them grow and keep them
healthy and communicated their findings.
Concepts: