Planner How We Express Ourselves 4o5t5m

Planning the inquiry

1. What is our purpose?

Class/grade: Grade 5

To inquire into the following:

School: BINUS SCHOOL SIMPRUG

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transdisciplinary theme:

Age group: 10 to 11

Title: How we express ourselves ( PYP Exhibition)

How We Express Ourselves An inquiry into ways in which we discover and express ideas, feelings, nature, culture, beliefs, and values, the ways in which we reflect on, extend and enjoy our creativity, our appreciation of the aesthetic. 

central idea

Students: Miki, Sasya, Sali, Teresa and Felicia

PYP planner

Date: Proposed duration: 20 hours over six weeks

Drama can convey people’s beliefs, feelings and experiences. 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 to work in groups to do:  PYP - Exhibition Evidence of understanding:       

Students showed key concepts in exploring various issues affecting society Students showed Thinking, Research, Communication, Social and Self-Management skills The attributes of the Learner Profile were evident Students showed appropriate attitudes in their group tasks. Students initiated action as a result of their inquiries. Students applied understanding outside the classroom Students shared their understanding to the school community and visitors from other PYP schools

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? All the key concepts 1.

Form

2.

Change

3.

Function/perspective

What lines of inquiry will define the scope of the inquiry into the central idea? 1. Different types and elements of drama 2. Changes in drama in the course of time 3. Purposes of drama What questions/provocations will drive these inquiries? LOI #1: What are the different types of drama? What are the elements of drama? What are the most important elements of drama? LOI #2: What was the first type of drama called? What old type of drama is still watched? What type of old drama do people still watch? Who was the first actress? LOI #3: How does drama help solve local and global issues? How does drama help people? Why do people create plays? Why do people watch drama?

© International Baccalaureate Organization 2007

Planning the inquiry

4. How best might we learn? 3. How might we know what we have learned? This column should be used in conjunction with “How best might we learn?” What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? - Graphic organizer/ concept web

What are the learning experiences suggested to encourage the students to engage with the inquiries and address the driving questions? Tuning In: Concept web, writing down all the things that comes into our mind,or what we know, discussion, session with grade 6 Finding Out: In-school program and Bali Immersion, Field trips, Interviews, Surveys Sorting Out: Graph, Survey questions, Blog, Submitting summary drafts to Ms. Corita. Going Further:

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

Making Connections: Group work Taking Action: Explaining to siblings or parents about our topic, What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

(Approaches to learning) 1. Social 2. Communication 3. Self-management 4. Thinking 5. Research 5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? 

Books

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Interviews

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Websites/ Internet

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Survey

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? We appreciate people’s play creations. We started to think that there are lots of purposes of drama. © 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:

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The students’ performance and reflection of the unit showed that they understood and fulfilled the requirements of the exhibition.

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.

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The students used different templates assessing their understanding. Peer assessment, teacher assessment and self assessment were all included in their learning. Parents and teachers to volunteer as mentors.

What was the evidence that connections were made between the central idea and the transdisciplinary theme? Our central idea is about how drama can convey people’s cultural beliefs, feelings and experiences. The theme is “How We Express Ourselves” and it is connected with drama because drama is a way to express our feelings and others.`

© International Baccalaureate Organization 2007

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develop an understanding of the concepts identified in “What do we want to learn?” 

graphic organizer/mind map for pre and post assessment

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Resource speakers and film viewing to learn

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Field trips to relevant places to learn responsibility and perspective on

demonstrate the learning and application of particular transdisciplinary skills? 

Group research summaries to develop research, thinking and communication skills

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Brainstorming activities to develop communication and social skills

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Student timeline to develop self-management skills

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Group performances (i.e. musical number, role plays, poetry) to develop social and communication skills

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

Caring: When we care about drama we try to appreciate drama more

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Inquirer: When we made our lines of inquiry questions

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Communicator: When we discussed with our group

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Principled: We were honest for our research and we didn’t make our own research up.

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Thinker: We think a lot on what to present for our exhibition

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Open-Minded: we share our ideas to our group and we respect each other’s ideas

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Knowledgeable: When we put our research on our blogs

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Balanced: When we divide our work equally to each group member

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.

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. 

Exhibition/students sharing with peers

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We recognize that we are able to make actions

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We changed our behavior to our learning

© International Baccalaureate Organization 2007

9. Student notes Overall we displayed good understanding of the five essential elements of PYP, Knowledge, concepts, attitudes, skills and action. The PYP exhibition was a complete success.