Planning the inquiry

1. What is our purpose? Class/grade: 2 Age group: 7-8

To inquire into the following: School: LWIS - Hazmieh School code:      
• Transdisciplinary theme (IB Theme & Description) Title:      

How We Organize Ourselves Teacher(s): Fatima El-Ali, Zeinab Kanso, Wissam Nahed, Nadine Nawfal, Elie, Hovsep PYP planner

An inquiry into the interconnectedness of human-made systems and Date: Sep 26- Nov 4
communities; the structure and function of organizations; societal
decision-making; economic activities and their impact on humankind Proposed duration: number of hours       over number of weeks: 5 weeks
and the environment
2. What do we want to learn?
• Central Idea What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasized within this inquiry?
Economic activities need producers and consumers to function
Form, Function, Responsibility ‫الشكل الوظيفة المسؤولية‬
• Summative assessment task(s):
What lines of inquiry will define the scope of the inquiry into the central idea?
What are the possible ways of assessing students’ understanding of
the central idea? What evidence, including student-initiated actions, - Types of economic activities ‫أنواع االنشطة االقتصادية‬
will we look for? - The role of supply and demand ‫دور العرض والطلب‬
- Our responsibilities as consumers and producers ‫مسؤولياتنا كمنتيجين ومستهلكين‬
Learners will create a market place for the school community to
perform different economic activities within. They will be preparing What teacher questions/provocations will drive these inquiries?
some materials in art class to be sold at the market. Anecdotal records
and a checklist will be used to asses learners’ understanding of Provocation:
economic activities in the market place.
‫ وعمل المتعلمون على الربط بين المال والمهن‬. ‫ صور للمهن وكتاب للعمالت النقدية‬،‫االنطالقة من خالل محطتين تضمن عمالت نقدية قديمو وحديثة‬
‫ تصميم ملصق اعالني لدعوة النمتعلمين الى الدكان‬Learners will watch a video about economic activities and they will have a discussion. Then they will go around stations of
real money with guiding questions and reflect afterwards.

Questions:
How does money affect our life?
Why do we need money?
How are needs and wants different?
Why do we trade?

What is required to produce goods and services?

What do we do with money?
What is the difference between goods and services?

© International Baccalaureate Organization 2007

 ‫ما هي النقود‪ ،‬كيف هو شكلها؟ الهدف من اسنخدامها( وكيفية الحصول عليها؟‬
‫ما معنى المنتج والمستهلك؟( ما هو دور ومسؤولية كل منهما؟‬
‫ما هو العرض والطلب؟‬
‫الهدف من استخدام النقود‬
‫تعريف( العرض والطلب‬
‫ما معنى منتج ومستهلك( ما هو النشاط( االقتصادي(‬

‫‪© International Baccalaureate Organization 2007‬‬

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? Tuning In

Learners will complete the thinking routine “I think … Now I know”  Learners will brainstorm about the function of money by answering the following question “What do we
do with money?”
‫قام المتعلّمون بروتين تفكير مرئ ّي أربط أتخطّى أتح ّدى مستعملين كتبًا علميّة عن جسم االنسان تتض ّمن‬  Learners will differentiate between goods and services
‫مواضيع مختلف عن أجهزة الجسم‬
 Learners will generate questions they are interested in answering about the central idea.
What are the possible ways of assessing student learning in the context of the
 Learners will choose the learner profile that suits a consumer and a producer and explain their choice.
lines of inquiry? What evidence will we look for?
 Learners will watch a Frozen scene to be introduced to the supply and demand concept and their effect
on the price
Lines of inquiry Strategies Tool

Finding Out
The role of Open-ended Anecdotal
 Learners will used the “I think… Now I know” thinking routine to find out how is money made
supply and questions records
 Learners will visit the school’s Finance and Business Manager to learn more about economy
demand
 Learners will identify the three main economic activities: production, distribution, and consumption
 Learners observed a comic strip in order to find out consumer’s responsibilities
‫ الءحة تحقق‬،‫ التقييم التكويني‬،‫من خالل المحادثة‬
Sorting Out
 Learners will suggest and discuss producers’ responsibilities based on what they have learned

Going further
 Learners acted out the supply and demand concept and their effect on price during community time
 Learners will create their market
Making Connections
 Learners will use the information they have inquired into in order to plan their market
What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile?

Self – Management: Learners will learn how to make informed choices as they create their market and decide
how to act as responsible producers. Learners will also learn how to be responsible consumers.

© International Baccalaureate Organization 2007

 ‫تعلم المتعلمون عن مسؤولية الفرد ودوره في دورة النشاط االقتصادي‬
Social Skills: Learners will be demonstrating good social skills as they communicate with customers during
their summative assessment (Market).
.‫ وأنشأوا دكان خاصا بهم‬،‫زار المتعلمون السيتي ينتر مرتين‬
Communicator: Learners will learn how to be good communicators both as producers and as consumers.
Balanced: Learners will learn how to consume goods and services in a balanced way.

5. What resources need to be gathered?

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

Videos:
- “Big Summer Blowout” Frozen

Pictures:
- Comic strips from Brainpop
Books from the library

‫ تمثيلية صغيرة في الصف لقهم العرض والطلب‬، ،‫مشاهدة فيديوهات تعر\ف النشاط االقتصادي‬

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

Learners will visit the school’s Finance and Business Manager to learn about economy.
Learners will create their own market in the music room.
The word wall will be used to documents all newly acquired words related to the unit of inquiry.
The classroom library will be equipped with all books related to the unit of inquiry.

‫لصق الملصقات االعالنية في ممرات المدرسة‬

© International Baccalaureate Organization 2007

Reflecting on the inquiry

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 What were the learning experiences that enabled students to:
central idea. The reflections of all teachers involved in the planning and teaching of the inquiry
should be included. • develop an understanding of the concepts identified in “What do we want to learn?”

The summative assessment task assesses the central idea. Learners were capable of Form: Learners had several discussions about the form of money.
demonstrating their understanding based on their comportment and answers during the Function: Learners had several discussions about the function of money.
market day.
Art: learners understood the importance of having producers and consumers, and they were Responsibility: Learners had various discussions concerning producers’ and consumers’
responsibilities
very excited by the idea of gaining profit out of their products. They also showed care in
• demonstrate the learning and application of particular transdisciplinary skills?
creating packages and items for the market to be able to attract consumers.
Social skills: Learners communicated well with consumers.

‫عمل المتعلمون ضمن مجموعات النجاز اعمال متعددة‬

Self-management: Learners learned to make informed choices when buying goods and services.
How you could improve on the assessment task(s) so that you would have a more accurate
picture of each student’s understanding of the central idea. develop particular attributes of the learner profile and/or attitudes?
One way we can improve the summative assessment task is by adding a math part where Communicator: Learners were held accountable towards what they shared during classroom
learners take responsibility of their own mini cashier at their shop (managing the exchange of discussions. Learners practiced communicating with consumers.
money using addition and subtraction)
Balanced: Learners made balanced choices when buying from the school’s cafeteria

What was the evidence that connections were made between the central idea and the .‫اكتسب المتعلمون دور الفرد في النشاط االقتصادي من خالل مسؤوليته في عملية االنتاج واالستهالك‬
transdisciplinary theme?

Learners demonstrated good social skills when communicating with consumers. The products’
prices were also balanced and logical.

‫ كذلك بانشاء عالقات وروابط اجتماعية‬،‫سمح التقييم النهائي للمتعلمين بالبحث والتصميم‬

© International Baccalaureate Organization 2007

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.
Learners pushed the inquiry further by wondering:
- How are coins made?
9. Teacher notes
- School’s library lacks economical resources that fit learners’ age.
- A visit to the bank would have been useful to introduce learners to the concept of loans.
- Learners are required to add and subtract numbers up to 1000, so the use of Lebanese
currency was a bit challenging and beyond their math requirements.

- How are shoes made?

.‫ رائع ومليء باالنشطة‬،‫محور( غني بالمعلومات‬
- How products reach the supermarket (following their visit to Carrefour)?

- Do they sell kids?

‫البحث عن تعريف النشاط االقتصادي‬

‫البحث عن مختلف انواع االنشطة االقتصادية في العالم العربي‬

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 do we do with money?

-What is the difference between goods and services?

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.

Learners decided to create their own market.

Learners decided to create posters as advertisements for their market.
Learners decided to donate the money they have collected to people in need.

© International Baccalaureate Organization 2007