Planning the inquiry 1. What is our purpose? To inquire into the following: Class/Grade:3 Age Group: 7-8 School: Cambridge International Foundation School Transdisciplinary Theme: How we organize ourselves. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment School Code: PYP049046 PYP planner Teacher(s): Ms. Date : 15th Neha,Ms. Radhika December, 2020- 25th January, 2021 Proposed Duration: 6 weeks Central Idea: Money plays an important role as a system of exchange in the world. 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? Students will understand the concept of money in the real world and will search and explain safety measures required for online transactions through poster making. Summative Assessment Task(s): Assessment Strategy: Selected responses Assessment tool: Checklist Change Function Form What lines of inquiry will define the scope of the inquiry into the central idea? How money has developed as a system of exchange (Change) How people earn and use money(function) Different currencies and their values(form) What teacher questions/provocations will drive these inquiries? 1. 2. 3. 4. 5. 6. 7. 8. 9. © International Baccalaureate Organization 2007 List the name of things you have? List the name of things you need? What you need to buy them? What was system when there was no money? How money has evolved? What are modern way of transacting? How your family earn money? How you spend your pocket money? Mention name of different currencies. Do you know any of their value in Indian rupees. 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? The students will be assessed by playing a game of organizing your room connecting with the theme “How we organize ourselves”. Later KWL chart will be prepared to share their present knowledge and what else they want to learn. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Formative assessment-1: Students will draw timeline of money and will look for safety measures during online transactions. Assessment Strategy: Performance assessment Tool: Anecdotal records Formative assessment -2: Students will survey their family members about their earnings and spending and what saving options are available to us in the market and will explain this in speaking activity. Assessment Strategy: Process focused Tool: Anecdotal records Formative assessment-3: Students will search different product in their home and will search for that product’s country, currency and its current rate as compared to Indian rupee. 5. What resources need to be gathered? Whole class will start unit by organizing their room and setting up and showing this to whole class virtually. Along with this will make picture to help other’s clean their room. A game related to Barter system will be played and virtually students will do by showing things and will use speaking to interact and convince others for exchanging things. A book reading on EPIC will be done to further understand the different forms of money in past, present and in coming future. Different videos, picture will be shown to completely understand the topic. Research on safety measures being used while operating ATM and while doing online transactions. Using videos, discussions and venn diagram students will differentiate between goods and services. Students will survey how different people earn money and where we spend usind the concept of needs. Surveying family members task will be given and will ask them how they save money. Research on saving schemes. Understanding currencies across the world students will survey different products and their manufacturing country currency. Students will pen down change in currency rate with respect to INR and will observe changes for one full week. What people, places, audio-visual materials, related literature, music, art, computer software, etc. will be available? Books related to Central Idea and lines of Inquiry. Videos, Internet, other virtual resources. Tech- Interactive Board, computers, Word. How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Virtual library and books. What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Thinking Skills: 4, 10, 12,15 Research Skills: 6, 12, 14 Social Skills:13, 16 © International Baccalaureate Organization 2007 Learner Profile : Knowledgeable 4,6,7, 8, 11:, Inquirer 2,6,8,10, 15, Communicators 5, 7, 9, 11 Attitude: Curiosity 5,11 Commitment 9, 12,16 Independence 14 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: Looking at the formative and summative assessments, students demonstrated increased understanding of the central idea through this unit. They understand the role of money in our daily lifes. Even after the unit has finished, they are continuing to use the terminology of money, discussing saving plans and safety measures for online transactions. Students have a better understanding of being active members of a community, for example, they understand that why barter system fails and how it can be incorporated in our lives. 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. We spent time in this unit looking at the related concept of “money”. By the end of the unit we felt the students had a solid grasp of this concept. This in turn helped when completing the assessment. Students thought in more concrete terms about how they could contribute to the community and displayed a clearer and practical understanding of the central idea. They were then able to evaluate their own idea on how to save and use money. develop an understanding of the concepts identified in “What do we want to learn?” • responsibility - part of being a responsible citizen is to take selfinitiated action. Students discussed how they could be responsible in defining role of money. • function and causation – the students experienced what is was like to work as part of a team. They took on different roles in order to complete a task and reflected on the successes and challenges of how this worked. 2. We demonstrated the learning and application of the transdisciplinary social skills of accepting responsibility and respecting others: • accepting responsibility through developing essential agreements; following team rules; participating in role playing activities for spontaneous situations that arise; following daily routines. • respecting others through learning to use the language necessary to solve problems independently; role playing; classroom discussions; writing or saying compliments to each other. 3. We developed attributes of the learner profile and/or attitudes by: • students defining the attitudes and learner profile attributes in their own words, student homework, viewing and reflecting on the school’s TVNews, classroom journals, using the language when writing compliments to each other. What was the evidence that connections were made between the central idea and the transdisciplinary theme? The way students talked during the summative assessment demonstrated an understanding of the transdisciplinary theme by explaining, justifying, and evaluating their own ideas as well as the ideas of others. © International Baccalaureate Organization 2007 demonstrate the learning and application of particular transdisciplinary skills? Reflecting on the inquiry 8. What student-initiated inquiries arose from the learning? 9. Teacher Notes : Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. This is the unit of inquiry students wonder different aspects of money and were excited for games related to money. Why we don’t do barter system? It’s so much fun. • Why do some people expect others to do their jobs? • Why do people waste so much and not buy what they need? • Why gold and silver coins are no more used? • What if no one has any money? 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. One student did barter with his friend at home and wonder it should exist. Some fair should be there where we can barter our old, unused things. Students find ways to save money and create posters for safety online transactions © International Baccalaureate Organization 2007 This unit provided the opportunity for meaningful connection to a number of aspects. Teachers believe this unit of inquiry can be more excited if we were in the school.
