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Planning the inquiry

1. What is our purpose?


To inquire into the following:

transdisciplinary theme

Class/grade: 1-5

Age group: 6-11

School: Domuschola International School

School code:

Title: Fitness

central idea

PYP planner

Teacher(s): Brenn Bavia

Recording results and setting realistic goals for ourselves help us to improve
fitness.

Date: Month of August to September 2014

Summative assessment task(s):

Proposed duration: 1 hour & 30 mins

over number of weeks: 6 weeks

What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?

Goal: Students will be able to perform fundamental motor skills


through fitness activities

2. What do we want to learn?

Role: Students will be more determined to initiate awareness and


responsibility on the surroundings.

What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?

Audience: Teachers, Coaches and Students across 8 to 12 years of


age.

Focus Key Concepts: Responsibility / Reflection / Change


Related Concepts: Balance, Health, Fitness, Maturity

Scenario: Every fitness activity there will be a small discussion about


body systems and then they will determine how these exercises affect
their body. Students will also participate on interclass tournaments
and House Games for the application of the movements theyve
learned.
Product: Students will understand the importance of maintaining
proper nutrition and taking good care of their health. Also, Students
will understand the concepts, strategies and tactics as they apply it to
the games and physical activities. (Sportfolio)

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?


1.
2.
3.

International Baccalaureate Organization 2007

Components of Fitness
Best ways to record results
Interpreting the data to identify strengths and weaknesses

What is my responsibility to show safety when exercising?


(Responsibility)
What kind of exercise could you do to develop your cardiovascular
system? (Reflection)
What happens to your body when you exercise? (Change)

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?
Anecdotal Observation on students on how
they interact to the environment and initiate
responsible behavior. (Self management)
Self-reflection and students developing
skills.

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?
G1 & 2 students brainstorm the elements of a healthy lifestyle exercise, good posture, safety while exercising, following instructions,
getting enough sleep, nutrition.
Why is it important to keep active?
Undertake simple physical fitness activities to recognize the physical changes that are occurring in their bodies.
Lead a warm up game students to come up with criteria as to what is important in the warm up game and why warm up is needed.
G3 & 4 Group discussion about the elements that make up a healthy lifestyle
Discussion (recap) re cardiovascular system and what it is. Students keep an activity log to recognize trends in their activity levels.
Students learn how to take their pulse accurately and why it is used.
Students participate in a variety of physical fitness activities including strength, agility, speed and endurance.
Students lead a warm up session including warm up game and stretches
G5 Students work in groups to design a health test that all students could take.

What are the possible ways of assessing


student learning in the context of the lines
of inquiry? What evidence will we look for?
Students keep records of their fitness test
and list also their realistic goals. Teacher
will observe and analyze their records.
Through a written reflection, students write
how their records helped them improve
their fitness.

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?

A. Transdisciplinary Skills
Social Skills:
Cooperating
Throughout the unit, cooperating with team members will be emphasized through ongoing class discussion. The PYP Attitudes poster for Cooperation will be posted and referred to.
Communication Skills
Speaking and Listening
Obviously speaking and listening skills are critical and must be demonstrated on an ongoing basis as the entire unit is based on the effectiveness of communication
Research Skills:
Observing
Students will be selected to act as observer and will be required to take notes and share both positive and negative interactions between group members. In particular, they will look for
trustful and non-trustful actions.
The Learner Profile
Communicators:
The students must at all times try to communicate their thoughts and ideas in regards to the different fitness challenge given to them.
Open-minded:
Being open-minded is absolutely stressed throughout this unit as we must be open to the views and ideas of others in order to explore the best options possible in attaining their fitness goals.
Reflective:
The students will be asked to continually reflect upon their own actions and the actions of their team members in regards to TRUST, COMMUNICATION, and having an OPEN-MIND

5. What resources need to be gathered?


What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Resource Speakers for grasping unique ideas and inspirations.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
By demonstrating proper execution of skills, safety and self-management. Links will be made between good practice in the school pool and then safe practices when going to different sports facilities.

International Baccalaureate Organization 2007

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

7. To what extent did we include the elements of the PYP?

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.

What were the learning experiences that enabled students to:

The use of pedometer (step counter) took a big improvement for our class. It
develops the natural curiosity of the students on how far they will move to finish
the entire activity. I provide unit integration for math and science as well.

develop an understanding of the concepts identified in "What do we


want to learn?"
Responsibility and reflection were very important concepts
throughout this unit. Through a number of class discussions we
were able to reinforce the fact that each person had a responsbility
to contribute to their team. They had a responsibility to act in a
trustful way and to communicate to the best of their ability.
Reflection was ongoing throughout the unit as they were constantly
encouraged to mentally reflect upn their actions and the actions of
their team members. As well, they completed pencil and paper
assessments, both formative and summative, that required them to
reflect on and record how well they communicated, how trustful their
actions were, and how open-minded they were.

Active living, Interactions and Identity is obviously having strong links on this
unit. Compare to other physical activities like team sports, individual pursuits,
and cooperative games inquires self-management into a different settings
wherein the students promote active fitness.

How you could improve on the assessment task(s) so that you would have a
more accurate picture of each students understanding of the central idea.

Evidence excel spreadsheet detailing self-management skills learnt.

Anecdotal notes referencing areas of strength and areas of


improvement

demonstrate the learning and application of particular


transdisciplinary skills?
The students were required to complete pre-assessment, formative
assessment, and summative assessment tasks that focused on the
transdisciplinary skills described above. As well, through class
discussions, listening to feedback from observers, and playing the
games and activities again (with rules changes/modifications), they
were given numerous opportunities to demonstrate the
transdisciplinary skills described above.

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

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


Through emphasis on LP attributes and PYP attitudes and class
discussions, the students were able to understand how critically
important these attributes and attitudes were.

International Baccalaureate Organization 2007

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?


Record a range of student-initiated inquiries and student questions and highlight any
that were incorporated into the teaching and learning.

What is fitness?

How important is fitness?

How can I improve on my fitness?

What happen if I keep on improving my fitness?

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.

Creating a sequence of circuit training exercises

Student led warm-up and stretching

Responsible actions around their surroundings

International Baccalaureate Organization 2007

9. Teacher notes