1.Whatisourpurpose?

Class/grade:G4-G5Agegroup:9-11years
Toinquireintothefollowing:
School:RainbowInternationalSchoolSchoolcode:
TD(TransDisciplinarytheme)
TitleofUnitofInquiry:TraditionalMarket
Howweorganizeourselves:Aninquiryintotheinterconnectedness
ofhuman-madesystemsandcommunities;thestructureand Teacher(s):Mrs.Seyoung
functionoforganizations;societaldecision-making;economic
activitiesandtheirimpactonhumankindandtheenvironment. Date:
CI(centralidea)
Proposedduration:13weeks(Onetrimester)
Thesystemoftraditionalmarketreflectshowpeopleworktogether
tobuildapeacefulcommunity 2.Whatdowewanttolearn?
Whatarethekeyconcepts(form,function,causation,change,connection,
Summativeassessmenttask(s): perspective,responsibility,reflection)tobeemphasizedwithinthisinquiry?

Whatarethepossiblewaysofassessingstudentsunderstandingofthe Keyconcepts:form,change,connection
centralidea?Whatevidence,includingstudent-initiatedactions,willwelook
for?
Whatlinesofinquirywilldefinethescopeoftheinquiryintothecentralidea?
Studentswillconstructafleamarket(typeoftraditionalmarket)and
Structureoftraditionalmarket(money,collaboration..etc)
selltheiritemseachother-Thoseitemsshouldbesomethingthe
otherpeopleisinneed. Changesthattraditionalmarkettookoverthetime
Studentswillraiseamoneyforacharityanddonatethem. Ouractiontowardstheworldcanbuildapeacefulcommunity

Whatteacherquestions/provocationswilldrivetheseinquiries?

Form

Whatdoyouseeinthetraditionalmarket?

WhatisthemoneysysteminKorea?
Whatarephrasesweneedtolearnintermsofbuyingsomething?
Whatmakesfleamarketafleamarket?

Change

Howdidtraditionalmarketschangewiththetime?

3.Howmightweknowwhatwehavelearned?
ThiscolumnshouldbeusedinconjunctionwithHowbestmightwelearn? Whatarethelearningexperiencessuggestedbytheteacherand/orstudentsto
Whatarethepossiblewaysofassessingstudentspriorknowledgeand
skills?Whatevidencewillwelookfor?
Preassessment:
Beforetheprovocation,askstudentstodrawthetraditionalmarket
inKorea(line1)
Askstudentsabouttheirexperiencesintermsofbuyinggoods
nowadays/parentsexperienceintermsofbuyinggoodswhenthey
wereyoung(line2)
Beforethefleamarketdemonstration,askstudentswhatshallwedo
withourprofit(line3)
Whatarethepossiblewaysofassessingstudentlearninginthecontextof
thelinesofinquiry?Whatevidencewillwelookfor?
Formative:
Studentswilldecoratethecoverpageofthetraditionalmarket
bookletbydrawingthefeaturesoftraditionalmarket.(line1)
StudentswillcreateaKoreanmoneysystemposter(line1)
Studentswillmakeabookletthatreflectstheirunderstandingofunit
relatedvocabulary,grammar,Koreanmoneysystem,featuresof
traditionalmarketinKoreaandsortingoutmyownmarket(line1
and2)
Studentswillconstructafleamarket(typeoftraditionalmarket)and
selltheiritemseachother-Thoseitemsshouldbesomethingthe
otherpeopleisinneed(line4)
Studentswillraiseamoneyforacharityanddonateprofits(line4)
Connection
Howcanwedonateourprofits?
4.Howbestmightwelearn?
encouragethestudentstoengagewiththeinquiriesandaddressthedriving
questions?
TuningIn:
- PreAssessment:AskstudentstodrawthetraditionalmarketinKorea
- Formative:AfterwatchingavideoabouttraditionalmarketinKorea,
studentsaregiventodecoratethecoverpageofthetraditionalmarket
bookletbydrawingfeaturesoftraditionalmarket.(line1)
- Studentswillbecompletinginquiryworksheettothinkabouttheir
questionsabouttraditionalmarket
FindingOut:
- PreAssessment:StudentswillbecalculatingKoreanMoneysystemby
lookingatmarketflyer
- Formative:makeaKoreanmoneyposter(line1)
- Studentsfindouthowtoreadmarketflyerandreadpriceofeachitem
SortingOut:
- Formative:sortoutmarketflyerandcategorizetheminthebooklet(line1)
- Studentswillbelisteningtothepresentationabouttwodifferenttraditional
marketsandmakeanoteofthechangesthateachtraditionalmarket
tookoverthetime(line2)
GoingFurther:
- VocabularyandGrammarpointsoftheunit
- Fleamarketpreparation:studentswillbemakingalistofitemsthatwillbe
sellinginfleamarket(line3)
- Fleamarketpricingpractice:studentswillbelabelingtheirpricesandit
shouldbethereasonableandappealingprice.
TakingAction:
 - Fleamarketdemonstrationanddonatemoneyforachosencharity(line3)

Whatopportunitieswilloccurfortransdisciplinaryskillsdevelopmentandforthe
developmentoftheattributesofthelearnerprofile?
Knowledgeable:Studentswillexploreknowledgeabouthowtraditional
marketstartedandhowisitchangedinKorea.
Communicator:Studentswilluseexpressaboutsellingandbuyingin
Koreanandlistentotheotherpeoplesneeds.
Caring:Studentswillshowempathyforthecommunitybydonatingthe
profitscollectedfromfleamarkettopeoplewhoneedtheircaring.

5.Whatresourcesneedtobegathered?
Whatpeople,places,audio-visualmaterials,relatedliterature,music,art,computersoftware,etc,willbeavailable?
Youtubevideolinks
Youtube(traditionalmarkettour-videolinks)
Nationalmuseum-historyoftraditionalmarket
Creditcards/foreignersatthetraditionalmarket

Howwilltheclassroomenvironment,localenvironment,and/orthecommunitytousedtofacilitatetheinquiry?
CollaboratingwithMYPstudents:sincetheyvisitedlocaltraditionalmarketasafieldtrip,theywillbeintroducinghowdoestraditionalmarketlooklike,
features,location,interestingfactsaboutthetraditionalmarket.

6.Towhatextentdidweachieveourpurpose?
Assesstheoutcomeoftheinquirybyprovidingevidenceofstudents
understandingofthecentralidea.Thereflectionsofallteachersinvolvedinthe
planningandteachingoftheinquiryshouldbeincluded.
7.TowhatextentdidweincludetheelementsofthePYP?
Whatwerethelearningexperiencesthatenabledstudentsto:
developanunderstandingoftheconceptsidentifiedinWhatdowewant
tolearn?
demonstratethelearningandapplicationofparticulartransdisciplinary
skills?

developparticularattributesofthelearnerprofileand/orattitudes?

Ineachcase,explainyourselection.

Howyoucouldimproveontheassessmenttask(s)sothatyouwouldhavea
moreaccuratepictureofeachstudentsunderstandingofthecentralidea.

Whatwastheevidencethatconnectionsweremadebetweenthecentralidea
andthetransdisciplinarytheme?
 8.Whatstudent-initiatedinquiriesarosefromthelearning?
Recordarangeofstudent-initiatedinquiriesandstudentquestionsandhighlight
anythatwereincorporatedintotheteachingandlearning.
Atthispointteachersshouldgobacktobox2Whatdowewanttolearnand
highlighttheteacherquestions/provocationsthatweremosteffectiveindriving
theinquiries.
Whatstudent-initiatedactionsarosefromthelearning?
Recordstudent-initiatedactionstakenbyindividualsorgroupsshowingtheir
abilitytoreflect,tochooseandtoact.
InternationalBaccalaureateOrganization2011
9.Teachernotes(STANDARDS)
Green[Booklet]
2.ES.b-Studentscanaskandrespondtoquestionsaboutfamiliardailytopics.
3.ES.d-Studentscanunderstandandrespondtosimplequestionsrelatedwith
thesubjectarea.
3.ER.b-Studentscanunderstandandrespondtosimplereadingtextsabouta
familiarsituation.
4.ES.d-Studentscanexplainkeyconceptsofthesubjectarea.
4.ER.d-Studentscangraspthemainideabyreadingoneortwoparagraphsof
thesubjectarea.
7.CA.f-IdentifytheeconomicsysteminacommunityorcultureinKorea.
Purple[Booklet]
1.EW.b-Studentscanwritelettersorwordsthatarematchedwiththe
correspondingpictureorobjects.
2.ES.b-Studentscanaskandrespondtoquestionsaboutfamiliardailytopics.
3.ES.d-Studentscanunderstandandrespondtosimplequestionsrelatedwith
thesubjectarea.
3.ER.b-Studentscanunderstandandrespondtosimplereadingtextsabouta
familiarsituation.
7.CA.f-IdentifytheeconomicsysteminacommunityorcultureinKorea.
Red[Booklet]
1.EW.b-Studentscanwritelettersorwordsthatarematchedwiththe
correspondingpictureorobjects.
2.ES.b-Studentscanaskandrespondtoquestionsaboutfamiliardailytopics.
7.CA.f-IdentifytheeconomicsysteminacommunityorcultureinKorea.