Professional Documents
Culture Documents
Class/grade: Grade 3
transdisciplinary theme
Title:
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.
Age group:
School code: 7800
Messages
central idea
People can create or manipulate messages to target specific audiences.
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: To inform children about the things that they need to consider when
choosing or playing digital/online games
Role: Information Disseminators (Students)
What lines of inquiry will define the scope of the inquiry into the central idea?
Scenario: You discovered that there are positive and negative things that digital
and online games bring to students like you. As a result of your learning in this
unit, you are going to inform the students of Domuschola and
Uranbo Elementary School the things that they need to consider when choosing
or playing online games in their computers and gadgets.
Come up with a song, a poem, a poster, or a short story that could send this
message to them.
Product: A song, a poem, a poster or a short story
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?
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 watch a well known tv commercial. They will tweak the commercial to
attract different audiences,
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
Critical evaluation of
messages presented in the
media
Tuning-in:
Students are exposed to posters, book covers, poems, songs and videos. Students analyze:
a. the feeling/emotions it tries to relay
b. the possible messages it tries to send
c. the authors purpose of using the media
d. the possible audiences
Meaning of symbols- Students list down all possible and familiar meaning of symbols that we usually see,
eg dove, cross, skull.
Students watch advertisement videos. Students are given specific audiences and they give suggestions on
how to manipulate the advertisement to suit the given audience.
Using the same advertisement videos, students think of possible responses to the message of the videos.
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
A. Transdisciplinary Skills
Thinking Skills:
Analysis-students analyze the message behind the songs, artwork, posters, ads and covers that
will be presented to them.
Evaluation- students determine the significance of media in sending different messages to people.
Social Skills:
Cooperating - students work with other members of the class in every engagement.
Research Skills:
Observing - students observe how different media send different messages to people
Planning - students consider the most effective medium before sending messages
B. Learner Profile
Poems, songs
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Classroom displays include posters, editorial cartoons,signs and symbols, songs, poems and stories that may send different messages.
International Baccalaureate Organization 2011
Realizations given by the students are actually equivalent to the central idea even
though the central idea was not revealed to them the entire time. Some of the
realizations are: Messages can be tweak or change to suit different audiences and
messages can be change to address the situation and needs of different
audiences.
Engagements were really rich because they were planned well to target its
purpose. Planning regularly played a great role in letting the students understand
the central idea.
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.
The assessment tasks should have been more focused into the concept of
manipulation of messages. This should have been more emphasized in order for us
to have a clearer assessment on whether the students have an in-depth
understanding of the central idea.
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
Students understood that they could express the same idea or message, feelings to
different audiences. They also extended their creativity in tweaking commercials to
attract different audiences. They also applied that same understanding in doing
their summative assessment, an action to inform students about the considerations
that they need to have before buying or purchasing online games.
Analysis-students analyzed the message behind the songs, artwork, posters, ads and covers
that were presented to them.
Evaluation-students evaluated the messages both hidden/discreet and literal, from the videos,
posters and online games that they focused on.
Social Skills:
Group decision - making - students collaborated each time that they have a small group
discussion about a single idea that they needed to share to the entire class to represent
Cooperating - students work with other members of the class in every engagement.
Research Skills:
Observing - students observed how different media send different messages to people by
experiencing it themselves
Planning - students planned what media are they going to use in order for them to send the
message about the considerations that children should have before purchasing or playing an
online game.
develop particular attributes of the learner profile and/or attitudes?In each case,
explain your selection.
communicators - students interpreted and evaluated the messages that they see in the posters,
videos and commercials.
caring - students considered others opinion during the engagement.
9. Teacher notes
Record a range of student-initiated inquiries and student questions and highlight any that
were incorporated into the teaching and learning.
A strategy that help my class understand the lines of inquiry was asking the parents to
explain the concept to them as part of their homework. It even increased the rate of
participation since most of them do their homework.
Attachment...
A. Learning Engagements
Finding Out
Sorting Out
Gauging, organizing or representing new information
Experiences and texts that add to the knowledge base. Emphasis on gathering firsthand data in a range of ways (usually shared experiences)
Data collection
Line of Inquiry 1:
How media(images, text and music) is used to influence behaviour of target
audiences
Line of Inquiry 2:
Critical evaluation of messages presented in the media
Evaluating messages
Students go back to the videos and analyze the message behind
them by looking at the hidden message that they want to relay, including the
discreet messages or the implied messages.
Interview relatives and members of community
Activities to assist students to process and work with the information and ideas they
have gathered about the topic (including exploring values)
Students create their own organizer showing the different messages they got
from the artwork they saw in the museum
The class comes up with a table that shows the different reactions that they
have after seeing each of the videos. Another column is added to determine
what will they do as a result of what they had seen
Students come up with a single illustration that would capture the influences
that media bring to its audience as mentioned in the article.
Students write an essay on how media is used to influence behavior of target
audiences.
Line of Inquiry 3:
How people respond to messages
The interview results were organized in such a way that the class applied what they
initially learned about the meaning of symbols. They used symbols to represent
similar answers. They came up with synthesized ideas about the reasons why people
respond to messages differently because of the following points:
a. everyone is unique
b. each one has his own beliefs, practices, experiences and
environment depends on the upbringing
Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Students go over their questions that werent answered. They take this opportunity to conduct their own individual research.
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 realized that people can always tweak or do something to the medium of presenting to send a message to the different kinds of audiences. They acknowledge
the importance of evaluating everything that they hear, see and read because they understood that there are always hidden or discreet messages.
From the understanding that they had during this unit, they are able to apply it each time that they watch video or read text from the papers that are given to them. This is
evident when we had an activity in our unit in English(Newspaper Style Report), they said they need to check twice the ads that they see and reports that they read.