Planning the inquiry

3. How might we know what we have learned? 4. How best might we learn?
1.
ThisWhat
columnisshould
our purpose?
be used in conjunction with “How best might we learn?” What areClass/grade: 5
the learning experiences Age
suggested by thegroup:
teacher and/or students to encourage the students to engage with the
To inquire
What into the
are the possible following:
ways of assessing students’ prior knowledge and skills? inquiries and address
School: the driving
Sekolah questions? School code: 7179
Ciputra
What evidence will we look for? FINDING INFO
 Watching Title:
videoWhere
(explorationWe are inGeographic):
by National Place and Time
students watch the video about exploration in modern era. They identify kinds
Transdisciplinary theme:
To assess their prior knowledge Where
about Wethe
exploration, Are In Place
students And Time
made double entry journal about their prior
knowledge Teacher(s):
explorations, Ary,
tools, strategies, Palupi,
purposes, Yosef,
impacts, problemsAgustina,
and solutions.Diana, Primma, Hestya
An inquiryabout
into exploration,
orientationheld class discussions
in place based on the
and time; personal mind maps’
histories; homesresult,
andreported
journey;back
thethediscoveries;
result
 After exploring school area and watching movie, students use their own experiences and knowledge to define what exploration is.
of exploring school
explorations area which explains
and migrations about goals
of humankind; theofrelationships
journey, persons to comeand
between with,
thethings to prepare, risk of
interconnectedness and Helen Hutton
 The characteristic of explorer and exploration: students use their experiences to identify the most important characteristic/qualities of explorers and
analysis and plan to survive. Date: July 19th - August 27th 2010 PYP planner
individuals and civilizations, from local and global perspective. exploration.
 Research skills: students practice research skill by using different kinds of resources, such Marco Polo video, books, and Internet. They follow
What are the possible ways of assessing student learning in the context of the lines of inquiry? What research skills guidance.
Central evidence
idea: will we look for? SORTING OUT Proposed duration: 6 weeks
Assessment Assessment Assessme  Explorer card: students choose an explorer and apply research skill. They identify the important facts about early life, reason, voyages, routes, and
Human WALTexploration has an impact WILF on society. Task Strategy nt Tools impact of exploration.
Identify the purposes for explorations  Use Encarta mapping: students learn how to read Encarta map, copy paste, and trace the route of explorer journey. They also give explanation
Tell the voyages/route of explorations Create an
Summative
To know the assessment task(s):
Identify the tools used for the explorations exploration Process- each voyage.
significant roles focused Checklist  Discussion how to categorize the explorer cards.
What are the possible ways
Identify the of assessing students’
findings/accomplishments of the understanding
biography about of the central
Assessment
idea? What  Class time line : all students categorize the explorer cards into the correct order based on destination continent and time of explorations.
of an explorer
evidence, including student-initiated actions, will we lookanfor?
explorations explorer
 Venn diagram : students choose one other explorer to compare and contrast based on their own categories (reasons, findings, tools, strategies,
Describe the impacts of explorations
crew, technology, nationality, impacts, etc . ).
Each student will choose one explorer and explain about
From two biographies of explorers in different
Createtheir
a Vennexploration, journey, discovery Analyze 2.theWhat
overall purposes
do weandwant impactstooflearn?
explorations throughout time and around the world based on the class timeline.
To understand era…
and reasons
the change of of the exploration.
Differentiate Students
the two factual will explain based
information
Diagramon the timeline for each destination
of two  Using powerpoint slides to support them in making conclusion of explorations.
explorers in What are the key concepts (form, function, causation, change, connection, perspective,
(America,
exploration Africa, Asia,
(reasons, Australia,
purposes, Others
tools used, strategies,(outer
routes, space, jungle, pole, ocean,
different era (so
Performance
mountain, GOING
Assessmentcave, Checklist
FURTHER
throughout crews, findings, etc)  Students responsibility, reflection)
choose one other explorer that they’re to be emphasized
interested in and produce thewithin
biographythis
of the inquiry?
explorer in Bahasa Indonesia (explorer’s data,
etc).
time Identify the important similarities between the two
as to show the reason of exploration, voyages, accomplishment, end of life and exploration, contributions and impacts and bibliography)
obvious change)
Then, they willfacts see their group of destination to identify the world in the past and changes  StudentConcepts: work in a groupChange,
based on theReflection, Causation
destination of exploration (Asia, Africa, South America, North America, Vikings, Polar Regions, Australia
and Space)
happened after Explain the reasons of exploration
the exploration. In the museum, they will also make a conclusion of how the  Students Related
mention theConcepts:
contributions of their exploration and analyze the description of before and after exploration.
Analyze the (positive and negative) impacts of past
exploration
To understand has led to the changes in a society/ they brought
explorations to ‘the’ era of exploration to the native
Create a student-
Process-land (contribution)  Finally, students make the conclusion of exploration (the impact of exploration to modern world and the importance of learning the past
Social Organization and culture (artifacts, religion, diversity)
the overall choice explorations).
and help us
importance of understand the world better.
(to him/herself , to the indigenous people, to the
presentation
focused
Assessment
Checklist
ACTION Continuity and change through time (discovery, exploration, history, progress)
place discovered, to the explorer’s origin country)
exploration format  Students shared their understanding to other PYP level.
Connect the impact of past explorations to the
Summative Criteria: today’s society REFLECTION What lines of inquiry will define the scope of the inquiry into the central idea?
To be able to State the choice of the topic  Students produce the reflection writing ‘If I were an explorer…’
 use research
Identifies the significant events throughout
Create questions related to the chosen topic
the journey
Applying the  Reasons people explore
 skillsExplains possible reasons
List down important of theforexploration
keywords researching skills in their Process-  The
What opportunities will occur
role forof transdisciplinary
exploration in skills development
shaping theand for the development of the attributes of the learner profile?
society
appropriately to Sort out information from many resources formative and focused Concepts:
 coverMention
Continuum
the the changes
Produce in a society
a comprehensive as the
composition impact ofsummative
writing the explorations Assessment  Change: Students The importance
learn of exploration
about changes/development towards
of explorations our time.
throughout livesFurthermore, they will analyze the changes have happened
 required
Make comparison between
using the information before
garnered andown
with their after the exploration
project working toward the society as the impacts of exploration.
knowledge words  Causation: WhatStudents will find out
teacher reasons people explored and their contribution
questions/provocations will drive to the world. inquiries?
these
 Concludes the importance from explorations in our lives  Reflection: Students were able to make conclusions regarding the importance of exploration for their lives.
 Exhibits natural curiosity toward the topic learned Skills 1. What is an exploration?
 Is independent during the project-working  Research 2.skills:What
studentssimilarities
will be involved and
in lots differences canregarding
of research especially we seewith between
secondary explorations overtime?
resources to find. They will learn how to formulate
research questions, collect accurate data independently, analyze the data and use it to answer their inquiry.
 Displays confidence during the presentation 3. How has the exploration led to the changes in a society?
 Communication skills: students will present their knowledge in an attractive way during sharing day. There will be two communication skills that
4. speaking
are covered; Howand does
visualexploration
presentation (IT,help us understand the world better?
map) skills.
 Uses the sequence of research skills to organize the information Attitudes:
 Demonstrates speaking skills by giving oral explanation clearly to the audience  Provocation
Confidence : display their confidence during sharing day
: Students will
 Uses visual presentation to communicate the information effectively   : Students
Curiosity Explore certain
will show areas
curiosity whenin theform
they school with
questions theanswer
and then goalthem
of examining
through researchthe area which they could
study.
 benefit/interest
Independence their
: Students can manage country.
their own time to complete tasks.
LEARNING OUTCOMES: Profiles:
 Watching compilation of short movies telling several explorations.
 Explains the reasons of explorations  Knowledgeable : knowledge will be gained through accessing and reading many secondary resources
  Make mindmaps to brainstorm what they’ve known or thought about explorations
 Investigates the changes happened as result of explorations Inquirer : students will follow the proper research stages for finishing their formative and summative tasks
(human exploration, impact and society).
 Analyzes the impact of explorations  Communicator: During sharing day, students will communicate their understanding as a presenter.
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.
From the summative task, students were able to explain in details, the short personal history
of their chosen explorer, as well as the impacts of the particular exploration, for the
exploration personally, for the society at that time, for the society nowadays, and for the
student him/herself. Students also drew conclusions from several explorers of a certain era
and area to see general patterns of the impacts of the explorations.
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.
 Strengthen students’ reading skills.
 Better management of students’ grouping
 Share the WALT and WILF to the students from the beginning of the unit.
 Display the assessment criteria.
What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
An inquiry into orientation in place and time; personal histories; homes and journey; the discoveries;
explorations and migrations of humankind; the relationships between and the interconnectedness of
individuals and civilizations, from local and global perspective.
Human Exploration has an impact on society.
Human exploration deals with the know-how of the area and the particular time in an era, as
it relates to the methods of transportations and the chosen routes; it relates with the personal
history of the explorers, the discoveries and explorations made; it relates with the impacts on
the society, either individually or in a civilization; the impacts on the society are explored
from different point of views (the indigenous, the explorers, the explorer’s society and the
society nowadays).
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? (find
these in Multimedia folders)
Video : Marcopolo, National Geographic
Powerpoint Slides : impacts and reasons of explorations
Books: Articles about explorers. Internet websites: museum explorers etc. There are lots of resources about
explorers however students and teachers must sort the most appropriate ones. Indonesian comic books about
explorers.
How will the classroom environment, local environment, and/or the community be used to facilitate the
inquiry?
School area is used to provide an exploration experience where they will identify reasons they explore, how
to achieve the goals (strategies), the achievement (results), feeling, the impact on them and society (within
class/school).
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?”
 Change : students mentioned the changes of exploration throughout time, and made timeline
based on area of exploration.
 Causation : students analyzed the causes and various reasons of people explore and the
positive/negative effects of each exploration from different perspectives (explorer, explorer’s
country, native land, native people and modern people).
 Reflection : students interpreted the overall purposes and impacts of exploration throughout
time, stated the importance of learning past explorations, and made reflection writing ‘If I
were an explorer..’. Students used various resources (at least from three different resources) to
ensure the validity of the information.
Demonstrate the learning and application of particular transdisciplinary skills?
 Research skills : students were exposed with collecting, recording and organizing important
information when working the projects of making the explorer’s information card, the Venn
diagram and the description of before and after of explorer’s contribution.
 Communication skills : there were several formative and summative tasks which required
students to read and view information, write, orally present and display their final
understanding.
 Thinking skills : students were challenged to comprehend, analyze and evaluate data on
making the overall purposes and impacts of exploration and when comparing two information
on the Venn diagram.
 Social skills : students discussed ideas and worked together for the class display.
Develop particular attributes of the learner profile and/or attitudes?
Attitudes:
 Confidence : presenting their project and the unit understanding during the sharing day to PYP
4 students and classmates.
 Curiosity : making personal questions and answered to fulfill their own inquiry.
 Independence : students remembered their username and password, log in into their personal
drivers when researching and storing their projects. Students prepared the equipment and
materials for their learning.
Profiles:
 Knowledgeable : knowledge was gained through accessing and reading many secondary
resources.
 Inquirer : students created personal questions and searched the answer to accomplish the
project working of ‘the overall purposes and impacts of exploration’.
 Communicator : students communicated their understanding through their in and orally
explain it during sharing day.
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 Strengths Area of Needing Improvement
that were incorporated into the teaching and learning.  The Transdisciplinary Theme, the Central  The management of Summative task based
Student-Initiated Inquiry Idea and the Lines of Inquiry are linked on students’ interest resulted on the
and carefully scaffolded to guide students’ inequality number of students.
 None and we plan to have a better strategy for the next UOI. inquiry.  Division based on area of exploration
Students’ Questions  Teachers are ready with sufficient could be tricky as one explorer could
teaching resources (non-fiction books explore on more than one area. We need to
 What are the things to be / might be explored in the future? from library, maps, internet resources) and consider the management of timetabling
 How can I be a successful explorer? guidelines to assist students to work on and number of teachers.
 How to make the explorations better? their formative and summative projects.  Students also need to decide in which area
 What if there was no exploration?  The management of Summative task of destination of exploration that they want
provided opportunity for students to to focus.
explore their inquiry (which is based on  Students’ limited thinking skills
At this point teachers should go back to box 2 “What do we want to learn?” and highlight the explorer’s area). (comprehension, application, analysis,
the teacher questions/provocations that were most effective in driving the inquiries.  The management of simple yet effective synthesis and evaluation) and more
sharing day is flawless. advanced concepts that were focused in the
1. What is an exploration?
 The assessment criteria, strategies and UOI (causation and reflection) became
2. What similarities and differences can we see between explorations overtime?
tools their barrier to produce final result which
3. How has the exploration led to the changes in a society?
suit to the level of teachers’ expectation.
What student-initiated actions arose from the learning?  Not every explorer has ample information
and student-friendly language.
Record student-initiated actions taken by individuals or groups showing their ability to
reflect, to choose and to act.  We need to do some vocabularies
scaffolding in English by the beginning of
Student-Initiated Actions the unit.
 Few students brought and used artifacts to support their presentation (stuffed animals,  Encourage the students to print the
spices, maps, fabric). resources instead of using
 Few students used their own time to prepare the display for the sharing day.