Planning the inquiry 1. What is our purpose? Class/grade: 4 To inquire into the following: Age group: 8 to 9 years School: Shiv Nadar School Transdisciplinary theme: How the world works How humans use their understanding of scientific principles The impact of scientific and technological advances on society and on the environment Teacher(s): PYP planner Proposed duration: 7 weeks Date: 2nd July to 10th Aug 2018 Central idea 6 weeks Machines make our lives simpler. 2. What do we want to learn? Summative assessment task(s): What are the key concepts (form, function, causation, change, connection, perspective and responsibility, reflection) to be emphasized within this inquiry? What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? Task: Problem solving with a combination of simple machines. 3rd Students have to decide how to move a carton full of books from the floor Junior Library to your homeroom. The first task is to go to the junior library to identify the items that need to be moved. They will need to create a list of things that need to be moved, and identify the simple machines (or complex machines) needed to accomplish the move. They will need to explain why your plan is safe, how it makes the work easier (by reducing work or force) and how it is more efficient. The proposal needs to include an oral explanation, a visual representation, and a written component to explain step by step how you will make the move. The prototype will be tested. Design Thinking Process will be applied for the summative project. 1. 2. 3. 4. 5. Empathize, Define, Ideate, Prototype, Test Evidence: Students will understand the 6 simple machines and make reasonable choices about how and where to use them to accomplish the task. Assessment Strategy: Open ended task Assessment Tool: Rubrics What will we look for? What lines of inquiry will define the scope of the inquiry into the central idea? Key Concepts- Form, function, Causation Related Concepts- work, force, movement Lines of inquiry Different types of simple machines. How simple machines work. How can you reduce the effort required to complete a task by assembling together different simple machines? What teacher questions/provocations will drive these inquiries? Provocations: Students group will be given 3 tasks: move a bundle of books, opening /closing the blind, use stapler, stick Teacher Questions: explain how machines make our lives easier identify 6 simple machines used in daily life differentiate between simple and complex machines and how they function list ways to utilise simple machines to make work at home, school, and around them to make lives easier examine how simple machine works construct a simple machine and combine them to form a complex machine to create a game deliver a presentation to share the outcome of the project with the class. Planning the inquiry 3. How might we know what we have learned? 4. How best might we learn? This column should be used in conjunction with “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? What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? Prior Knowledge Assessment: Teacher will look for understandings and misconceptions related to simple machines. Students will look around the classroom to identify simple machines. Examples: scissors, screws, light switch, pencil sharpeners, door knob, scotch tape dispenser, door hinge. Teacher will record their predictions. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Formative Assessments: Teacher will look for evidence of understanding of the form and function of simple machines. Formative Assessment options using kinesthetic, visual, written, and/or oral options: Students will make each simple machine from separate parts and explain how it works. Students will identify simple machines in everyday life and explain how they are used by drawing simple machines they see in the classroom and giving a short written explanation. . Form and function: Activities with 6 types of simple machines Lever: Students will use a ruler and an eraser to create see-saw in pairs. They will then place 5 items from the treasure box on one side to analyze the ‘force’ being used to lift the object. In phase two, they will place the supporting eraser (fulcrum) in different positions under the ruler to analyze the ‘force’ applied Inclined plane: Create an inclined plane in your classroom. Rest one end of a wooden on the edge of a chair or a low table. Leave the other end on the floor. Tie a heavy brick to a loop of string. Have students put a finger through the loop in the string and try to lift the brick the height of the top of the ramp. Then have a different student put a finger through the loop and try to pull the brick up the inclined plane . Wheel and axle: Bring in a doorknob .Identify the wheel and axle in the doorknob. The wheel that you turn is the wheel. The inner rod that is attached to the knob is the axle. Demonstrate how the wheel and axle works. Pulley: Have students make a single pulley with the following materials; pencils, spool of thread, weight (chalk box) Screw: Show a real screw that is large enough for students to easily see the spiral thread. Students create a screw out of nails, thread. Help students to see that a screw is an inclined plane that curves around a central pole. Wedge: Show the class two right angle blocks. Guide them to recognize these as inclined planes. Place the two blocks back to back. Explain that this double inclined plane is called a wedge. Ask students to name things that have similar shapes . Open session with everyday helpers and their tools: gardener, plumber, electrician. Students will observe their tools and sort those in 6 simple machines. Simple machines activity stations: Groups have been assigned to a simple machine station. At each station, there are the materials to demonstrate one of the six simple machines. Figure out which one it is and assemble it. Causation: Students will locate simple machines in their homes and make observational drawings. In class, students will write how it works and what it is used for. Students will classify objects in the classroom into the six categories of simple machines. Go on a simple machines scavenger hunt.. Encourage students to find as many different kinds of simple machines as possible in the classroom, on the playground, or throughout the school. Students will keep track of the number of simple machines they find. Watch youtube videos of Rube Goldberg inventions. Students will follow the Design Thinking Process for the summative task. Integration What opportunities will occur for trans disciplinary skills development and for the development of the attributes of the learner profile? Language Math Music Reading comprehension: Industrial Revolution Students will use their understanding of measurement units for the summative task prototype. Students will learn to tune different musical instruments using simple machines. Creative writing: My Dream Machine Debate: Machines: a boon or bane (hindi) Process writing: How will you create a machine to help a differently abled person? Theatre Group activity: Each group depicts a simple machine using their body and show the working Learner Profile Communicator Knowledgeable Reflective global Values Sense of Purpose and Responsibility: Commitment to Excellence: Skills Social Skills Communication skills Research skills Critical thinking skills Open mindedness Reflecting on the inquiry 5. What resources need to be gathered? Resources for activities for 6 machines Resources for machines stations Summative project Comprehensions and Worksheets from edhelper,education.com and pinterest How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Display board, key words Link for read aloud – Video links – 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. 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. What was the evidence that connections were made between the central idea and the transdisciplinary theme? © International Baccalaureate Organization 2007 Simple machines play a role in our everyday life. 1. Different types of simple machines. 7. To what extent did we include the elements of the PYP? 2. How simple machines work. The students inquired about a simple machine and evaluated if it could be used for particular situations. (Thinking skills- analysis and evaluation). Students conducted research to investigate the form and function of simple machines. 3. The impact of simple machines in every day life Students were able to understand how the simple machines help in our everyday life by explaining where and when they are used and how they work. They could pick the best simple and/or complex machine for a given situation, so the job would be done with less force and more efficiently. 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. The performance task was appropriate to the unit and to the students because it was a real life experience. They enjoyed the process. Proper assessment rubrics for each activity would give us a better picture of each student’s understanding. What was the evidence that connections were made between the central idea and the Trans disciplinary theme? Parents’ feedback: The parents of my students told me that their kids are identifying and building simple and complex machines everyday at home, at the road, etc. They discuss how they work in the real life and how these machines are used in this high tech era. Students now notice simple machines all around them. Students reflections What student-initiated actions arose from the learning? Constructed prototypes of a combination of simple machines to transfer a carton of books from library to the homeroom. Learner Profile/ Attitudes: inquirers, thinkers, knowledgeable Skills: Research: How simple machines are used around us? Communication: Group tasks, presentation of the prototype Thinking: Continuous evaluation of the best combination of the machines to achieve the task 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 (questions asked by students) Why do we still have simple machines when computers and robots can do all the work? What student-initiated actions arose from the learning? Peer feedback for the prototype Project reflection booklet Many students have opted for the Machines as their topic for the Raman Young Scientist Innovation Competition. The material required for the Stations activity should be acquired in advance. An alternate plan for the strugglers. Many these students were not able to engage in the activities. Since the summative engagement required support of carpenter etc, a schedule for the same to be drawn in advance as these resources are scarce.