Planning the Inquiry

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

School:Columbus Colegio Bilingüe Madison code:004248
1a) To inquire into the following:
● transdisciplinary theme Title:. different people, different stories

Different people, different stories. Teacher(s): Maricela , Monica, Margarita, Diana

Date: October

● central idea Proposed duration: 4 weeks number of hours over number of weeks:4 hours

Ideals and convictions that people and societies have reflect what they value.

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?
*Becoming curious about history, other places and times, major events that have
consequently impacted the world in which we live.
*Enjoying learning and finding out about events in history.
*Interview some members in their family and give a feedback on their interviewing
skills
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Function and responsibility.
What lines of inquiry will define the scope of the inquiry into the central idea?
 Social movements and historical events that Mexican people commemorate.
 Social movements and historical events that are recognized internationally.
 What different cultures value.

*Read historical fiction

*Bring a map and color the place in which we live. What teacher questions/provocations will drive these inquiries?

* Discuss with their family history and how different experiences and decisions
changed where they are and what they do now.
* Discuss historical events and how they changed the world.
*Brainstorm: initiate session where the students learn about our place and other
places.
1. What does a family look like.
2.  What is unique or special about our parents' families or our grandparents'
family?
  3.  Why might it be important to study different types of families?
4. What are the traditions you celebrate in your country?

*Talk about traditions they know in other countries and compare them with theirs. 5. What are the traditions you celebrate in your family?
5. Do you know any tradition in an specific country?
© International Baccalaureate Organization 2011

Planning the inquiry

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 What are the learning experiences suggested by the teacher and/or students to encourage the
learn?” 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? *Encourage students to be curious and proactive on their culture.

*Comments about ideals and convictions will do for their lives in a positive way.

* Ask relatives about their background.

Describe all the changes that they have seen in their own life. What opportunities will occur for transdisciplinary skills development and for the development of
the attributes of the learner profile?
*Students talk about what they have learned in a normal chatting.

*Students bring up phrases and situations they have studied about the
different countries. *Students will be open minded to understand that there are many different kind of people and a
diversity of cultures.

*Students will adapt to a certain situation in real life which requires the knowledge of other
cultures.

What are the possible ways of assessing student learning in the context
of the lines of inquiry? What evidence will we look for?

Students can discuss and have a clear idea of the country they talk
about.

5. What resources need to be gathered?

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

*Library, magazines, videos, Internet.

*Computer room searching

*Students will watch videos of the different countries in cultural week.

*Original material bring to the exposition of the countries in the school.

 *Recreation of the cultures inside the classrooms.

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

*Ss had the environment of Cultural Week where they could embrace most of the culture in many countries. They also had the opportunity to compare those cultures with
theirs.

*Objects in the observation area

*Evidence

© International Baccalaureate Organization 2011