Planning the inquiry
1. What is our purpose?
To inquire into the following:
Transdisciplinary theme: Who We Are
An inquiry into the nature of the self, beliefs and values; personal, physical, mental,
social and spiritual health, human relationships including families, friends,
communities, and cultures, rights and responsibilities; what it means to be human
Central idea:
Class/grade: 5
School: Sekolah Ciputra
School code: 7179
Title: Who We Are
PYP planner
Teacher(s): Ary, Palupi, Yosef, Agustina, Diana, Primma, Hestya
and Helen Hutton
Adolescence is a time of many changes
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?
You are a journalist of yourself or others and you need to create a feature: a story
about pre-adolescence of yourself or others. You can start from your or other’s
characteristics (physical, emotional and social), the specific problem that you will
probably or others are already facing and propose the strategies to deal with the
issue.
Summative Criteria:
 states problems related to adolescent changes.
 proposes strategies on how to cope with the problems,
 explains the consequences of the proposed strategies
LEARNING OUTCOMES:
 Explains the changes during adolescence
 Proposes effective strategies to cope with the changes
 Organizes an interview about pre-adolescent changes by preparing questions and
taking notes
Provocation

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Student bring their photos to analyze the development of their body
Then, they write some explanation about their development and changes
At last, students draw and make prediction about how they will look like, feel and the
social changes they will face.
TUNING IN
 Y chart (feels, thinks, sounds like)
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Concepts: Change, Responsibility, Reflection
Related Concepts:
 Adaptation, Growth, Value, Initiative, Behaviour
 Science : living things growth - physical and reproductive
 PSE : self concepts - feeling, differences. health and safety - choices. interactions
with others - relationship
 Social Study : social organization and culture - communication, conflict, identity,
adaptation
 Language : written communication
 IT : social network
What lines of inquiry will define the scope of the inquiry into the central
idea?
 Physical, emotional and social changes
 Strategies to adapt responsibly to the changes
 The consequences of our life choice
What teacher questions/provocations will drive these inquiries?
 What indicates puberty?
 How are boys and girls different?
 How will the changes influence our lives?
 How can we deal with the changes?
 What are some possible impacts of our life choices?
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?
To help students to understand about kinds of energy, students create a Y chart for each activity (Feel the
sound wave, Spinning Snake, Electrical Circuit, Jogging). Students were also asked to make conclusion the
definition of energy, and where does it come from.
What are the possible ways of assessing student learning in the context of the lines of inquiry?
What evidence will we look for?
WALT
To understand
the physical
changes
happen during
adolescence
To understand
the impacts of
changes
during
adolescence
WILF
To identify the form of energy
* kinetic : radiant, sound, electrical,
heat/thermal, motion
* potential: stored mechanical energy ,
gravitational, chemical energy, nuclear
To identify the sources of energy
* Renewable : water, solar, wind, biomass,
geothermal
* Nonrenewable: fossil fuel,
To explain the differences between forms and
sources of energy
To identify how energy can change/transform
form one form to another
To explain the cycle of energy
To conclude that sun is the main of energy in
the earth

To propose
strategies to
cope with
puberty
changes
To
demonstrate
responsibility
and ethical
practices (IT)



Describe the excitement and problems
happen during adolescence
Compare the experiences and strategies
from others
Select the suitable strategies to cope with
Explain the consequences of the strategies
Promote positive attitudes
Edit and post the article in the class blog
Assessment
Strategy
Processfocused
Assessment
Assessment
Tools
Checklist
Students will make a process
(pictorial flowchart) to show the
system of energy produced and used
in certain object.
Open ended
task
Exemplar
Create and analyze a case study
about problem happen during preadolescence then propose several
strategies to solve it and select the
appropriate strategies with the
reason, Possible consequences of
strategies
They perform the understanding
through role-play
Processfocused
Assessment
Rubric
Assessment Task
Students bring their photos to
analyze the development of their
body by writing some explanation
about their development and
changes and make prediction about
how they will look like, feel and the
social changes they will face.
Create a class blog
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?
FINDING INFO
 Reading a book “Energy Make Things Happened”
 Watching a movie “Kinetic and Potential”.
 Inviting guest speaker (Law of Energy and The Transformation of Energy).
 Have the students bring things then analyze how energy can transform to one another.
SORTING OUT
 Students will make a diagram to classify the forms and the sources of energy, they also explain the
difference from kinetic and potential energy, and give an example how source of energy can produce
energy.
 In groups, students will modify one of the experiments and individually, make a scientific report in
UOI book.
 From the videos of experiment, ask them to make a graphic organizer about the transformation of
energy and examples, and energy definition. They also use the things to practice analyzing the
transformation of energy.
 Students create an energy cycle to explain source, form and energy transformation. See the
attachment (Gary’s work). Students need to mention at least 3 energy transformations and
describe how forms can transform. Finally, they can conclude that energy comes from the sun and
the law of energy.
GOING FURTHER
 Students created their own experiment to prove that energy can transform depicting energy
transformation found in daily life. They need to create flowchart of the energy transformation which
include the form, the source of energy and its brief description. To ensure the comprehensiveness of
the experiment, they make the scientific report based on the demonstration.
 As a conclusion on the going further, students explain the law of energy in the form of explanation
paragraph.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Processfocused
Assessment
Checklist
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)
Video : teachers created the video about 4 energy experiments (drop the ball, electromagnetic, gas balloon)
to demonstrate the process of experiment and apply the scientific method; video what energy is, potential
and kinetic
Powerpoint Slides : power point scientific method, kinetic and potential, energy transformation.
Books: Energy Makes Things Happened, scanned book the use of energy (at home, office, airport). There
are lots of resources about energy, however students and teachers must sort the most appropriate ones.
Websites: www.epa.gov ; www.eere.energy.gov/education / ;
http://www.bbc.co.uk/schools/ks3bitesize/science/energy_electricity_forces/energy_transfer_storage/activity.s
html
How will the classroom environment, local environment, and/or the community be used to
facilitate the inquiry?
School area is used to provide an exploration experience where they will identify reasons they explore, how
to achieve the goals (strategies), the achievement (results), feeling, the impact on them and society (within
Concepts:
 Change : Students learn about the transformation of energy by making flow chart.
 Responsibility :
 Reflection: Students explained the daily uses of energy.
Skills
 Self Management Skills : safety, informed choices, healthy lifestyle
 Social Skills : accepting responsibility, respecting others, resolving conflict
 Research Skills : formulating questions, recording data.
Attitudes:
 Empathy : Students.
 Integrity : Students created
 Tolerance : Students.
Profiles:
 Balanced : Students are expected to be balance
 Principled : For.
 Reflective : Students.
.
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:

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Students could decide appropriate issues (individually) dealing with problems during
puberty. In their analysis, they involved others by gathering opinions/ideas on-line to
support the processes of making conclusions and proposing strategies.
Students become aware of the changes they were experiencing and were displaying
sensible behavior towards others changes, too.
The blogging worked well since students still continue to use the blog to share and
participate in the discussions about puberty and later in the unit about leadership (the
next unit)
From summative task the students were able to explain in detail about the specific
problems deal with the changes, as well as the connection between physical, social and
emotional changes. They also explain the strategies to cope with these issues. After that
student drew conclusion how they value the puberty time.
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 reading skill
 Finding more appropriate primary resources for interviewing
 Suggestion for the summative task: a class role-play/production, in which it
should portray the problems during puberty in ‘real-time’ (covering problems
and the effective strategies to cope with them).
What was the evidence that connections were made between the central
idea and the transdisciplinary theme?
An inquiry into the nature of the self, beliefs and values; personal, physical, mental,
social and spiritual health, human relationships including families, friends,
communities, and cultures, rights and responsibilities; what it means to be human
The students understood about the problems happen during puberty and explained
the connection between physical, emotional and social changes. They also
understand some strategies to cope with the puberty to show their responsibility.
Knowing and understanding about it all was very beneficial for the students as
human
Develop an understanding of the concepts identified in “What do we want to learn?”
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Form : students learnt all forms and sources of energy including examples and definition.
Change : Did a research about general changes happen to both boys and girls during puberty and
produced a power point report summarizing the findings based on differences and similarities of
these changes.
Function : students learnt about the uses of energy during working the Bi project about the uses of
energy in a specified place.
Causation : students learnt the law of energy, they learnt that energy cant be destroyed because
energy always change forms and media.
Responsibility :
Reflection :
.
Set-up a special learning group based on gender to give them a more open and comfortable
opportunities to discuss problems and strategies in dealing with particular problems as boys or
girls
Demonstrate the learning and application of particular transdisciplinary skills?
 Self Management Skills : safety, informed choices, healthy lifestyle (especially addressing the
healthy lifestyles (cleanliness, hygiene))
 Social Skills : accepting responsibility, respecting others, resolving conflict
 Research Skills : formulating questions, recording data.
Develop particular attributes of the learner profile and/or attitudes?
Attitudes:
 Empathy : Students.
 Integrity : Students created
 Tolerance : in being aware of these differences students could show more respects to each others.
Profiles:
 Balanced :
 Principled :
 Reflective :
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.
Student-Initiated Inquiry
Students’ Questions

How to be a healthy (physically and mentally) teenager?
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.
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What indicates puberty?
How are boys and girls different?
How will the changes influence our lives?
How can we deal with the changes?
What are some possible impacts of our life choices?
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


Continue to use Tumblr blogging network to share learning for the next unit
about leadership
The girls who have got periods could take care of themselves by preparing
sanitary pads independently and they are really ready by showing appropriate
manners. They also take action by deciding positive life style choices, such as
wearing mini bra, sport, eating healthy food, and take care of their own body.
They also respond normally if others get periods at schools or get PMS. Now
they really tolerate towards others feeling.
9. Teacher notes
Strengths
Area of Needing Improvement
 The students are engaging during this
 The students still need to improve their
unit because they learn about puberty
level of thinking skills to show their
deeper understanding about puberty
from their own experiences and also from
because they need some further
the huge of resources that we have
explanations to fulfill the assessment
(parents, teachers, guest speaker and
criteria.
also book, internet, etc)
 The idea of having class blog wasn’t
 Video Wimpy Kid is a very good video
really working well because every
that student watched during Tuning in
students has different content while
stage of inquiry because from that video
one username can only be accessed by
they learnt a lot about what puberty is
one person at a time. The wiser idea is
and what happen during puberty.
having students have their personal
blog but linked to the teacher’s blog.
 The interview activity was an excellent
Teacher also still has the privilege to
way for students to learn about different
access and edit the content
perspective of people respond to puberty.
 Understanding about the reasons why
the students need to learn puberty was
important for the student before they
learn about puberty.
 Most of the students can explain the
connection between physical, emotional
and social changes clearly when they
analyzed some case studies.
 The tricks and tips (strategies) that they
use to cope the changes happen during
puberty are meaningful for showing their
responsibility toward puberty.