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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?
Students will talk about 2-D shapes, 3-D shapes and irregular shapes. What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Children will sort out various objects into different baskets according to
their shapes. FORM
FUNCTION
Show and tell activity: Students will get an object and speak about
it.( in terms of colour and shape) CONNECTION
What lines of inquiry will define the scope of the inquiry into the central idea?
Lines of Inquiry:
Kinds of shapes.
Two dimensional shapes.
Three dimensional shapes.
3. How might we know what we have learned? 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?
This column should be used in conjunction with How best might we learn? Inquiry 1-: students went for a school tour and identified some shapes,
What are the possible ways of assessing students prior knowledge and skills? brainstorming on the shape of the plate they eat in every morning,
What evidence will we look for? Students made a caterpillar using circles shape, penguin using oval shapes
and Xylophone using rectangle shapes. They recited poems: Shape family,
Students brainstorm on the central idea. Anecdotal record Do you know what shape this is, Make a circle, make a circle.
Students went for a school tour, observed all the boards and identifies the
Students learnt about all the 2-d shapes and 3-d shapes. They made their
shapes around them.
personal itsy bitsy books based on different shapes. Students had a shape
They expressed about the shape they like the most. party where they identified the shapes of the eatables and ate them.
They identified the shapes of the biscuits, candies and sweets displayed in
the shape party. They went for a field trip to a park and identified various shapes.
What are the possible ways of assessing student learning in the context of the Inquiry
lines of inquiry? What evidence will we look for? What opportunities will occur for transdisciplinary skills development and for the
Children will identify shapes anywhere and everywhere. They will development of the attributes of the learner profile?
differentiate between the shapes and will also know how many sides each
shape has. LP: INQUIRERS; students will inquire about various shapes they see during the
school tour.
KNOWLEDGABLE: Acquisition of knowledge and vocabulary development..
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Puzzles on shapes, blocks, shapes to feel, poems and rhymes on shapes, field trip to Sanjeevya park.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
The classroom was furnished with books related to the unit, Shape chart was displayed on the wall, bangles of various shapes were displayed in the class..
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 What were the learning experiences that enabled students to:
understanding of the central idea. The reflections of all teachers Develop an understanding of the concepts identified in What do we want to
involved in the planning and teaching of the inquiry should be learn?
included.
Form: students can identify shapes and know well about the number of sides
Integration of math was done by counting on.
each shape has
Students sorted out the shapes into groups and counted number of Connections: students went for a field trip and identified the shapes and their
shapes in each group. role in our lives.
Integration with art and craft: drawing and colouring various shapes,
making photo frames.
How you could improve on the assessment task(s) so that you would Demonstrate the learning and application of particular transdisciplinary
have a more accurate picture of each students understanding of the skills?
central idea.
Research skills: students collected pictures of things that are of various shapes.(
circle, triangle, square, rectangle, oval)
According to the theme how the world works students have Curiosity: students started relating things/ objects to various shapes and wanted
understood that every object has a shape, Students learnt to identify to know more about shapes.
shapes around them and have started relating every object to a
Creativity: students started cutting paper into various shapes, they started
shape.
making things with scraps of paper.
4. Art and craft: students made a caterpillar using only circles. They
used yarn and made irregular shapes. They used straw and made
various shapes. They used play dough and made different shapes.