Planning the inquiry

1. What is our purpose?

Class/grade: 2

1a) To inquire into the following:

School: Domuschola International School School code: 7800

transdisciplinary theme

Title: Relationships

An inquiry into the nature of the self; beliefs and values; personal, physical,
mental, social and spiritual health; human relationships including families, friends,
communities, and cultures; rights and responsibilities; and what it means to be
human.

Teacher(s): Katrina Virrey, Brenn Bavia, Carmina Gutierrez,

Carla delos Angeles

central idea

Proposed duration: 6 weeks Number of hours: over 8 hours a week

Age group: 8-9

Date: August 4- September 12

Relationships between the community and individuals impact ones beliefs,

values and action.
1b) Summative assessment task(s):

2. What do we want to learn?

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 show how relationships affect who we are

Key Concepts: causation, responsibility, function

Role: Digital presenter or videographer

Related Concepts: interaction, relationship, beliefs and values, interdependence

Audience: DIS community

Scenario: Students are videographers who will show their understanding on how

relationships affect them.

Product: Video presentation that interprets their learning about how personal

relationships affect who the students are. The video must explain how they are
affected or influenced. Students will have a perspective and understanding on
why people behave and act in a certain way.

Taking action - Based on their expert groups, they can come up with an action
plan that would develop the values of their group eg. hobbies/sports group would

value health the most. Their action plan should provide ways on how they can

improve ones health.

International Baccalaureate Organization 2011

What lines of inquiry will define the scope of the inquiry into the central idea?
How we develop relationships
Roles and responsibilities within relationships
Impacts of communitys beliefs and values on relationships
What teacher questions/provocations will drive these inquiries?
How are relationships developed?
What are relationships for?
What are the roles or responsibilities within relationships?
Are there any differences in the roles and responsibilities in relationships in
communities?

What is the effect of changing ones beliefs, values and actions on relationships?

What are the reasons why ones beliefs, values and actions are changed?

Planning the inquiry

3. How might we know what we have learned?

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?

Students come up with a mind map that would show how relationships in the
community impact ones beliefs, values and action.
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
Lines of
Inquiry
How we
develop
relationships

What will be
assessed?
Students'
understanding that
relationships are
developed through
interaction.

How will evidence be collected?

Students perform a role-play activity based on different

scenarios that show the different ways relationships are
developed.

4. 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?

Tuning-in
1. Photo analysis - Students are shown a photo of a community emphasizing one family. They play an
explanation game: exploring causal understanding.
2. Self-portrait - Students create a self-portrait that shows who they are, what they believe in, their traditions etc.
They should also be able to provide basic information about themselves.
3. Character profile - Students bring photos of any member of their family to whom they are close and a friend
living in the same community as theirs. They should include details about the family member and friend they
chose.
4. My connections - Students present the self-portrait and character profile of the people they chose. They
should be able to answer how their relationship is maintained and why they keep the relationship.
5. Filling up the outline of the human body group work - This is similar to the self-portrait but it now contains
who influenced them to be who they are. (eg. a pencil can be drawn in one of the hands and beside it, the name
of the person who influenced them to love drawing will be written)
6. Wonder Wall - Students watch or read a story about relationships . They are asked to write questions about
relationships based on what they read or watched.
7. Headlines: Students write a headline (capturing essence) about relationship in a community.
(continuation: see attachment A)

Roles and
responsibilities
within
relationships

Students'
understanding that
roles and
responsibilities
within relationships
are essential for
relationships to
flourish.

Through a mind map or any appropriate graphic

organizer, students show the different roles and
responsibilities of people within a certain relationship
and their effects on the relationship.

What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
A- Transdisciplinary Skills

Impacts of
communitys
beliefs and
values on
relationships

Students'
understanding that
the beliefs and
values of a
community affect a
relationship.

Students will choose a tradition or practice in their a)

family, b) school and community. They will illustrate and
describe the practice and explain how it influenced
them and their relationship with the community. They
will also come up with a symbol that shows the specific
part of their life that was influenced by these groups.

B- Learner Profile: OPEN-MINDED- Students will be listening to different points of view. They will be able to

Thinking Skills: ANALYSIS - Students will see the relationship of the data they gathered from the finding out
stage to the central idea of the unit. DIALECTICAL THOUGHT- Students will be exposed to different points of
views during their finding out. It will help them understand why people think in a certain way.
Social Skills: ACCEPTING RESPONSIBILITY- Students will have independent engagements. For them to be
able to finish their tasks, they have to be responsible when doing them. ADOPTING A VARIETY OF GROUP
ROLES - Students will be working in groups that lead them to completing a certain task that has been delegated
to them.
Research Skills: FORMULATING QUESTIONS - Students will be come up with questions related to their unit
and also interview different people during finding out. This would help them improve the way they formulate
questions. COLLECTING DATA - Students will need to collect and organize the data they gathered from different
media throughout the inquiry process.
understand and respect the differences of the people around them. INQUIRER - Students will be asking
many questions for them to be able to investigate the topic that they want to know about.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
People

Guang Shan Mabuhay Temple

Coach Eric Altamirano
Resources speakers: Teach Carmina
Gutierrez for Music, Teacher Dean Chua
for Art
Interview: Teacher Grace, Teacher MC,
Coach Brenn and the grade 4 class

Places

Literature

Guang
Teasing by
Shan
Joy Berry
Mabuhay Books about
how
Temple
manners
affect
relationships

Audio-Visual

Sesame Street: Will.i.am Sings "What I Am" before self

portrait (https://www.youtube.com/watch?v=VbKEYYr0XRI)
Franklin series- relationships
The Grouchy Ladybug LOI 3
https://www.youtube.com/watch?v=ekTonmCLnmk
Children see, children do LOI 3
https://www.youtube.com/watch?v=0b-2D09o3WI

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

References Books/Websites

http://www.kidshelp.com.au/teens/get-info/hot-topics/respectfulrelationships.php
http://www.girlshealth.gov/relationships/community/index.html
http://www.puttingfamilyfirst.org/family-connections/
http://www.audioenglish.org/dictionary/relationship.htm
http://www.primaryresources.co.uk/pshe/pshe1.htm
http://www.teachingideas.co.uk/more/pshe/contents_developingrel
ationships.htm

Books, articles and students work will be posted on the UOI board. There will also be a wall where they can put up the questions that they have about the unit.
International Baccalaureate Organization 2011

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?

The students understood that there are several kinds and levels of relationships. At
first, they only knew that relationships only exist within their family members. After
the engagements that were prepared in class, they were able to discover that

relationships are also found at school and in the community. Students were also
able to discern the different ways relationships are developed. They know that
relationships are formed by having the same likes or hobbies, if they are related by
blood with someone, if people work together etc. They were also able to identify
their roles within relationships. They even used the learner profile in identifying the
roles. An example is that people should be caring toward the person they have a
relationship with. Being open-minded was also a significant characteristic because
it is important to listen to ideas of other people. They also found out that their
beliefs and values are influenced because of the relationships they are involved in.
An example is that if their family values a healthy lifestyle, there is a possibility that
when they are growing up, the need to have a healthy lifestyle would be valued by

them.
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 Relationship Profile task was effective in assessing the students knowledge on
the central idea. This showed how well they know themselves and this helped in
identifying who influenced them in liking or picking an activity as a hobby. It also
showed the different relationships they developed. Specific roles were also learned

about the people they have relationships with. However, their knowledge and
understanding on beliefs and values were sometimes unclear. To improve this,
there should be more books, articles or even videos that would help them
understand the meaning of beliefs and values.

What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
The students were able to connect the central idea and the transdisciplinary theme.
Most students show appropriate behavior because they know that they have a role
and responsibility in the relationships that they have.

Key Concepts
Causation - In UOI, the first engagements were about knowing themselves first.
Students were able to understand the way they are because of the relationships they
have especially in their family.
Responsibility - The students were identify their roles and responsibilities within
relationships. For most of the students, it was evident in their actions but it is a
challenge to sustain this.
Function- At first, the students defined a relationship as having a friend. After a few
engagements, they were able to see that relationships help in having a feeling of
being connected and belonging.
demonstrate the learning and application of particular transdisciplinary skills?
Thinking Skills:
Analysis - Students were able to make sense of the data they gathered through a whole group
discussion. Students were able to show this in writing and drawing.
Social Skills:
Accepting responsibility and adopting a variety of roles - Students were able to delegate tasks
among themselves when they were doing their group interview and engagements that require
group work.
Research Skills:
Formulating questions and collecting data - At the start of the unit, students came up with
thick questions related to the unit and they were able to collect their data through watching
videos, reading articles, doing their homework and conducting interviews from teachers.

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

Open-minded - Students were able to listen to various perspectives from the interviews they
conducted. They analyzed the information they gathered and tried to connect them to what
they already know and what they believe in. They showed respect when doing the interview.
Inquirer - Students were able to come up with their own personal questions related to their
unit and questions they think that are appropriate to the resource speakers. This showed the
students curiosity.

 International Baccalaureate Organization 2011

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.

How do relationships work?

Why are relationships a big deal for some people?

How do relationships change?

How can we be friends/have a relationship if we live in different places?

How are relationships developed?

What can relationships do?

What is a relationship?

How can relationships be strengthened?

Why do people become friends?

What things in the learner profile have anything to do with relationships?

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.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability
to reflect, to choose and to act.
Most students carry out their responsibility within relationships with their family and
friends.
Students were excited to make a birthday card for one of their classmates to show
they are caring.
International Baccalaureate Organization 2011

9. Teacher notes
Strengths - Since the unit started with themselves, it was easier for them to identify
the relationships they had in the family. They made a connection with it because
they know that they were influenced by the people who are close to them.
Challenges - At first, the relationships that they were showing were just limited to
their family. Also, some of the students found it hard to grasp the meaning of beliefs
and values.
Recommendations - Plan earlier field trips that would enrich the unit. Provide more
videos and articles about beliefs and values.

Attachments A

Finding Out

Experiences to assist students to gather new information about the topic

Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand data in a
range of ways (usually shared experiences)

Data collection

LOI #1-How we develop relationships

Students interview teachers and staff in the school about how they were
able to develop relationships here in the school.

Students interview their parents to find out how relationships are

developed and flourished at home.

Students interview expatriates to know about how they develop

relationships with the locals.

Students investigate by interviewing athletes or players, singers, artists

and music enthusiasts about how sports, music and arts help develop
relationships.

They go on a field trip to different workplaces to find-out how employees

develop relationships with each other.
LOI #2 Roles and responsibilities within relationships
Students brainstorm their roles and responsibilities in order for them to
develop and maintain good relationship with their classmates, parents,
friends, siblings, teachers, etc.
Students interview the people mentioned above and find-out their
responsibilities in a relationship.
Students read story books about relationships and identify the different
roles and responsibilities of the characters pertaining to relationships.

Sorting Out
Gauging, organizing or representing new information
Activities to assist students to process and work with the information and ideas they have gathered about
the topic (including exploring values)
Organizing, analyzing and communicating the information gathered using a range of vehicles (e.g through
Maths, Arts, English, Drama, Music or IT)

Students sort-out the responses of their interviewees and tally them. They then turn
their data into a graph (bar, line, etc.).
Students role play the different ways on how sports, music and arts develop and
maintain relationships.
Students create a poster that shows how relationships are developed.

Students write a story showing their roles and responsibilities in a relationship.

Students come up with a T-chart that would show the roles and responsibilities in a
relationship.

LOI #3 Impacts of communitys beliefs and values on relationships

Students create a cause and effect table where they write down the different values
and belief of the community and beside each, they write how it affects relationships.
Students interview the people mentioned above to find out how the beliefs
Students write a report based on the case study that they did.
and values of their workplace/community affect their relationships.
Students examine the effect of the communitys beliefs and values in
personal relationships thru the story A Grouchy Ladybug.
Students perform a case study of a workplace where they look at its beliefs
and values and see how they affect the relationships of its employees.
Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Students revisit the questions they have on their wonderwall that were not answered. Further research may be done independently.
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 make generalizations and write what they have learned throughout the unit

Reflecting and Taking Action

To reflect on what has been learnt and process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which
they can see results.

Students create a scrapbook containing the photos and details of the people they chose in the tuning-in. At the end of the scrap book, they will design an action plan to
resolve any conflict that may have emerged because of the differences they found out in their interviews etc.