Planning the inquiry
1. What is our purpose?
To inquire into the following:

3rd Grade
Age group: 7-10
School: Stowe Elementary School School code:
transdisciplinary theme
Where we are in time and place: civilizations

Class/grade:
central idea
Civilizations develop similar systems to thrive.
Title: Civilizations
Teacher(s): Goodlove, Brocksmith, Beachy,
PYP planner
Date: 2010-2011
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?
1.
2.
3.
4.
Students will create their own civilization based on their understanding of
civilization characteristics
a. Assessment tool rubric
Students will work individually or in groups to develop and deliver
questions and answers based upon the central idea
Students will create a project based upon their questions and answers
Anecdotal records/Scenarios
We look for, evidence that shows understanding of civilizations and how they
function.
Proposed duration: number of hours 22.5
over number of weeks: 6
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?
Key Concepts: Form, Function, Connection
Related Concepts: characteristics of a civilization, timelines, how civilizations are
connected, creation and downfall of civilization, artifacts
Lines of Inquiry

What a civilization is

The development of a civilization

Artifact connections to civilization
What teacher questions/provocations will drive these inquiries?
Questions:
What is a civilization?
How are civilizations formed?
How are civilizations connected to each other?
How do the artifacts connect to the civilization?
Provocations: artifacts, movies about ancient civilizations, books,
© International Baccalaureate Organization 2007
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?
Observe students in various activities centered around civilizations and how they
work. Students make a web of civilization characteristics. Students will view
videos about civilizations and engage in discussion having the opportunity to
pose questions. Teacher and students create a KWL chart.
Guest speaker, field trip, movies, books, production of students own civilization
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Transdiciplinary skills:
Thinking skills:
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
Students understanding of civilizations is evidenced by creating and explaining
their own civilization. Fact and opinion chart in conjunction with civilization
videos. Students discuss and reflect opinions, ideas, questions and new
connections. Students sharing about their own civilizations.

Acquisition of knowledge: vocabulary, factual knowledge
Research skills:




Using books, movies, internet and field trips students will acquire knowledge
Formulating questions
Planning, developing course of action
Collecting, organizing, interpreting and presenting research findings
Communication:



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Reading a variety of sources for information
Keeping a journal
Presenting multimedia to fellow students
Listening to others to acquire information
Learner Profile: Open-minded understanding of their own civilizations and the civilizations of
others. Critical Thinker creating a unique and new civilization. Balanced understanding the
importance of balance in oneself and in a civilization to function properly.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Children’s books, movies, art supplies, computers with internet, artifacts,
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Guest speakers, field trip to Historical Building, Connection with Spanish class and Spanish civilizations,
© International Baccalaureate Organization 2007
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:
-
-

Student were able to recognize the systems in our
current civilization that ancient civilizations had in order
to thrive
Rubric
Test
© International Baccalaureate Organization 2007

o
research
o
videos
o
creation of their own civilization with artifacts
demonstrate the learning and application of particular transdisciplinary skills?
Include a written report.
Student research of an ancient civilization
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
-
develop an understanding of the concepts identified in “What do we want to
learn?”
Able to make connections between similar systems of civilizations
Able to identify artifacts that connect to systems of civilizations
Able to create their own civilization and artifacts
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.
-

o
Writing
o
Reading
o
Discussion
o
Social Studies Investigation
develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
-
Working with classmates
Researching a civilization they hadn’t heard of before
Deciding what artifacts would represent the systems of their own
civilization
Researching the old and connecting it to our present day situation
Able to work with partners on multiple tasks with a variety of
learning abilities
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.
-students connected pictures from the Egyptians and the romans
as well as carvings on the wall
-
What is a sarcophagus?
-
Where all people mummified?
- sculpture of Athena in the Parthenon was similar to the king tut
mummy and silver mummy from Egyptian movie.
-
How do civilizations start or come to be?
More experiences about civilizations – more exploration/inquiry activities
-
Do all civilizations have a way to protect themselves?
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Why do the ancient civilizations no longer exist?
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.
-
More interest in the books about places and cultures
Desire to research other civilizations
Students discussing civilizations with each other
Asking more questions about civilizations
© International Baccalaureate Organization 2007
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Civilization box
Guest speaker(s)
Field trip? – Museum?