Planning the inquiry

Revised: March 20, 2013

1. What is our purpose? To inquire into the following:

Colegio Bilinge Carson

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Class/grade: Kinder II Title: The superheroes Teacher(s): Miss Lizeth, Miss Paulina, Miss Argelia, Music and art teacher Date: March Proposed duration: number of hours 35 2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, and responsibility, reflection) to be emphasized within this inquiry?

transdisciplinary theme

How we organize ourselves: An inquiry into the interconnectedness of humanmade systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. Central idea Some people have the need to believe in heroes to feel safe.

Age group: 4-5

Summative assessment task(s):

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

over number of weeks 4 weeks

The classroom will be divided into teams, the students will be asked to create a fiction superhero and a community helper, they will draw them and explain to the class why they made their superhero and the community helper. They can explain the difference between them. The object of the activity is for them to recognize the difference between real heroes and fiction heroes, and what they do for our community. As an evidence of what they learned. When the students learn about the community helpers, there will be place in the classroom where they can role play: The doctors office, where the students will play the role of the doctor, the nurse, the secretary and the patient. This way all of the students can change roles. The teacher will evaluate the students while they are acting, by making questions about what they are doing.

Key concept: Perspective and reflection Related concept: Fiction

What lines of inquiry will define the scope of the inquiry into the central idea? Community helpers. Fantasy heroes. The means of transportation of the community helpers. What teacher questions/provocations will drive these inquiries? Who is your favorite superhero? Why? What do you think a hero is? Do you know what a villain is? What would you do if you were a superhero? Do you know what fiction means? What is a community helper? Why do you think they are important to us? Do you think that community helpers make our city secure? Are there any real life villains? What would you like to be when you grow up? How do the community helpers travel?

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International Baccalaureate Organization 2007

Planning the inquiry

4. How best might we learn? 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?

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? The teacher will explain with fragments of movies whats fiction and whats not, she will also reads stories and explain the difference. The teacher will talk about the superheroes and about the community helpers. Fiction and nonfiction heroes. Students look for and investigate at school and at home about community helpers and comic book heroes. Look at a few comic books, movies and coloring books to get ideas of the kind of heroes they like and on how to create their costume .Bring to class drawings of your favorite super heroes to a small show and tell for another classroom and their classmates. Go to the library and look for books about the community helpers and their transportation, and make a drawing. The students use costumes to stimulate their curiosity and their imagination The kids will have the chance to listen to different community helper guests and learn more about what each does for our community, then draw and color what you would like to be when you grow up. Ask the students to make a drawing about how the community helper guest helps the community feels secure. The students will create their own costumes about super heroes to stimulate their curiosity and their imagination The kids will use role play to characterize themselves and learn about the different community helpers. The students with the help of the teacher will make a collage about the transportation of the community helpers. The students will visit the firefighters and see their truck and the police to see their cars. What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Communication skills: thinking, they will be challenged to think about the difference between real and fiction. Profile: principled, caring- through learning about the services that community workers provide for our community and the reason for it. Attitude: respect, empathy These will be addressed in group work, class room activities, and magic circle. The students will understand that they need to show respect to the people that work for our communitys safety. They will understand the value of being empathic with someone while representing them.

The teacher will show photographs of fiction and nonfiction and will ask the students to identify what is real and what is not.

The teacher will register the answers in a check list.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? The students will identify the stories that the teacher will tell them if they are fiction or not fiction. Question them about the different jobs that community helpers do and what kind of transportation they use for their work. When they create their costumes the teacher will ask them why they created that superhero, what super power they have and how will they use it.

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? A visitor will read a story to the class, computer software and books and drawings, visitors like the policemen, firemen, doctor and a pilot.

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? The students will ask the guests questions about their job, and what kind of transportation and tools they use, to have a better community. The use of costumes and local community helpers as visitors will make this unit easier to understand.

International Baccalaureate Organization 2007

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.

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?

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.

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

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.

9. Teacher notes

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.

International Baccalaureate Organization 2007