Planning the inquiry 1. What is our purpose? 1a) To inquire into the following: ● 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 Class/grade: 1 Age group: 6-7 School: Domuschola International School School code: 7800 Title: Health and Well-being Teacher(s): Cam Nicolas, Jash Bersales, Carla Delos Angeles, Brenn Bavia, Carmina Gutierrez, Dean Chua Date: August 4 - September 12, 2014 Proposed duration: 6 weeks Number of hours: over 8 hours a week PYP planner ● central idea Interactions amongst human body systems contribute to health and survival 1b) 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? 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? Goal: To bring about awareness to the school community, family and friends through presentation and posters Focus Key Concepts: Connection, Function, Causation Role: Chosen roles Audience: School community, family and friends Scenario: You are invited to present and explain a particular body system, how to keep it healthy and how is it connected to other (3) systems (rotation rounds) Related Concepts: interdependence, health, system What lines of inquiry will define the scope of the inquiry into the central idea? Body systems and how they work Body systems are connected to function properly Impact of lifestyle choices on the body Product: Powerpoint presentation/journal/prototype/diorama (varied) Success Criteria: Able to determine how the systems interconnected/interdependent © International Baccalaureate Organization 2011 What teacher questions/provocations will drive these inquiries? How does our lifestyle choice affect our body systems? What does it mean to make a healthy choice? Can we survive if one of our body systems fail? Which body system can we do without? What are body systems? What are the specific functions of each part? How do these systems work together to maintain human life? What are our lifestyle choices? How do these different choices affect our body? What happens if one of the systems fails? 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? Students draw how a healthy person may look like. Students write a paragraph to answer the question: What did the person do to become healthy? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Line of Inquiry Body systems and how they work How body systems are connected to function properly Impact of lifestyle choices on the body What will be assessed? How will evidence be collected? Students understanding that the body needs different systems that exercise different functions in order to work efficiently and effectively. All Systems Go Students drag organs of different body systems into the human body cartoon (Arnold) classifying them according to certain systems (digestive, skeletal, circulatory/respiratory, and nervous). They then write an explanation on how each system works. Eating an Apple - Students discuss how the different body systems are utilized when we eat an apple. They highlight how these systems are interrelated. They draw a chart for this to illustrate. Students are given different situations related to well-being and they will choose what action to take and state the possible effect of such action. Students understanding that body systems are interdependent with one another and are necessary in order to keep the body functioning properly. Students understanding that lifestyle choices have an impact on the body. These effects can either be beneficial or detrimental to the overall health of a person. 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? Tuning-in Who Am I? Give students blank outline of human body, students add, draw everything they know Body Facts Students watch a virtual 3D body that brings to life thousands of medically accurate anatomy objects and health conditions in an interactive Web-based platform. Animals Body Systems Practical experience with animal organs – bring in intestines, heart, liver, stomach, brains, eyes. Hear My Heart Students count their heartbeats and compare the result with each other Carousel The classroom will have pictures of the body parts paired together (e.g. brain and lungs), the students will then write down how these paired body parts are connected to one another. Back to the Future Students watch a clip on what might happen in the future if they maintain an unhealthy lifestyle. Blind, deaf, mute charades (Continued in attachment A) What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? A. Transdisciplinary Skills Thinking Skills: Acquisition of Knowledge- Students will independently seek answers to their questions using a variety of resources Social Skills: Cooperating and accepting responsibility- Students will have the opportunity to show their social skills by working in groups and as pairs to drive their inquiry further. Communication Skills: Students will be able to present their findings through different presentations and be asked to collaborate with members of their group. Self-Management Skills: Students will exhibit showing self-management skills by applying what they have learned in order to come up with informed choices in order to live a healthy lifestyle. Research Skills: Students will collect information by browsing on the net and visiting the library B. Learner Profile Knowledgeable – Students will become knowledgeable by learning about different systems of a body and their functions Inquirer – Students will find solutions for the open - ended tasks and answers for wonder questions. Caring – Students will learn how to take care of their body as well as making others be aware of the importance of healthy lifestyle. 5. What resources need to be gathered? People Doctor, Nurse Joy Places ● House of Pain Gym ● Saint Luke’s Hospital Books How My BodyWorks The Science of the human Body Uncover Human Body © International Baccalaureate Organization 2011 Websites ● ● ● ● ● ● ● https://www.biodigitalhuman.com/home/ http://www.tes.co.uk/teaching-resource/The-long-term-effects-of-unhealthy-food-choices-6190706/ http://www.uen.org/themepark/systems/human.shtml http://www.pklifescience.com.vlib.interchange.at/article/432/circulatory-system http://elibraryusa.state.gov/resources/Health http://sciencenetlinks.com/media/filer/2011/10/13/allsystems.swf http://www.innerbody.com/ ○ How will theonclassroom Reflecting the inquiryenvironment, local environment, and/or the community be used to facilitate the inquiry? Different expert speakers will be invited and places that promote fitness and health will be visited. Students will be asked to bring books, magazines and other reading materials about health and a balanced lifestyle. These materials will be placed in the reading and UOI corner. © International Baccalaureate Organization 2011 Planning 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?” Key Concepts The students were able to plan a presentation related to the topic. They presented the same during the Student’s assembly. They portrayed different habits and lifestyles which could harm or benefit our body systems. Prior to the presentations, they identified various bad habits which are evident at home or by family members. Through readings and interviews with health experts, they found out that a particular bad habit could affect the entire systems. Their findings of the class were presented through a short skit and a powerpoint presentations to students from other grades. Through varied activities in Music, PE and Arts, the students were able to know which particular body system works in singing or doing a particular action. The students focused on Figures in Motion in which they drew 3D presentations of body figures. As an additional activity and to to maximize their knowledge about the different systems, they could also create different prototypes of body systems using different materials. Connection- The students were able to explore this concept when they looked for information about the inter connection between the body systems and their coordination. Function- Students learned about how each body system works. They also noted essential information using Cornell note taking in their notebook. Students also learned about the functions of different nutrients and how they affect the body and how the different systems work together. Causation- Students learned about different diseases and the ill effects of unhealthy lifestyle. 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. Writing a reflection after a particular expert group presentation would help monitor the understanding of each student. The students should also be given an actual representations of different human body systems. Although, the teacher provided many powerpoint presentations as well as interactive human body parts on the computer, the students would be able to point out and describe accurately what a particular system would look like. There should also be opportunities for students to witness the possible effects of bad habits or lifestyles to our body systems. As an example, they could interview a person who suffered a non-communicable illness and find out how it happened and how could it be prevented. Furthermore, parents supports should be highlighted as children initially learn healthy lifestyles from home. As part of their ACTION, the students wrote a letter to a family member who deviates from living a healthy habit however, there were instances where some family members did not take the advice seriously. What was the evidence that connections were made between the central idea and the transdisciplinary theme? Through the summative assessment that was done by the children one could get an idea that they understood the connection and relationship of one system with the other. Our theme- Who we are- connected with our central idea very well as it was all about body systems and physical well being. To complete the given tasks the students were able to inquire, think and develop their research skills too. At the end of the unit, they also came up with their own generalization and practical suggestions on how to take care of themselves for others as well. © International Baccalaureate Organization 2011 ● demonstrate the learning and application of particular transdisciplinary skills? Thinking skill: Acquisition of knowledge- The students were able to acquire knowledge when they inquired about the unit especially with their expert topic. Social skills: Cooperating and accepting responsibility- The students were able to demonstrate these skills when they worked in groups and collaborated about their group research. Communication: Students were able to apply their communication skills when they presented their research findings. Research skill: Students were able to find answers for the wonder questions and collecting amazing facts of human body. Self-management Skill: Informed Choices- During this unit, the students learned and talked in depth about how to make healthy choices and taking care of themselves in all areas of their lives throughout every activity. They identified which foods are healthy for them and avoid junk foods as well as other bad habits. ● develop particular attributes of the learner profile? Knowledgeable- Learned about different systems of a body and their functions. Inquirer - Some of the students researched information by asking family doctors or someone in the medical field. Caring – Students were able to demonstrate this profile when they showed some ways of how to take care of their bodies or how to be healthy. 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. 1. How would we look like if we did not have skin? 2. What would happen to us if one of the systems fail? 3. How long does it take for the food to reach our stomach? 9. Teacher notes At the onset of the unit, I was very excited to start the activities as there were many activities designed and planned for the students. The students learned more about their body systems and enjoyed a lot when we used the technical terms in the classroom. They had pretend play where they had casual conversations using technical words and found the activity hilarious. This was a very engaging unit, as we teachers had a fruitful collaboration. Each subject teacher designed different activities related to the unit. 4. What are teeth for? 5. Why do bones have names? 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. 1. The students came up with suggestions for healthy living which they presented during the student assembly. 2. They have become more aware of what to eat. Most of them have already changed their eating habits and try to avoid junk foods. 3. Two students are doing their best to convince some family members to quit smoking. © International Baccalaureate Organization 2011 The activity would have been more fruitful if the students were able to go to a medical school and see an actual body part. Attachment A Finding Out Data collection Experiences to assist students to gather new information about the topic Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand data in a range of ways (usually shared experiences) Books are sorted according to the systems of body. Students read the books per system. They choose their expert topic based on their interest. Students find out and explore virtual places about human body in the internet. Students are provided integrated units with the Human Body exhibition and Mind and Body Gallery Students research about their expert topic. They use the students and teachers’ questions as their guide o Skeletal o Circulatory o Digestive o Respiratory o Nervous (shared inquiry) Students interview resource person to find out about their expert topics. Students measure their height, length of arms and feet, etc. They relate this with the different body systems. How do the different body systems work together to grow the body? Students explore the different body systems used when singing. Student find-out the interaction amongst body systems during exercise. Sorting Out Gauging, organizing or representing new information Activities to assist students to process and work with the information and ideas they have gathered about the topic (including exploring values) Organizing, analyzing and communicating the information gathered using a range of vehicles (e.g through Maths, Arts, English, Drama, Music or IT) Students will be given strips of paper containing their expert topics. They create graphic organizers for an interactive science notebook which will also show interconnectedness of each system. Students create a prototype of their chosen system out of ready-to-find materials. The explanation will be written in their Language. Group members/pair introduce their body system, telling how it works and what it contributes to the body. The parts of the system should be identified. Presentations should be like show and tell. Students write an explanation text explaining how the different systems are interrelated. Going Further ● Activities to challenge and extend ● Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Be Healthy - Students identified the BMI of each member of their family. They wrote letters for those whose BMI fell below and above the standard. They also explained the benefits of healthy lifestyles and avoid any unhealthy habits. Drawing conclusions Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together. Students create a generalization chart and come up with their generalization to show what they understood from the unit. Reflecting and Taking Action To reflect on what has been learnt and process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which they can see results. Students during assembly encourage their fellow students to have a healthy lifestyle.