Planning the inquiry Science Grade 2
1. What is our purpose?
To inquire into the following:
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
Making balanced choices about daily routines enables us to have a
healthy lifestyle.
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?
Students will use a graphic organizer to create the healthiest day
possible. They will include information about food (3 meals), physical
activities, hygiene, and rest/relaxation/mental health. In addition, they
will answer: How does it make your body healthy?
We will use a teacher-made checklist to evaluate the summative
assessment.
Class/grade: 2nd Grade
Age group: 7-8
School: British Academy Of Tunis
School code:
Title: Who We Are
PYP planner
Teacher: Ms. Mariam Bazerbachi
Date: 1-9-2022 revised
Proposed duration: 1 hour a day, 4 sessions a week over 6 weeks
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?
Function • Causation • Reflection
What lines of inquiry will define the scope of the inquiry into the
central idea?
• Daily habits and routines (hygiene, sleep, play, eating)
• Balanced choices
• Consequences of choices
What teacher questions/provocations will drive these inquiries?
1. How does each system contribute to the body?
2. How does nutrition affect health?
3. How does exercise affect health?
4. What do you do to take care of yourself?
5. How does that make your body healthy?
© British
British Academy
Academy of
of Tunis
Tunis 2022-2023
©
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?
Pre-Assessment:

Students will list all the actions they take to be healthy.

Students will complete an outline of an empty human body filling in all the body parts
and systems that they know.
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:

Students will answer multiple-choice and fill-in-the-blank questions about systems of
the body (body worksheets).

Students will plan 3 balanced meals with appropriate food choices for the day.

Students will take notes on each system during rotations. They must be able to
identify the system’s function, main parts, and requirements for the system the
function correctly.

Students will write and illustrate how they practice good hygiene, exercise, and
rest/relaxation.

Students will create “I am what I eat” pictures using grocery circulars and then
explain their choices.

Students will write an informational paragraph detailing 4 ways to be healthy.

Post-assessment: List all of the actions you take to be healthy.

Post-assessment: Students will fill in the outline of an empty human body.
Frontloading: In the science lab, students view models of various body parts and attempt
to identify what they are and what they do.

Body system rotations: The teacher will specialize in one body system and directly teach
important parts, functions, and ways to keep it healthy.

The students will work in groups to create food for one part of the portion plate. The
students will then present their food to the class and glue it on the correct part of the
portion plate.

Guest speaker to discuss hygiene in developing countries and help with an action project
(toothbrushes and toothpaste).

Students will learn about the circulatory and respiratory systems and how they’re
connected and interdependent.

Science Lab: Germs- sanitizer vs. washing hands – Students will use Petri dishes to see
which was more effective. Identify proper ways of washing hands.

Nurse will talk to kids about hygiene and the importance of cleanliness.

PE teacher will share information about the heart, muscles, and exercise.

Social worker to talk about “worries” and how to deal with stress in a healthy way.

Teacher will teach children about breathing and yoga to model a way to exercise and relax.
What opportunities will occur for transdisciplinary skills development and for the development
of the attributes of the learner profile?

Balanced-Students will learn about nutrition, relaxation, stress management, and exercise
to maintain a healthy, balanced lifestyle.
Reflective-Students will reflect on the choices they make throughout their day to
maintain a healthy, balanced lifestyle.
Knowledgeable-Students will learn about the human body systems and the components of
nutrition (food groups and nutrients).
Self-management-Students will apply their knowledge of the human body and how to
maintain a healthy body throughout their life.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
ChooseMyPlate.gov
Slim Good Body– United Streaming video
Senor Bones (skeleton model)
Twinkl Human Body (grades 2-3) Science Fusion 2nd grade Science Student book
Brain Pop videos about systems, nutrition, hygiene, etc.
Magic School Bus video
How will the classroom environment, local environment, and/or the community will be used to facilitate the inquiry
Doctor (parents) – skin, lungs, kidneys
PE teacher – heart and muscles
Organ models in Science lab
Nurse(parent)- hygiene
©
British Academy
Academy of
of Tunis
Tunis
© British
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Reflecting on the inquiry
4. How best might we learn?
Week 1
Topic
Session 1
Session 2
Session 3
Session 4
© British Academy of Tunis
Week 2
Week 3
Week 4
Week 5
Week 6
Unit 2
Unit 5
Unit 1
Work Like a
Scientist
6/9/2022
Lesson 1
p3 - 7
How Do We Use
Inquiry Skills?
Unit 1
Work Like a
Scientist
13/9/2022
Lesson 3 p21 - 22
People In
Science.
Unit 1
Work Like a
Scientist
20/9/2022
Lesson 4 p28 –
30
How Do
Scientists
Think?
Unit 2
Our body
Healthy habits
27/9/2022
Public Holiday
Types of food
7/9/2022
Lesson 1
p8 - 12
How Do We Use
Inquiry Skills?
14/9/2022
Lesson 3 p23 24
What Tools Can
We Use?
21/9/2022
Lesson 5 p 35
How Do We
Solve A Problem?
28/9/2022
Lesson 1
What we need to
stay healthy
Ppt + video
5/10/2022
Lesson 3
Healthy food
Types of food
and healthy
choices
12/10/2022
Lesson 4
Different Body
organs and their
importance. Ppt +
worksheet
8/9/2022
Lesson 2 p13 16
15/9/2022
Lesson 4 p25 –
28
How Do
Scientists
Think?
22/9/2022
29/9/2022
Lesson 5 p 36
How Do We
Solve A Problem?
Lesson 1
Healthy Habits
Video +
communication
6/10/2022
Lesson 3
Application of
Healthy food on
a worksheet
13/10/2022
Lesson 4
Different Body
organs and their
importance. Ppt +
worksheet
9/9/2022
Lesson 2 p17 20
16/9/2022
Lesson 4 p28 –
30
How Do
Scientists
Think?
23/9/2022
30/9/2022
Lesson 2
Healthy habits
Video +
worksheet
7/10/2022
Lesson 4
Different Body
organs
Ppt + flashcards
14/10/2022
How Do We Use
Science Tools?
How Do We Use
Science Tools?
Revision of
Unit 1
4/10/2022
Lesson 3
Healthy food
11/10/2022
Lesson 4
Different Body
organs and their
functions
Ppt + worksheet
Revision of
Unit 2
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:

develop an understanding of the concepts identified in “What do we want
to learn?”
demonstrate the learning and application of particular transdisciplinary
skills?


How could you improve on the assessment task(s) so that you would have a
more accurate picture of each student’s understanding of the central idea?
develop attributes of the learner profile and/or attitudes?
In each case, explain your selection.
Concepts:
Function:
Connection:
Responsibility:
What was the evidence that connections were made between the central
idea and the transdisciplinary theme?
Skills:
Self-Management:
Learner Profile and Attitudes:
Balanced:
Knowledgeable:
Reflective:
Independence:
Commitment:
© British Academy of Tunis
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.
What student-initiated actions arose from the learning?
Record student-initiated actions taken by individuals or groups showing their
ability to reflect, choose, and act.
©
© British
British Academy
Academy of
of Tunis
Tunis
9. Teacher notes