Planning the inquiry

1. What is our purpose?

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To inquire into the following:

Transdisciplinary theme
Who we are
An inquiry into orientation in place and time; personal histories; homes and journeys; the
discoveries, explorations and migrations of humankind; the relationships between and
the interconnectedness of individuals and civilizations, from local and global
perspectives.

Class/grade: 1

Age group: 6 & 7 years

School: IBSM

School code: 70046

Title: Getting Connected

PYP planner
Teacher(s): Ms. Eva and Ms. Shelby
Date:

16.9.14

Proposed duration: 16.09.14 25.10.14

Central idea
By knowing myself, I can better connect with others
2. What do we want to learn?

Summative assessment task(s):

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

What are the possible ways of assessing students understanding of the central idea? What
evidence, including student-initiated actions, will we look for?

Connection

Students will make a friend book where they will fill out facts about their friends, focusing on
what their friends like. Through this book they will be able to recognize what determines a
friendship and how commonalties help an acquaintanceship develop into a friendship. This
book with help foster a better knowledge of each other in the class, allowing students to
celebrate similarities and differences.

Perspective

They will also make paper flowers that acknowledge the things they like about each other. Not
only will this activity help build a positive classroom community but it will also allow students to
learn more about each other.

The children connect with each other by getting to know each other; finding out about their hobbies, favorite
foods, sharing their me-bags:

The children learn that every child has different interests but that they have also things in common

Reflection
When writing flowers for the friendship wall children think and reflect about each other and the things they like
about each other

What lines of inquiry will define the scope of the inquiry into the central idea?

Who I am and what do I like

How do my classmates see me?
How I connect with people who are like me and different from me?

What teacher questions/provocations will drive these inquiries?

What makes you different from your friends?
How is your family important to who you are?
How are your experiences different from my classmates?
How are your experiences similar?
What do you like?

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 learning experiences suggested by the teacher and/or students to encourage the
students to engage with the inquiries and address the driving questions?

What are the possible ways of assessing students prior knowledge and skills? What
evidence will we look for?

Self portrait, me bag,

Students draw a self-portrait; the evidence will be shown when the students are able
to explain the things they chose to draw and why

I like ________

Writing sentence about: I like

Word wall (favorite food, favorite color, favorite games, )
Students bring in their favorite games and share with their classmates
Writing what others like
Mathematics

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

Whole class learns about how to record information in a bar graph, we record how we get to school.
The will see who gets to school the same as they do and make a connection to that student.

Who am I and what do I like

children learn about making tally charts and then interview their classmates about their hobbies, hair
and eye color and the people and animals that live in their homes; after sharing the collected data with
their groups everyone creates a graphs

Activity: Me Bag

Students learn about venn diagrams and compare what they have in common with each other.

Evidence: Students can clearly describe why they choose the item.

How do my classmates see me?

Activity: Flowers what others like about me
Evidence: Students acknowledge and make relevant comments

How I connect with people that are like me or different from me?
Activity- Friendbook
Evidence- comments made by others about similarities

What opportunities will occur for transdisciplinary skills development and for the development
of the attributes of the learner profile?
Communication skills

Listening to other children presenting their me-bags

Create rubrics together as a class

Social skills

Children will be sitting with different children and get to communicate with other people during
different activities

Appreciation

By writing flowers for their class mates the children will show their appreciation for each other

Empathy

By learning about other children in class and finding out about them we can make
connections and understand each other

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Songs, books and games about friendship; playing name games; playing games to appreciate each other (my right, right side is free)
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
The children will bring in their favourite books and share with their class mates why they like them; word walls will show the favourite food, colour, games of the children; the friendship flower board will
display what the children like about each other
International Baccalaureate Organization 2007

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?

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.

For our assessment we could have had a more visual way to show how students can improve
their own connections with each other only when they better know themselves. For next year I
would recommend a before and after activity, where students could reflect upon the
relationships that they have made at the beginning of the unit compared to the relationships
they have at the end of the unit.

demonstrate the learning and application of particular

transdisciplinary skills?

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

The students were able to identify on our flower board how they were connected to more than
just one person and each student had various connections to one another. This board visually
emphasized the interconnectedness of individuals and their relation to each other.

International Baccalaureate Organization 2007

develop particular attributes of the learner profile and/or attitudes?

In each case, explain your selection.

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.

Record student-initiated actions taken by individuals or groups showing their

ability to reflect, to choose and to act.

International Baccalaureate Organization 2007

9. Teacher notes

Ask the questions that we wrote down to ask!!

Reflect more on the activities
Word Wall helped a lot with filling in the friendship book