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.