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Class/grade:
transdisciplinary theme
Inquiry into the ways in which we discover and express ideas, feelings, nature,
culture, beliefs and values; the ways in which we reflect on, extend and enjoy
our creativity; our appreciation of the aesthetic
central idea
Age group:
Title: Materials
Teacher(s): Charo, Brenn, Carmina, Dean, Bea
Date: November 4 to December 15, 2015
Proposed duration: 6 weeks 8 hours a week
What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Goal: Create and produce an artwork that shows personal styles and
uniqueness
Role:.Material/Art Engineer
Audience: School community, parents
Scenario: As a Material/Art Engineer you will create and produce an artwork
using a material of your choice. You will also include the benefits of the material
and your artwork to the society
Product: An artwork/instrument made of ready-to-find materials. They also write
an essay showing the concepts, their understanding about the properties of
materials and how they express their creativity in the context of their
artwork/instrument.
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 will create a work of art that would show their understanding of the
central idea. They will try to show how materials can be manipulated to express
their uniqueness 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?
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?
Line of Inquiry
What will be
assessed?
Tuning-in:
The Spark- Students guess a mystery object in a small bag and also guess the materials used in these objects.
Video Clips- Students watch the video clips Plastic Bottles Light Bulb and Families in the Dump. They share
how the different material were used to create a product, i.e. bulb.
Things Around Us- Look at the objects around you. Identify which materials they are made of.- Examine the
parts of a certain object. List down the different materials used to make each part. Explain why each part is
used.
See Think Wonder- Show an artwork. Question prompts What do you see? What do you think about that?
What does it make you wonder?
Name Them- Name some materials in your home or classroom and identify the properties of each one.
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
How different
materials can be
used to express
creativity
Students
understanding that
different materials can
be used to express
their creativity.
Table Completion
-Students complete a table about different objects
which can be found at home and give the
properties, uses, and type of materials used for
each.
Learning about
art through
different lenses
develop
appreciation
Students
understanding that arts
can be appreciated
through different
lenses.
Imagination Inspiration
- students to use their imagination to create an
object related to unit of study. They may want to
design a new book cover for a title the class has
recently read, or create a visual representation of
an idea about materials. .
Relating
properties of
materials to the
objects they are
made into
Students
understanding that
change in form and use
of materials can affect
its characteristics.
Be Creative
- Students make four different designs for a cup,
each made from a different material. Two of the
designs must work and two must not work.
- Students explain why each of the cups will be a
success or a failure.
A. Transdisciplinary Skills
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Artifacts that are made up of different materials are displayed in our UOI museum.
International Baccalaureate Organization 2011
9. Teacher notes
Enough time should be allotted for the instrument making so students would enjoy
the activity more.
Also, there should be an integration of summative assessment like Art and UOI as
the unit was focused on the former.
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.
In Music, they thought of changing the materials of some instruments. They also
tried to find out the different sounds, their new instrument would produce.
They also told their family member to collect plastic bottles and papers instead of
throwing them right away to the trash. As an effort to help the schools
maintenance team, the students gave plastic and glass bottles which could be sold
by them.
Most of the activities were about creating something, thus there should have been
several exposures and hands on experiences on creating materials.
The teachers should also consider the multiple intelligences and allow them to
freely create something which is related to the topic.
The students could also be grouped as per their preference or according to the
output they would like to come up with.
Attachment A
Finding Out
Data collection
Experiences to assist students to gather new information about the topic
Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand
data in a range of ways (usually shared experiences)
Sorting Out
Gauging, organizing or representing new information
Activities to assist students to process and work with the information and ideas they have
gathered about the topic (including exploring values)
Organizing, analyzing and communicating the information gathered using a range of vehicles (e.g
through Maths, Arts, English, Drama, Music or IT)
Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Expressing their creativity, students manipulate different trashes (that can be recycled) in order to come up with any object that would show their creativity.
Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an
important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together.
Students create a generalization chart and come up with their generalization to show what they understood from the unit.
Students showcase their products during assembly and encourage other students to support the recycling program of the school.