Planning the inquiry

1. What is our purpose? Class/grade: 4 Age group: 9-10 years

To inquire into the following:
School: MIS
Transdisciplinary theme: How We Organise Ourselves
Title: Money and banking system
An inquiry into the interconnectedness of human-made system and
communities; the structure and function of organizations; societal decision
making; economic activities and their impact on humankind and the Teacher(s): Umme Salma and Pushpita Nandy
environment.
Date : 12th April – 28th May
 Central idea
Organized systems help people exchange and trade goods and services. Proposed duration: 48 hours over 6 weeks

Summative assessment task(s):

What are the possible ways of assessing students’ understanding of the
central idea? What evidence, including student-initiated actions, will we
look for?
The students will make story board on how changes have been made in the
organization of systems that helped people in exchanging goods and services.
They will make their individual story boards according to their knowledge about
history, evolution and advancement related to money.
Strategy : Performance based
Assessment tool-
Rubric (Teacher assessment) will be used to assess student’s presentation. The
possible criteria will be made with the students with
 Concept Knowledge
 application
 Presentation
 Explanation
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection,
perspective, and responsibility, reflection) to be emphasized within this
inquiry?
Key concepts: Form, Change, Responsibility
 Form-The students will learn about forms of monetary systems, they will also
inquire about forms of different currencies.
 Change-The students will find out the changes found in the trade over the
period of time.(History of money)
 Responsibility -The students will reflect on how they need to be responsible to
know the value of money.
Related Concepts-Economy, Trade, Financial services
What lines of inquiry will define the scope of the inquiry into the central idea?
1. Why was money created and what did people do before the money existed.
2. How is a bank organised and what services does it provide.
3. Value of money.

What teacher questions/provocations will drive these inquiries?

 Why was money created?
 Why and who used it first time?
 What people used to do before the money existed?
 How is a bank organised and what services does it provide?
 Why should we value money?
 Explore various terms and services associated with bank?
 What prompted people to use bank services?
Provocations:
Money of different times and various countries will be kept beforehand in the classroom.
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?
The students may be assessed on the basis of their experience while
exchanging things with money.
They can also be assessed on what other thing do they want in place of
money for exchanging programs to check their thinking skills and creativity.
What are the possible ways of assessing student learning in the context
of the lines of inquiry? What evidence will we look for?
 Formative Assessment 1
Task ;-Presentation on monetary and barter system.
Strategy : Observation.
Assessment tool: Rubrics
 Formative Assessment 2-
Task : Report writing after visiting a bank.
Strategy : Continum
Assessment tool: Checklist
Evidence: The students after visiting a nearby bank will submit their report in
which they will include the content related to the working of a bank.
 Formative Assessment 3- Poster making on ‘Value of money’
Assessment tool: Rubrics.
Strategy : Constructed response.
Evidence: The students will express their ideas on what is the value of
money in their life and they can also list the things which we can’t buy with
money.
© International Baccalaureate Organization 2015
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?
 Brainstorming session on ‘What people used to do before the present
currency type money existed’?
 Research work on why was money created?
 And Why and who used it first time?
 The students will make different corners for Monetary and barter
system in their class and collect information or articles related to each
corner and at last will give presentation to describe the differentiation.
The facilitator will also help kids in making coins of different shapes
and sizes with the help of molding techniques with the help of their art
facilitator.
 The students will learn about bank organisation and will visit a nearby
bank and then make a report on services provided by a bank. The
students will also design an ATM and will explain the usage of it.
 The students will learn about currencies of different countries and will
do an activity on ‘money exchange counter ‘related to it. The students
will create a real life situation in the class .
 The students will make posters on ‘Why should I value money? in
MS-Word ‘.
 Show integrity towards exchanging goods and services with money.
 Respect: The students will make posters on’ how can I value money’?
and will learn to value and respect money.
Planning the inquiry

What opportunities will occur for transdisciplinary skills development and

for the development of the attributes of the learner profile?
Learner profile:
Knowledgeable: The students will acquire knowledge about history of money,
organisations related to it and why is there a need to value money.
Inquirer: The students will do inquiry on:
 Why was money created?
 Why and who used it first time?
 What people used to do before the money existed?

Skills:
Thinking: The students will use their thinking skills in the application of concept
related to money in their day to day life.

Research: The students will do research work on ‘Evolution of monetary system.’

Attitudes:
Cooperation: The students will get this attitude while acquiring the knowledge
about Barter system.

Integrity: Through various activities like money exchanging programme they will
show integrity towards exchanging goods and services with money.

Respect: The students will make posters on’ how can I value money’? And will
learn to value and respect money.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
 Library for books on the history of money ,Earning Money, Money Carrers,The value of money by Gerry Bailey and Filicidal law
 Ict lab for doing research work
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
 Bank for inquiring about banking system
 www.youtube.com (videos related to barter, monetary and banking system)
 http://kalyan-city.blogspot.in/2011/02/what-is-bank-introduction-definition.html
 https://en.wikipedia.org/wiki/Bank
 A nearby bank- UCB bank.
© International Baccalaureate Organization 2015
Reflecting on the inquiry

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?”

How you could improve on the assessment task(s) so that you would have
Demonstrate the learning and application of particular transdisciplinary
a more accurate picture of each student’s understanding of the central
skills?
idea.

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

What was the evidence that connections were made between the central
idea and the transdisciplinary theme?

© International Baccalaureate Organization 2015

Reflecting on the inquiry

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 2015