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 suggested byAge thegroup:
teacher and/or students to encourage the students to engage with the
What are the possible ways of assessing students’ prior knowledge and skills? inquiries and address the driving questions?
To inquire
What evidenceintowill wethelook following:
for? FINDING INFO
To assess their prior knowledge about the topic, students made paragraphs to relate the pictures of global
School: Sekolah Ciputra School code: 7179
 Explanation the basic knowledge of weather, season and climate using ppt presentation
Transdisciplinary theme: Sharing the Planet
warming causes and impacts with the issue. Furthermore, they then make T-chart to identify the changes of  Watch movies about Weather, Ocean Current, Air Pressure, Season, Climate
An inquiry
Earth intoand
in the past rights
now.and Weresponsibilities
also ask students in the struggle
to define toofshare
meaning severalfinite resources
thematic terms with other
such as people and  Discuss
global Title:
the Sharing
environmental the issues
Planet (pollution, deforestation, ice melting, etc.) after or during viewing movies about
with other
warming livingchange,
climate things;greenhouse
communities gasses,and etc.the relationships within and between them; access to equal environmental issues PYP planner
opportunities; peace and conflict resolution.  Show presentation about greenhouse effect and then continue with greenhouse effect animation and carbon cycle. Read
Teacher(s): Ary, Palupi, Yosef, Agustina, Diana, Primma, Hestya
What are the possible ways of assessing student learning in the context of the lines of inquiry? What article about greenhouse effect, record and create chart of it.
evidence will we look for? and Helen
 Experiments Hutton Gasses. Students are going to observe, record and make conclusion of the result in the end.
of the Greenhouse
Central
WALT idea: WILF Assessment Task
Assessment Assessment
Strategy Tools  Explain the concept of cause and effect (Global Warming vs. Climate Change)
People’s
To explain the
actions influence
Identify the important detailsour World
of Weather, Climate
Season and Climate SORTINGDate:OUT January 10th - February 25th 2011
(definition and characteristics)
influence of Explain how do Weather, Season and Climate work
Create a free
Process-  Collect, select, and discus the pictures about human action can produce much CO2 and CH4 and increase the temperature in
presentation of the
Summative
climate system assessment
Explain how they aretask(s):
connected to each other focused Checklist the earth. Students do peer share and create ten most important facts about climate change from the video.
Proposed duration:
watching7animation,
weeks or movie about global warming.
normal weather
to the earth Conclude how the system influences the living condition on Assessment  PPT global warming,
What are the possible earth ways of assessing students’ understanding system of the central idea? What
evidence, including student-initiated
Include supporting actions,
illustrations and clear explanationwill we look for?  Experiments of the Global Warming – Climate Change. Students are going to observe, record and make conclusion of the
Identify the facts and changes that happen on present earth result in the end.
To understand which lead to the environmental issues 2. collect
Whatthedo we(pictures,
want news,
to learn?
Proposing
how climate andExplain present/campaign
the greenhouse gasses and a program of action to counteract climate change. They must
effect
 Students data graph, or movie) about extreme weather from different countries.
Create a diagram of  Sharing the data to see that extreme weather(form,
is happening around causation,
in the world. change, connection, perspective,
include: the purpose
change and description
Explain the relationships of
between the greenhousethe program,
effects and
thethe
causereason
and effect why we have toChecklist
Performance do the What are the key concepts function,
happens global warming Assessment  Watching video and ppt (see drive M and resources folder in public) about further impacts of climate change then define
program, howAnalyze it helps to counteract
how global warming affects theclimate change, and evidence of action. Criteria (draft):
world’s climate
of global warming
responsibility, reflection) to be emphasized within this inquiry?
what climate change is.
Explain how the human activities can cause climate change
 Develop creative idea to initiate action  Students search to collect many kinds of evidences that the climate is changing now.
Propose ways to counteract the climate change
Concepts: Causation, Change, Responsibility
 explain
To Composethe an action proposal
Identify further impact of climate change
Identify the connection of changing climate system to extreme
Create a diagram of Process-  Students analyze the connection of changing climate system to extreme weather
Related Concepts:
effects of the cause and effect focused Checklist GOING FURTHER
climateAnalyze
change how
weatheraction can counteract the Climate Change
 IT lesson
Science : climate, seasons, system, transformation, adaptation,
folder driveatmosphere, pollution
of climate change Assessment
Identify further impact of extreme weather  During students learn Movie Maker skill (see the IT planner in archive V).
 Display onDemonstrate going acommitment tocontent
clear understanding of the the action  The 
Movie Social
maker is Studies
a : environment,
visualization of cause and impact,
effect consequences,
diagram). The content geography,
must include: sustainability,
Normal condition initiative,
of earth, The
Download and collect pictures about climate change from the
 beWeekly
To able to journal
internet and(Diary of action-
show understanding teacher
about legal and parents’ observation and students self-
and copyrights changes, Theresponsibility
causes, Global warming diagram and effect, Extreme weather/climate change, Further impact, Counter act
use Ms. Movie
reflection (include the reference) Create a video about Process- climate change guidance.
Maker to create Understands the file management system to save project data climate change using focused Rubric
ACTION What lines of inquiry will define the scope of the inquiry into the central idea?
a video (video, picture, sound) Ms. Movie Maker Assessment
 Students shared their understanding to other PYP level.
Uses suitable audio and text to support the video clip
Summative: Edit movie with special text effects, picture effects, narration
knowledge  Causes of the world climate change
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
 Explain how the chosen action helps to counteract the climate change Concepts: How climate change influences our world
and transition effects

 Exhibit natural curiosity toward the topic learned  Causation : Students

Wayswill in have
which we can counteract
the opportunities to learn a lot ofclimate
the causeschange
and effects of global warming and climate change.
 Display ongoing commitment to the action  Change : Students will analyze their daily activities and hopefully change whatever possible the ones that cause global
What teacher questions/provocations will drive these inquiries?
 Evaluate the effectiveness of the action (people who do the action, level of minimizing the warming.  What
Responsibility are will
: Students the take
connections
an action and between
be committed weather,
to do itclimate
. and season?
effect) Skills  What is greenhouse effect?
 Evaluate the sustainability of the action  Research Skills : observing, collecting, recording, organizing and interpreting data
 How does global warming happen?
 Compose an expected template of proposal  Thinking Skills : comprehension, application, analysis, synthesis, evaluation, dialectical thought
 What impacts have we experienced as the result of global warming?
 Communication Skills : listening, speaking, reading, writing, viewing, presenting.
 Organize the action effectively
Attitudes: Why do people have to respond and to counteract climate change?
 Communicate the information effectively during presentation  Respect : Students need:to respect mother nature by not harming it in all possible levels.
Provocation
 Commitment : After learning the unit, students are expected to take an action and be committed to do it.
LEARNING OUTCOMES:  Observing
 Appreciation : Students arepictures
expected toofvalue the the
random causesand
earth existence andhow impacts
dependant global
we arewarming,
on it. then compose a
 Demonstrates understanding of the causes of climate change Profiles: paragraph to explain the connection between the picture and the issue.
 Caring: Students Identifying
need to grow thethe earth
sensecondition
of caring tobefore and after
the environment changing
as we live alongafter viewing videos of ‘Earth’.
with them.
 Explains how climate change impact on our world
 Principled : Students need to be determined of helping the world while some other people still don’t care.
 Organizes actions to counteract climate change  Reflective : Students are expected to reflect on their daily lifestyle and change into the earth-friendlier lifestyle.
 Creates a movie clip to raise awareness about climate change
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 analyze in details, the causes of climate
change and its further impacts, the importance of doing the action to counter act climate
change. The personal actions that they did showed that they really understand the
sustainability of action can slowdown climate change.
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.
What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
An inquiry into rights and responsibilities in the struggle to share finite resources with other
people and with other living things; communities and the relationships within and between
them; access to equal opportunities; peace and conflict resolution.
Students learn that as part of human beings, they need to take responsibilities of the Earth’s
resources, including the environment which supports living things.
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)
this website is about the facts of climate change and the how it changes around the world
http://dsc.discovery.com/convergence/globalwarming/interactive/interactive.html
http://climate.nasa.gov/ClimateTimeMachine/climateTimeMachine.cfm
http://climate.nasa.gov/stateOfFlux/
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/climate.stm
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/gulf.stm (to explaine ocean current cause the extreme weather)
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/feedback.stm
http://news.bbc.co.uk/2/hi/8142048.stm (impact around the world)
How will the classroom environment, local environment, and/or the community be used to facilitate the
inquiry?
The local environments, which are the roads, vehicles, air, local temperature, factories, pollutions, can help students to observe
and analyze the causes of global warming and the impacts. The students can realize that the climate change is happening in their
environments.
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?”
 Causation, Change: scientific experiments about how temperature affect the release of
CO2, watching videos on how humans activities have changed the living conditions on
Earth
 Responsibility: find out various ways to counteract climate change from each of the
video, filling in the action journal to record the evidence of the action
Demonstrate the learning and application of particular transdisciplinary skills?
 Research skills : students were exposed with collecting, recording and organizing
important information when working on the weather, season and climate system, making
connection between this system to global warming and climate change, identifying
various ways to counteract climate change.
 Communication skills : having an outing to an eco-school (SDK St. Theresia) where
students explored more about ways to counteract climate change with the teachers and
students from SDK St. Theresia; during the sharing day, students shared and promoted
their actions to various audience (PYP1-PYP4; adults: parents, other teachers; students
from other school).
 Thinking skills : students were challenged to comprehend, analyze and evaluate data on
analyzing the individual chosen action against the percentages of climate change causes.
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.  Students understand some of basic  Students must analyze deeper about the
knowledge of climate change especially causes of climate change. The connection
Student-Initiated Inquiry
about greenhouse effect concept must be improved.
 Students practice to state their own central idea and lines of inquiry by modifying  Students understand the lines of inquiry of  We should make this unit more interesting
provided central idea. They started to develop their inquiry about further impact of climate change unit, about causes and by providing more hands on activities.
climate change, such as the spread diseases, the most extreme weathers etc. They mostly effects of climate change, and the action to  There is a concern about research skill. And
used Internet as a main resource to answer their own inquiry questions, concluded their counteract climate change. we should teach more questioning
findings. Unfortunately, they haven’t finished yet presenting their understanding due to  Guided questions can be put in (the stage 4 techniques. So student’s questions should be
the limited time. or class lesson plan) as a simplification of deeper.
Students’ Questions the teacher’s questions in details.  Students must develop their thinking skills
 Some students made very good inquiry and get deeper analysis (so far it’s only
 Can global warming really vanish human existence?
questions and followed up by doing comprehension)
 Did global warming or climate change also occur in the pre-historic era? independent research.  Students need to be more detail in writing
 Is there any better/faster/cheaper ways to counteract global warming / climate change?  We have many good resources (video, ppt, their action journal.
 What is a carbon footprint? How we measure it? pdf, articles and pictures)
 The use of movie maker to show student
understanding about climate change was
At this point teachers should go back to box 2 “What do we want to learn?” and highlight effective and challenging for student.
the teacher questions/provocations that were most effective in driving the inquiries.  We have various of assessment
 What are the connections between weather, climate and season?
 What is greenhouse effect?
 How does global warming happen?
 What impacts have we experienced as the result of global warming?

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.
Student-Initiated Actions
 Students are committed to do the action and educate others by telling to relatives,
nannies, and drivers, especially for shopping, students bring their own bag. They also
reduce the use of water heater and turn off the light without reminding