Planning the inquiry

1. What is our purpose? To inquire into the following:

Class/grade: 2

nd

Grade

Age group: 7-8 School code: 006610

School: Oak Forest Elementary

transdisciplinary theme
Teacher(s): Berry, Carnes, Harris, Long, Vester, Walkley, PYP planner Woods, Babb (Music), Parker (Chinese), Tanner (Library), Woodruff (Primary CDC) Date: March 5 - April 13
th th

Sharing the planet: An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

Wong

central idea
Proposed duration: 5 weeks Number of hours: 16-20 hours Over number of weeks: 5

Every person is responsible for acquiring knowledge of his/her rights as a citizen.

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. Task- Students create a thinking map comparing the rights of a U.S. citizen and a citizen of another country. Each classroom will select various countries to study. Countries will be chosen within the classrooms for individual/small group projects. Evidence- Students will show an understanding of the rights of U. S. citizens and the rights of citizens in another country. Students will show an understanding of the similarities and differences of the rights of U. S. citizens and the rights of citizens of another country by explaining at least three similarities and at least 3 differences. Assessment- Teacher-made rubric

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 Responsibility, Perspective, Connection Related Concepts Diversity, Beliefs, Power
What lines of inquiry will define the scope of the inquiry into the central idea?

2.

3.

Segregation over time Rules of voting throughout history Our responsibility to gain knowledge of our rights

What teacher questions/provocations will drive these inquiries? What is segregation? (economic, gender, racial, political, caste system) What are the effects of segregation? What is the purpose of voting? What is a dictatorship? What were the rules of voting throughout history? Provocation Divide the students according to gender, eye color, shoe color, etc. Give the students characteristics according to the assigned property.

International Baccalaureate Organization 2007

Planner first taught March/April 2012

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? What are possible ways of assessing students prior knowledge and skills? What evidence will we look for? K-W-H-L-Q Charts- We will use the chart to identify areas of need and to access prior knowledge. This will be revisited at the close of the unit to assure all, What to Know areas have been addressed. Group Discussions-As the unit progresses we will engage in group discussions to check for understanding and add any questions we may have to our Parking Lot. Word Splash: Use to identify prior knowledge of rights as a citizen.

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?

Week 1-Pre-Assess and Engage (KWHLQ Charts, Group Discussions, and Word Splash) Week 2-Explore and Explain (Centers and Observations) Week 3-Extend (Research and Reflection Journal) Week 4- Evaluate (Student-led presentations of Thinking Maps)

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? What are the possible ways of assessing students learning in the context of the lines of inquiry? What evidence will we look for? 1. Segregation over time: Thinking Maps- Students will create a flow map to identify segregation over time in the history of the U.S. and in other countries. Rules of voting throughout history: Centers (observation): Students will read books, view videos, and visit technology websites that are related to segregation, and voting of U. S. citizens and citizens of other countries around the world. Our responsibility to gain knowledge of our rights: Reflection Journals: In addition to the observation centers, students will reflect on what they observe and journal about the changes in voting through history and the responsibilities of citizens around the world.
Transdisciplinary skills Research Skills: The students will research segregation, voting rights over time, and civil rights movements in the U.S. and other countries. Social Skills: Students will develop an understanding of how segregation affects individuals and their ability to have equal Civil Rights.

2.

Learner profile Attitudes Tolerance: The students will show their sensitivity toward the way that change requires perseverance and fortitude. Empathy: Students will put themselves in other peoples shoes to see how they felt. Open-minded: The students will demonstrate open-mindedness to learn that not everyone has had the same opportunities to exercise their rights as citizens. Risk-taker: Students will learn about the risk and confidence that it takes to stand up for their rights.

3.

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
www.unitedstreaming.com , www.brainpop.com , library, Internet, current event newspaper articles, My Dear Friend Martin video (6305196141) Trade Books: Follow the Drinking Gourd by Jeanette Winter (ISBN 978-0679819974), Sweet Clara and the Freedom Quilt by Deborah Hopkinson (ISBN 978-0679874720), The Story of Ruby Bridges by Robert Coles (ISBN 978-0439472265) 2 Grade Reading Textbook (Unit 6 Stories) Just Like Josh Gibson by Angela Johnson (ISBN 978-1416927280); Red, White and Blue: The Story of the American Flag by John Herman (ISBN 978-0448412702); A Birthday Basket for Tia by Pat Mora (ISBN 978-0689813283); Cowboys by Lucille Penner (ISBN 978-0448409474); and Jingle Dancer by Cynthia L. Smith (ISBN 978-0688162412).
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. How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Field trip to the National Civil Rights Museum
International Baccalaureate Organization 2007

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

H o

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.

7. To what extent did we include the elements of the PYP?

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? develop particular attributes of the learner profile and/or attitudes?

The lines of inquiry and activities during the unit allowed students to discover that the rights they have now were not always available to everyone (race, gender, etc.) Students were also fascinated to learn that the other countries have had civil rights movements in order for all citizens to have equal rights.

In each case, explain your selection. Key concepts

Responsibility, Perspective, Connection

How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea. Collectively, we feel that this was a great unit and that the assessment task gave an accurate picture of each students understanding of the central idea. However, we do feel that TCAP took a lot of focus from this unit. The majority of us feel that our students are able to accurately explain the rights of citizens etc In the future, we may extend the time allowed to the complete the assessment.

Demonstrating segregation in the classroom in the provocation allowed students to experience how segregation impacts us as individuals and a community; broadening their perspective on the negative effects of segregation. In later research activities, students were able to see the connection between segregation and the loss of civil rights. In their study of the Civil Rights movements in the U.S. and other countries, students came to the realization that citizens must assume the yoke of responsibility in order to gain civil rights.

Transdisciplinary skills Communication Skills, Research Skills, Social Skills, Thinking Skills

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

The students had to use good communication skills, research skills, social skills, and thinking skills. They had to explain the impact of citizenship and rights. They also had to be able to research to inquire about other countries rights in order to compare and contrast them to ours. The students worked in groups, so they had to use good social skills. Finally the students had to use evaluate and comprehend the central idea as well as the transdisciplinary theme.

Students connected the central idea to the transdisciplinary theme by explaining how the planet is a huge space and that people need to get along in order for everyone to live in peace. The students are very aware that the rights that they have are not equally divided around the world.

Learner Profile/Attitudes Risk-taker, caring, Principled, Open-minded

The students identified the Civil Rights leaders as Risk-takers, caring, principled, and open-minded. They understood that it was hard to take risks in those days for certain races and gender. However, the students recognized that these leaders portrayed several of the attributes.

International Baccalaureate Organization 2007

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.

9. Teacher notes
Comparing Chinas citizens rights and responsibilities was interrelated to our students taking Chinese and learning about Chinese culture. Our field trip to the Civil Rights Museum was a wonderful living history of segregation and human rights over time. Students were able to recognize key Civil Rights leaders and how they were risk-takers. It was great timing in correlation with SAT 10. Social Studies content was wonderful and very interesting to students. They were very eager to participate in the voting for class president. This unit of study will be great on an election year. The students were actively involved as we learned the importance of rights and responsibilities. We were able to explore websites and take field trips to support the planner. I thoroughly enjoyed working on this planner. This was perhaps the most relevant unit for TCAP preparation. The students enjoyed studying other countries struggles for civil rights. The activities were well suited to the students abilities and interests. We checked out books from the school library on clothes, houses, customs, etc We discussed renewal and non-renewable resources to help us understand the rights and responsibilities that Americans have. The field trip to the civil rights museum was helpful and helped the students understand how women and minorities have had to work hard to have civil rights. the students enjoyed studying about the rights of citizens especially within their culture. (African American) The students were very intrigued with the Civil Rights Museum. They learned that the most important Civil Rights movement happened in Memphis. So, the correlation between the Civil Rights movement and the affect around the world was insurmountable to them. The students have a very deep understanding about their rights and responsibilities as a citizen. My girls created a recycle/garbage club. During their play time they collected thrash and items that can be recycled. However, the unit was not explored in a deep enough way for us to get the comparing/contrasting of the rights of citizens in other countries. The students have greater understanding of what it really means to be free. The NCRM was excellent coming right after the lesson on segregation. We discussed, and they understood racial gender, and economic segregation. Along with local and national racial segregation, classroom lessons on gender prejudice were fantastic. Students discussed more than I imagined! I have a United States symbols and politics box of learning tools that went great with the unit. We voted, played games concerning U.S. symbols, and wrote sentences about our rights and responsibilities as citizens. These made excellent centers, and students did very well on final assessments. The last project was for each student to do an individual IB unit project on U. S. Rights as compared to another country. The rubric required research understanding of the rights, or lack thereof, a poster with a creative design, and a final presentation. Students and parents were amazed at what they learned. Many students realized what a great country they live in.

1. How are we citizens? 2. What makes a good citizen? 3. Who gave us rights? 4. Why do we have laws? 5. Why were some people treated differently?

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.

A group of girls initiated a recycle/garbage club during their recess time.

International Baccalaureate Organization 2007