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Planning the inquiry

1. What is our purpose? Class/grade: 5 Age group: 9/10 years

To inquire into the following:
School: GEMS Modern Academy School code:
- Transdisciplinary theme: How We Organize Ourselves
Title: Data Handling

- Central idea: Teacher(s): Ms. Rashmi Rai, Ms. Remi Rajan,

We can investigate data more easily with suitable graphs.
Date:

Proposed duration: number of hours over number of weeks

summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central 2. What do we want to learn?
idea? What evidence, including student-initiated actions, will we look for? What are the key concepts (form, function, causation, change, connection, perspective,
A project of delivering a survey activity and present the set of information. responsibility, reflection) to be emphasized within this inquiry?

CORI: (Collect, Organize, Represent and Interpret) Key Concepts: Form, Function, Connection
What lines of inquiry will define the scope of the inquiry into the central idea?
 Ways we can analyze data
 Use of graphs in daily life

What teacher questions/provocations will drive these inquiries?

1. What should we investigate to become experts on our central idea?
2. How can we analyze data?
3. How do we use graphs in our real life?
4. Why do we need so many different types of graphs?
5. How are different types of graphs similar?
6. How do we know which is a suitable graph to use when showing data?

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?
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?

Students create a whole class bar graph using information sourced from students Create memory hooks to help remember what the mode, median, mean and range are.
(favorite sport). Based on student responses, discuss the key features of the graph Display memory hooks on wall for reference.
and interpret the graph. The activity will inform the teacher of nay misconceptions the Students grouped into 5. Time how fast they can sprint across football pitch forwards and
students might have and give a good indication of the students’ prior knowledge.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What
evidence will we look for?
backwards.
Think Pair Share: Students will explore their environment and identify and record their
observations. Students will discuss and share which graph is suitable and unsuitable.
Bowling scores - Students imagine they have been bowling with 5 different scores. Then
use these to calculate their average score (what is an average? How do we know if we
have calculated the average correctly?) Next, calculate the average scores of group
partners and then the entire group's average (what is an average? How do we know if we
have calculated the average correctly?)
Reading graphs (pie graphs, line graphs)
Students toss coins and record distances. Then decide ways the collected data can be
analyzed and suitable graphs.
Students collect own data from class and then select ways to analyze the data and select
suitable graphs to convey it. E.g., languages spoken, number of countries travelled to, data
related to UOI topic, etc.
Pie graphs: students given circles to determine simple amounts of pie graph % (peer
teaching)
Pie graphs: number of languages we speak, number of countries we have travelled to etc.
Students determine which graph most suitable to convey data and explain why
Gather data and analyze- mean, mode, mean, median
Students find graphs in local newspapers etc. during the unit to discuss in groups of why
they were used
Use graphs for biodiversity unit inquiry requirements; analyze the data in the graphs and
present analyze in peer groups
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Learner Profiles: Students will demonstrate the learner profile of being a Thinker while
determining the suitability of graphs for different data.
Approaches to Learning: Students will develop Thinking Skills while analyzing data in
different ways. Presenting data in various graphs forms, students will develop their
Communication Skills.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

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

The Central idea and student-generated enquiry questions displayed in room and constantly referred to. Use of local newspapers, online news websites to collect graphs
used to support news stories
6. To what extent did we achieve our purpose?
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.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
● develop an understanding of the concepts identified in “What do we want to
learn?”
● demonstrate the learning and application of particular transdisciplinary skills?
● develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.

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.

What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
 8. What student-initiated inquiries arose from the learning? 9. Teacher notes
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.

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.

© International Baccalaureate Organization 2011