Planning the inquiry

1. What is our purpose? Class/grade: 4th Age group: 9-10

To inquire into the following:
School: Mountainview School code: 006510
· ​transdisciplinary theme: How the World Works
Title: How the World Works
How the World Works – An inquiry into the ​natural world and its laws​; the interaction
between the natural world (physical and biological) and human societies; how humans
Teacher(s):Bettge, De Anda, Duske
use their understanding of scientific principles; the impact of scientific and technological
advances on society and the environment. Date: 3rd Six Weeks; November 12​th​- December 21​st

· ​central idea Proposed duration: 5 weeks

Interactions impact our world and beyond.

Summative assessment task(s):
2. What do we want to learn?
What are the possible ways of assessing students’ understanding of the central
idea? What evidence, including student-initiated actions, will we look for? What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Connection, Causation, Change, Function
Students will choose an interaction (water cycle, life cycle, weathering, moon
phases, weather, seasons, branches of government) and create a model and write a (Related Concepts: Relationships, Sequences, Transformation)
paragraph about it’s impact on how the world works. The students will be graded What lines of inquiry will define the scope of the inquiry into the central idea?
with a rubric.
· ​Transformation of the Earth’s surface
· Leadership and discoveries shape our government
The student initiated action will be..
· Understanding sequences allows for prediction of change
Students recognize important connections in our world.
What teacher questions/provocations will drive these inquiries?
They will recognize conflict and problem solve how to resolve it.
· How does climate guide settlement locations?
· What relationships regulate interactions in society?
· Where can predictable sequences be found?
Provocation- ​One teachers will pose unrealistic rules to the grade level. She will enforce
them firmly. Students will notice poor leadership skills and the other two teachers will
guide the students to the correct hierarchical steps to make a change.

How the World Works

 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
What are the possible ways of assessing students’ prior knowledge and skills?
questions?
What evidence will we look for?
· The students will participate in hands-on weathering, erosion, and deposition labs.
· Students will complete a KWL Chart over relationships and interactions in their
world. · The students will research governors of Texas.
· Students will label cycles to assess prior knowledge. · The students will create slide show presentations with famous inventors.
· The students will take a field trip to the Capitol and the Bob Bullock Museum.
What are the possible ways of assessing student learning in the context of the · The students will create a diorama of life cycle.
lines of inquiry? What evidence will we look for?
The students will observe mealworm life cycles.
● Students will participate in slow changes to Earth’s surface lab. They will
The students will watch BBC video on life cycles.
record observations and sort their findings under weathering, erosion, and
deposition. The students will vote on a class pet.
● Students will create a chart of the branches of government and their basic
The students will become a water droplet to explore the water cycle.
functions.
● Students will create a t-chart listing the challenges before and benefits The students will replicate moon phases through oreo representations.
resulting from the specific discovery. The students will research a Texas city and predict a weekly weather forecast. They
● Students will predict the moon phases, weather, and climate of a city of their will also discuss seasons into this activity.
choice. They will present their findings to the class.
The students will participate in a technology enriched scavenger hunt to locate the
importance and purpose of historical documents.
The students will read various texts that connect with related topics.
The students will apply mathematics to problems in everyday life.

. What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
Transdisciplinary Skills
· Research​ - Students will research various historical documents.
· Thinking​ – Students will ​acquire knowledge​ as they research their questions and
experience class demonstrations. Students will ​analyze​ observations and questions
before research begins.
· Self-Management​ – Students will ​manage time​, ​organize themselves​, and display
appropriate ​codes of behavior​ during diorama creations.
· Social​ – Students will ​accept various responsibilities​, ​respect others​, ​cooperate

How the World Works

 and ​make group decisions​ during group learning experiences.
Learner Profile
Students will become better ​inquirers ​when they become a meteorologist during the
weather forecast activity.
Students will become more ​knowledgeable​ as they track the mealworm life cycle and
compare it to another life cycle.
Students will practice being ​communicators​ when they share their presentations with the
class.
Attitudes:
Independence- Students will take charge of their learning as they go through the water
cycle learning experience.
Cooperation- Students will practice cooperation in group learning experiences such as the
gallery walks and scavenger hunts.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

· Videos – ​Brainpop, Stemscopes, BBC Earth Videos on life cycles

​ pic for student research on discoveries and people, historical documents

· Books – ​ E

· Manipulatives ​– Lab materials

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Field trip to the capitol Austin and Bob Bullock museum

How the World Works

 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 What were the learning experiences that enabled students to:
central idea. The reflections of all teachers involved in the planning and teaching of the
● develop an understanding of the concepts identified in “What do we want to
inquiry should be included.
learn?”
· ​central idea
Connection-
Interactions impact our world and beyond.
Causation-
Change-
Perspective​-
How you could improve on the assessment task(s) so that you would have a more accurate
demonstrate the learning and application of particular transdisciplinary skills?
picture of each student’s understanding of the central idea.
Research -

Thinking-
What was the evidence that connections were made between the central idea and the
Self-Management-
transdisciplinary theme?
Social-

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

Learner Profile

Inquirers-

Knowledgeable-

Communicators-

Attitudes:

Independence-

Cooperation-

In each case, explain your selection.

How the World Works

 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 Science TEKS:
were incorporated into the teaching and learning.
4.8(B) describe and illustrate the continuous movement of water above and on the
surface of Earth through the water cycle and explain the role of the Sun as a
major source of energy in this process
4.7(B) observe and identify slow changes to Earth's surface caused by
weathering, erosion, and deposition from water, wind, and ice
At this point, teachers should go back to box 2 “What do we want to learn” and highlight
4.8(C) collect and analyze data to identify sequences and predict patterns of
the teacher questions/provocations that were most effective in driving the inquiries.
change in shadows, seasons, and the observable appearance of the Moon over
time
4.10(C) explore, illustrate, and compare life cycles in living organisms such as
beetles, crickets, radishes, or lima beans
What student-initiated actions arose from the learning?
4.3(B) represent the natural world using models such as the water cycle and
Record student-initiated actions taken by individuals or groups showing their ability to
stream tables and identify their limitations, including accuracy and size
reflect, to choose and to act.
4.8(A) measure, record, and predict changes in weather

Social Studies TEKS:

4.8(B) describe and explain the location and distribution of various towns and
cities in Texas, past and present
4.7(B) identify, locate, and compare the geographic regions of Texas (Mountains
and Basins, Great Plains, North Central Plains, Coastal Plains), including their
landforms, climate, and vegetation
4.8(C) explain the geographic factors such as landforms and climate that influence
patterns of settlement and the distribution of population in Texas, past and
present
4.13(A) identify ways in which technological changes in areas such as
transportation and communication have resulted in increased interdependence
among Texas, the United States, and the world
4.17(B) explain how individuals can participate voluntarily in civic affairs at state
and local levels through activities such as holding public officials to their word,
writing letters, and participating in historic preservation and service projects
4.18(A) identify leaders in state, local, and national governments, including the
governor, local members of the Texas Legislature, the local mayor, U.S. senators,
local U.S. representatives, and Texans who have been president of the United
States

How the World Works

 4.20(B) describe how scientific discoveries and innovations such as in aerospace,
agriculture, energy, and technology have benefited individuals, businesses, and
society in Texas
4.20(A) identify famous inventors and scientists such as Gail Borden, Joseph
Glidden, Michael DeBakey, and Millie Hughes-Fulford and their contributions
4.20(C) predict how future scientific discoveries and technological innovations
might affect life in Texas
4.12(E) explain how developments in transportation and communication have
influenced economic activities in Texas
4.22(A) use social studies terminology correctly
4.22(E) use standard grammar, spelling, sentence structure, and punctuation

4.17C​ explain the duty of the individual in state and local elections such as being
informed and voting
4.15B ​identify and explain the basic functions of the three branches of government
according to the Texas Constitution
4.15A identify the purpose and explain the importance of the Texas Declaration of
Independence, the Texas Constitution, and other documents such as the
Meusebach-Comanche Treaty
4.15C​ identify the intent, meaning, and importance of the Declaration of
Independence, the U.S. Constitution, and the Bill of Rights
4.17E ​explain how to contact elected and appointed leaders in state and local
governments
4.18B​ identify leadership qualities of state and local leaders, past and present
4.13(B)​ identify oil and gas, agricultural, and technological products of Texas that are
purchased to meet needs in the United States and around the world

ELAR TEKS​:​4.2A, 4.2Aiv, 4.2Av, 4.2B, 4.2Bv, 4.2Bvi; 4.3C; 4.6ABCDEFGHI;

4.7BCDEFG; 4.8ABCD; 4.9A, 4.10ABCDEF; 4.11AB, 4.11Bi, 4.11Bii, 4.11CD, 4.11Di,
4.11Div, 4.11Dv, 4.11Dvi, 4.11Dx, 4.11Dxi; 4.11E, 4.12A

Math TEKS: 4.1ABCDEFG, 4.4EFGH, 4.5A

© International Baccalaureate Organization 2011

How the World Works