Inquiry Units Theory, Skills and Assessment Delwyn L. Harnisch, UNL, Lincoln.
VIS grade primary units of inquiry
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Transcript of VIS grade primary units of inquiry
Concepts
Responsibility - What responsibilities do people have when finding ways to live together with mini-beasts?Perspective - What ideas do different people have about mini-beasts and their place in the world? Connection - How are mini-beasts connected to their environment?
SkillsResearch Skills: Development of primary research skills through observation and classification.
Learner0Profile:00000000
Caring - I care for my environment and the living things within it.
Inquirer - I am curious to know more about the environment and the living things within it.
MINI-BEASTSU N I T O F I N Q U I R Y
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Central Idea: Mini-beasts are an important part of life in the habitat in which they live, and we
share space with them.
Lines of Inquiry:• Mini-beasts are
invertebrates with specific characteristics and behaviours.
• Mini-beasts have specific needs.
• Other living things and environments depend on mini-beasts for survival
• Humans and mini-beasts interact in a variety of ways.
How can I help my child?
• Talk about the types of mini-beasts your child already knows. E.g. ants, beetles, caterpillars, lady-bugs, centipedes, spiders.
• Visit the Butterfly House to observe the variety of butterflies.
• Notice what mini-beasts are common in Vienna.
• Consider: what might happen if there were no mini-beasts.
• Read related literature with your child in your home language.
• Model respect for mini-beasts and discuss places for mini-beasts and places for us.
PYP Elements
Outcomes to be reported on in the context of the written report: Science! Recognise that living things have different
characteristics at different times of their lives e.g. ladybird lifecycle
! Classify living things in different ways! identify the kinds of living things that are likely
to be found in different habitats Language! Record relevant information/results at a in a
variety of ways e.g. lists, charts, labels, simple sentences
Research Skills•Take time to make relevant, detailed observations
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FIELD TO TABLEU N I T O F I N Q U I R Y
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Central Idea: Most of the food we eat goes through different stages before we eat it.
Lines of Inquiry:• Food can be grouped in
different ways• Food goes through
different processes before we eat it
• There are systems in place to help getting food to us
How can I help my child?
• Cook with you child, talk about the variety of ingredients you use.
• Talk about how food changes when it is prepared and cooked.
• Take notice of where the food you buy comes from and what processes it has been through before it reaches your house. Talk about this with your child.
Concepts• Form – What are different
foods like? • Change – How do foods
change during processing?
• Related concepts: process, sequence, systems - Where did it come from? How did it get here? And what has happened to it along the way?
SkillsResearch Skills – • Observation: taking time to
make clear observations • Collecting data: gaining
information from books and videos
• Recording data: Drawing, flowcharts, sequencing
Social Skills – • Engaging in cooperative
learning
Learner Profile• Thinker – thinking through
processes• Knowledgeable – about
food groups and food processing
• Inquirer – Inquiring into food processes
PYP Elements
Outcomes to be reported on in the context of the written report:
• Identify the origins of a variety of foods
• Describe what things look like after they have changed
• Use unit specific vocabulary • Group foods in different
ways• Describe the systems in
place that help bring food to us
Concepts• Perspective – What are
the different points of view about characters and their behaviour?
• Reflection – How are my behaviours similar and different to characters I have read about?
Related concept: Consequence – What happens when I make certain choices?
SkillsCommunication skills:• Viewing: understanding the ways in which images and language interact to convey ideas, values and beliefsThinking skills:• Analysis: finding patterns in behaviours of different characters
Learner Profile:
Looking at characters through the lens of the
learner profile, to consider if they were:
Inquirer Thinker
Principled Reflective
Knowledgeable Caring
Risk-taker
CHARACTERS IN STORIESU N I T O F I N Q U I R Y
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Central Idea: Investigating characters helps us to understand and express ourselves.
Lines of Inquiry:• Characters display
certain behaviours, which include learner profile attributes
• People make choices for their own behaviour
• We can talk about our own behaviours in relation to how other characters act
How can I help my child?
• Talk about the types of characters they meet in books and films
• Encourage your child to compare the characters they read about, with themselves
• Read a wide variety of books and stories with your child in your home language
Resources:
PYP Elements
Outcomes to be reported on in the context of the written report:
Language
• Act out a character or story using movement, mime, music etc.
• Answer questions about people and events in stories
• Express an opinion about a text.PSE
Identify learner profile attributes in fictional characters
Identify personal strengths within the learner profile attributes.
A YEAR IN OUR LIVES U N I T O F I N Q U I R Y
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!Central Idea: During our year together time
passes and changes happen.
Lines of Inquiry:• Time can be measured in
different cycles between events
• Nothing and nobody stays the same, everything changes.
• I change physically and developmentally as I grow
• Plants and animals are affected by the seasons.
How can I help my child?
• Talk about the passage of time, the seasons, months and days of the week.
• Notice what changes in the world around us, as time passes.
• Consider how your children are changing over the year.
• Read related literature with your child in your home language.
Concepts• Change – What things
change during our year together? How do these things change?
• Related concepts: Time, growth, development.
Skills• Thinking Skills:
acquisition of knowledge, comprehension, application
• Research Skills: observation
Learner Profile• Thinkers – I think very
carefully before making a decision or when I have a problem.
• Reflective - I am able to think about the way I learn and act at school.
PYP Elements
Outcomes to be reported on in the context of the written report:MATHEMATICSUse language which relates to time such as before, after, day, night tomorrow, yesterday SCIENCEIdentify obvious changes that occur on the Earth e.g. day and night, rain and sun, climate, seasons LANGUAGEMake predictions about changes that occur in daily lives and across the yearPSEReflect on personal progress
PUSH & PULL U N I T O F I N Q U I R Y
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Lines of Inquiry:• Things can move when
a force (either a push, pull or twist) acts on it.
• We can change the way things move.
• Certain words help us describe how forces work
How can I help my child?
• Look at how we make things move in everyday life: transport, swings, toys.
• Talk with your child about what is happening when playing with cars and ramps, or with train sets.
ConceptsCausation – Movement doesn’t just happen. There are causal relationships at work
Function – Pushing and pulling work in certain ways.
Related concepts: force, consequence
Skills
Research Skills:
Formulating questions: sharing ideas for possible future inquiries e.g. I wonder what would happen if a made the ramp higher?
Recording data: Using prepared tally sheets to record data from experiments.
Learner Profile• Thinkers - Students
exercise initiative in applying thinking skills critically and creatively
• Inquirers - Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.
PYP Elements
Outcomes to be reported on in the context of the written report:
Science• Identify how to make a
variety of objects move• Identify the ways forces act
in everyday situations
Research Skills• Ask relevant questions that
can be researched• Record observations by
making charts or drawing
Central Idea: Push and pull are forces which can make things move.
Concepts• Connection – Students
consider the impact of their actions on others.
• Responsibility – Students consider their responsibilities when living as part of a community of learners.
• Related concepts: Sharing, roles, respect, communication.
Skills•Social Skills – accepting responsibility, respecting others, cooperating, resolving conflict, group decision making, adopting a variety of group roles•Communication Skills – Listening and speaking
Learner Profile:
How do these attributes of the learn profile help us
learn together? Caring
Communicator Risk-taker
OURSELVES AND OUR SCHOOLU N I T O F I N Q U I R Y
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Central Idea: A safe and happy learning environment is
created when an understanding of rights, roles and responsibilities has been established.
Lines of Inquiry:• A learning environment is
created by a community of learners.
• Students have the right to learn, to express themselves in different ways, and to feel secure.
• In a learning community people have different roles
• Learners have the responsibility to respect themselves, others and the environment.
How can I help my child?
• Talk about school routines and expectations with your child.
• Ask about your child’s day at school.
• Consider the differences between home and school.
• Read related literature with your child in your home language.
• Encourage your child to be independent in caring for their possessions.
PYP Elements
Outcomes to be reported on in the context of the written report: Personal and Social EducationRoutines• Approach new and challenging
situations within a safe environmentWorking with others• Take turns and share with peers in
group situationsResponsibilities• Identify responsibilities as a learner • Interacts in ways which show care
towards our classroom and playground
Roles• Shows an awareness of the rights
and roles involved in being a member of the class.
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