Planning the inquiry
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
The choices we make affect our health and well-being.
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.
© International Baccalaureate Organization 2007
Class/grade: 2nd Grade
School: Roberts Elementary
Age group: 7-8
School code: 7207
Title: Who We Are
Teacher(s): 2 nd grade
Date: 5-21-2013 revised
Proposed duration: 2 hours a day over 6 weeks
PYP planner
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, Connection, Responsibility
What lines of inquiry will define the scope of the inquiry into the central idea?
 The structure and function of body systems
 The requirements to maintain a healthy mind and body
 The components of nutrition and how it affects the body
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?

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?”
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?
What are the possible ways of assessing students’ prior knowledge and skills?
What evidence will we look for?
Pre-Assessment:
Students will list all of the actions you take to be healthy.
Students will complete an outline of an empty human body filling in all of 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?
*Frontloading: In science lab, students view models of various body parts and attempt to identify what they are and what they do.
*Body system rotations: Classes rotate through each teacher’s classroom. Each teacher will specialize in one body system and directly teach important parts, function, 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 to Honduras).
*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 breath and yoga to model a way to exercise and to relax.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Formative Assessments:
*Students will answer multiple-choice and fill-in-the-blank questions about systems of the body
(body book).
*Students will plan 3 balanced meals with appropriate food choices for the day.
*Students will take notes on the each system during rotations. The must be able to identify the system’s function, main parts, 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.
Balanced-Students will learn about nutrition, relaxation, stress-management, and exercise in order to maintain a healthy, balanced lifestyle.
Reflective-Students will reflect on the choices they make throughout their day in order 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 Carson-Dellosa Human Body (grades 2-3) Scott Foresman 2
Slim Good Body
–
United Streaming video Brain Pop videos about systems, nutrition, hygiene, etc. nd grade Science textbook
Body System levelled readers Senor Bones (skeleton model) 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 - hygiene
© International Baccalaureate Organization 2007
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Reflecting on 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.
During the summative assessment, the kids really showed us how all aspects of their lives come together when they make decisions. They were able to tell what it takes to be healthy and started making those choices in their 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.
Giving clear expectations improved the consistency of the products. The rubric helped the teachers be more objective and maintain consistency while grading.
Students will list actions they can take to be healthy and answer the question
“How does that make your body healthy?” (no “why?”).
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
In the summative, when students create the healthiest day ever, they have to think about all of the aspects of a healthy lifestyle. They must include nutrition, exercise, mental health, and hygiene. Students were able to verbalize knowledge about nutritional components of different types of food and how it affects their bodies.
(“How does that make your body healthy?”) During the postassessment, students were more specific in their knowledge about healthy eating.
© International Baccalaureate Organization 2007
7. To what extent did we include the elements of the PYP?


What were the learning experiences that enabled students to:
 develop an un derstanding of the concepts identified in “What do we want to learn?” demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection.
Concepts:
Function: During each classroom rotation, students learned about how each body system works. They documented this in their IB notebook. Students learned about the functions of different nutrients and how they affect the body.
Connection: Students will learn how body systems are connected and how exercise, relaxation, stress-management, and nutrition connect to a health and well-being.
Responsibility: While creating a healthy day, students recognized their responsibility to maintain their health by making choices about their diet and activity.
Skills:
Self-Management: During this unit, the kids 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. Students actually began to change their behaviors and choices around food and activity i.e. choosing healthier snacks, running more laps around the track.
Learner Profile and Attitudes:
Balanced: When creating the balanced meals for the day, the students must look at good food choices for a balanced lifestyle. The variety of activities ranging from nutrition to relaxation focused on the balance required in our lives.
Knowledgeable: Students understand their bodies better and are more aware of the effects of their choices.
Reflective: When talking about our current habits and the way they are living, the students spend a lot of time reflecting on ways to improve their health.
Independence: Students made decisions to maintain a healthy lifestyle (exercise, hygiene, stress-management, nutrition)
Commitment: Students continue to make positive decisions to remain 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. What are the tubes in the heart for?
2. Why are there 2 intestines?
3. How many times does your heart beat a day?
4. How do heart attacks happen?
5. Why is there something between the spinal bones?
6. How does what we hear get to our brain?
7.
What if one system doesn’t work?
8. How does milk help you have stronger bones and teeth if it’s a liquid?
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.
Students changed the snacks that they are bringing on a daily basis.
Students have changed the way that they are washing their hands and how and where they are coughing (into their sleeves).
Students want to run more laps.
Students use deep breathing as a relaxation technique.
© International Baccalaureate Organization 2007
9. Teacher notes
Hygiene detective – looking around school for unhygienic practices.
Body puzzles
– putting together pieces as a frontloading tool
Switch Martha and Louisa on a Science Lab day, have Martha teach yoga in the
Science Lab.