An Inquiry Based Teacher’s Guide for the Primary Years Learner
with accompanying Student Inquiry Guide
By Barbie Monty, USA
and Lisa MacLeod, USA
We provide helpful, authentic, real world suggestions to make your life as a teacher easier!
 Use our Guides as a “stepping stone” to assist you in your planning, creating and in meeting your
Curriculum requirements.
 Our Inquiry Based Teacher’s Guides show you how you can use our IB Aligned books to:
 Promote Inquiry within your learning and teaching- we help you and your students to ask more
meaningful questions and guide the inquiry process.
 Assist in creating global minded, excited, life-long learners.
 Bring attention to global issues that have significant social, emotional and environmental impacts
on our world.
 Promote tolerance and appreciation of different cultures from around the world.
 Empower your students with the skills of critical thinking, self-reflection and action.
”Lisa’s Suggestions” - Look for this symbol. Lisa, a former IB PYP teacher, gives helpful tips to make your
lessons flow smoothly.
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TEACHER’S GUIDE FOR:
Ravi the Rickshaw: The Monsoon By Guy Sinclair, India
ISBN: 9781622128785
Flipbook Link: http://theiblibrary.com/books-list-pyp
Synopsis/Book Description: This is the story of how a loveable young auto rickshaw named
Ravi learns about the monsoons of India, from his very first customer to his meeting of Sri the
truck.
What is our purpose?
TRANSDISCIPLINARY THEME/UNIT OF INQUIRY: Where We Are in Place and Time | How We Express Ourselves
Central Idea Related Words and Topics: Storytelling, imagination, monsoons, weather systems
Learner Attitudes: Tolerance, Confidence
Learner Profile Attributes: Open-Minded, Risk-Takers
Key Concepts: Form, Function, Causation, Change, Connection, Responsibility
What do we know?

Provocation
Use Provocation to excite your students! See what they already know and get them excited about what
they really want to learn!
Provocation Activities or suggestions:
1. Collect a variety of weather books to place in a designated area in the classroom. Make sure to
locate several copies focusing on monsoons. Invite students to select a book to read with a
partner or trio. Once they have been allowed to read their selected book, have students share
what they learned about weather – specifically monsoons.
2. Display various books in another designated area in the classroom that focus on courage, being
a Risk-Taker, and being Confident. Have students “pair and share” what they glean from the
book they selected.
3. Locate a variety of books illustrating the location, culture, and customs of India. Give students
the opportunity to select a book to read individually, with a partner, or with a group. Once the
books have been read, allow students time to prepare a mini presentation of what they learned
about India from their selected book. Students should share this with the class.
4. Decorate the classroom (or an area in the classroom) with artifacts from India. Allow students
time to browse the area. Permit students time to ask questions about what they discover and/or
find interesting.
EYP Differentiation:
Display a variety of pictures illustrating all different kinds of weather making sure to
include several illustrating monsoons.
Have students explore the pictures and discuss what they believe is happening.
Call on volunteers to share what kind of weather experiences that they have
encountered.
If possible, find toy models of Rickshaws for the students to play with.

Vocabulary:
Post important vocabulary around the room for your students to know regarding this
book and this Theme/Unit of Inquiry. Let them read it, it see it and wonder.
1. Rickshaw: a small, two-wheeled vehicle that carries one or two passengers and is pulled by
someone who walks, jogs, or cycles ahead
2. Monsoon: a wind system of the Indian Ocean that blows from the southwest in the summer
and the northeast in the winter; the southwest monsoon brings a season of heavy rain
3. Shelter: a place or structure that gives protection against weather or danger
Note regarding Student Inquiry Guide We’ve included a Student Inquiry Guide at the end of this guide. Please feel free to use this guide as a provocation
tool or as a way to have your students guide the Inquiry process. You can have the students read the book above
and complete the “Student Activities” in the Student Inquiry Guide, either in class or at home. Have them come
back and share their ideas with the class. Plan your lessons around their questions and ideas for a truly student
centered, student lead instructional experience!

What do we want to know?
Stay Curious- Ask Questions!
Ask your students to document their questions. Post it notes are great for this!
Use group and individual interviews along with student collaboration to gather information, revise,
formulate and post class questions to guide the inquiry.

How best might we learn?
Now that your students have decided what they want to know now they have to figure
out how they will find out.
Hold student collaboration sessions. These can be in groups, pairs or alone. Have the students document
their ideas and questions.
What do you think? What do you wonder? How could we find out? How do you feel?
What if? What is the problem? How could we solve this problem?

1.
2.
3.
4.

Helpful Information based on this book:
India’s monsoon system is the most prominent in the world. The Indian monsoon
system affects mainly India and the surrounding bodies of water. During the cooler
months it blows from the northeast. During the warmer months it blows from the
southwest. A large amount of rainfall is brought into the region during the months of
June and July.
Civilization in India began around 4,500 years ago which means India’s culture is one of
the world’s oldest. India’s culture has been referred to as “Sa Prathama Sanskrati
Vishvavara”. This translated means India’s culture is the first and supreme culture in the
world.
India has made significant advances in several areas: architecture (Taj Mahal), math
(the invention of zero), and in medicine (Ayurveda).
India has more than 1.2 billion people today which makes it the second most populated
nation behind China.
Transdisciplinary Learning Experiences and Activities:
Suggestions and ideas based Transdisciplinary subject areas (math, language, science, social studies,
technology, the arts, physical education and library) and
Transdisciplinary skills (Thinking,
Communication, Social, Research, Self‐Management) in connection with the ideas of this book.
1. Science/Technology: With a partner, have students visit http://www.weatherwizkids.com/weatherrain.htm and read the information about rains and floods. Allow students to compile what they learned
from the website then select the presentation app of their choice to present the knowledge gained to
their classmates. Students might select from Keynote, iMovie, Book Creator, Thinglink, or Padlet just to
name a few. Students can explore the experiments shared on the website and share the results.
2. Social Studies/Technology: Have students explore the fast facts, geography, nature, people, culture
government,
economy,
and
history
of
India
while
visiting
the
website
http://kids.nationalgeographic.com/explore/countries/india/. Once students are experts on each section,
they will create a brochure or commercial showcasing the knowledge they gained from this website.
Once students have completed this task, have them share their finished piece with their classmates.
3. Language/Creative Writing: Encourage students to think about a time when they have been
scared/nervous to do something that they were called upon to do, something that they needed to do, or
something that they were expected to do (or develop a story about a fictitious character) at school, at
home, etc. Then have students create a narrative piece that chronicles this experience. Students should
make sure to give descriptive details throughout the piece and thoroughly explain their thoughts, feelings,
and goals throughout the creation of this piece.
EYP Differentiation: Science/Technology: Allow students to explore the rain experiments on
http://www.weatherwizkids.com/weather-rain.htm. Have the materials set up at various stations in the
classroom. Allow students to assist with each of the steps of the experiments. Encourage discussion
throughout the entire process.


Real World Connections/ Field Trips and Outside Activities:
1. Invite a local meteorologist to visit the classroom to talk about weather, rain, storms,
monsoons, etc.
2. Schedule a field trip to a local weather station to examine the tools and instruments
used in studying and predicting weather systems.
3. Watch a documentary about weather systems – especially monsoons.
What did we learn?
Your students have worked hard. It’s time to find out what they’ve learned and how they can best show you. What
evidence, including student-initiated actions, will we look for?

Formative and Summative Assessment suggestions:
1. Have students create a diorama depicting a monsoon. Students can decide whether
their diorama will depict the destruction or benefits of a monsoon. Students should be
prepared to discuss their diorama.
2. Present students with a task card. The task card should identify a character, a
situation, and perhaps a setting. Have students develop a story based upon the task
card in which the character is placed in a situation in which he/she must become a RiskTaker or develops Confidence as a result of a particular experience – perhaps weather
related.
3. Challenge students to develop their own culture. Based upon what students have
gleaned from their exploration of India, have them create fast facts, geography, nature,
climate/weather, people, culture government, economy, and the history of their own
culture. Students may opt to present in the method of their own choosing. Students
could create a brochure, Keynote, PowerPoint, iMovie, etc.
EYP Differentiation:
Have students create a picture of the effects a monsoon has on its people. Students
should be prepared to discuss their picture.
Present students with carefully selected pictures of monsoons and its impact on people.
Have students discuss what they see in the pictures.

How do we use what we have learned? (Reflection/Action)
Student Reflection/Action suggestions :
1.
2.
3.
4.
Ask your students how they could use what they’ve read in this book to “ACT”.
Share your Action ideas on www.InquiryConnection.com .
Student Journal Reflection entry.
Join the online community around this book and read other’s reflections.
Teacher Reflections:
1. Don't forget your own reflections. Document in a journal and keep to refer back to
for next year.
2. Share with others on www.InquiryConnection.com Get their points of view on this topic!
PRIMARY YEARS STUDENT INQUIRY GUIDE:
Share your thoughts…
1. A rickshaw is a small, two-wheeled vehicle that carries one or two passengers and is pulled
by someone who walks, jogs, or cycles ahead. How would you like to travel by this method of
transportation? How would you like to be a rickshaw driver? What would be the benefits of
traveling this way? What would be the disadvantages of traveling this way? How is Ravi
different from this definition of a rickshaw?
2. A monsoon is a wind system of the Indian Ocean that blows from the southwest in the
summer and the northeast in the winter. The southwest monsoon brings a season of heavy
rain. What is the worst storm system you have ever experienced? When did you experience it
and where? What about the experience frightened you or made you feel uncomfortable? Did
you become a Risk-Taker or develop Confidence or courage as a result of the experience?
Please explain.
3. A shelter js a place or structure that gives protection against weather or danger. Why are
some people unable to experience shelter?
International-Mindedness...
1. Rickshaw is a small, two-wheeled vehicle that carries one or two passengers and is pulled by
someone who walks, jogs, or cycles ahead. What other countries use this method of
transportation? Why do you believe some countries use this method of transportation while
others do not?
2. A monsoon is a wind system of the Indian Ocean that blows from the southwest in the
summer and the northeast in the winter. The southwest monsoon brings a season of heavy
rain. What other countries experience monsoons? Why are monsoons common in some areas
and not in others? How are monsoons beneficial to some countries?
3. A shelter is a place or structure that gives protection against weather or danger. Are
shelters the same in all countries? If so, explain why. If not, explain why not.
Reflection and Action Activities…
Choose one:
Reflection drawing:
Create a drawing showing characters and elements from the story. Be sure to mention
what “Learner Profile Attributes or Learner Attitudes” the characters displayed in the
story. Tell how you are feeling with each part.
Reflection Re-write:
Create a different ending to this story, change the characters or change the story line.
Tell how things would be different, better or worse.
Reflection Poem: Create a poem based on this story. Be sure to includes words that
describe how you felt while reading this story.
Action Poster:
Create a poster that will inspire others to act based on the topic of this book. Convince
others with your positive message.
Reflect and write:
My Wonderings…
What I’m wondering most now is….
What if…
What I’m picturing in my mind is…
I’d like to find out more about…
Now I’d like to…
ADD TO IT! Did you create something for this book or this Unit of Inquiry? (Ex.
poster, reproducible, game board and pieces, activity cards, etc. ) Contact us- we might just
publish it and add it to this book/ materials we offer. IBSupport@TheIBLibrary.com
MY PRIMARY YEARS SCHOOL JOURNAL: Introducing our newest item- our IB PYP Reflection
Journal. A specialized printed student journal that exhaustively conforms to IB pedagogy.
Contact us for more information or you may view our pdf about the journal on the web at:
http://thepypstudent.com/wp-content/uploads/2015/01/MyPrimaryYearsSchoolJournal.pdf
Sources used to create this guide:
www.ibo.org
http://www.wordsmyth.net/?level=1&ent=rickshaw
http://www.wordcentral.com/cgi-bin/student?book=Student&va=rickshaw
http://www.britannica.com/science/Indian-monsoon
http://www.livescience.com/28634-indian-culture.html
http://www.weatherwizkids.com/
http://www.weatherwizkids.com/weather-rain.htm
http://www.oocities.org/teacherkab/countries/india.htm
Disclaimer: The IB Library is not affiliated with the IBO. All materials
created for learning on our sites were created by IB teachers.
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