Created: 28 January 2010 Latest Revision: 19 February 2010 Printed

1. What is our purpose? To inquire into the following:  Transdisciplinary theme How the world works  Central idea The Earth´s diverse scenery and landscapes can be understood through the study of tectonic plates and the natural and non-natural forces continually shaping them. What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? Strategy: Performance Assessment Tool: Rubric Prompt: You are a team of geologists working for National Geographic. 4Th grade students from a nearby school are coming to learn about how different landforms have been created. As an expert team you need to choose a particular landform and think about how you can teach it to the visiting fourth graders in an interesting and fun way. Here are some ideas of audiovisual aids you can use: video, blueprint, paint, photo, etc. Rubric, continuum or …

Created: 28 January 2010 Latest Revision: 19 February 2010 Printed Class/Grade: Fourth Age Group: 9 - 10 yrs School: Colegio Colombo Británico

School Code: 700202 PYP Planner Title: Year: 2011-2012 Teachers: Roosevelt Atehortúa, César Barrero, Carlos Andrés Piñeres, Jaime Chalá, Francisco Garcés, Yolanda Puente, Juan Ortiz, Ximena Hurtado, Sara Patricia Escobar, Luz Angela Mendez y Esme Mc Avoy Proposed Duration: 5 weeks

2. What do we want to learn?

What are the key concepts to be emphasized within this inquiry? Key concepts: FUNCTION, CHANGE AND FORM Related concepts: Movement (Tectonic Plates), Erosion and Landforms

What lines of inquiry will define the scope of the inquiry into the central idea?  The constant movement of tectonic plates and the consequences of their interactions  The sculpting of landscapes by natural and non-natural forces  The relationship between landforms and the forces that create them

What teacher questions/provocations will drive these inquiries? Teacher Questions

 What are tectonic plates?  How do they move?  Where are they located at?  How are earthquakes and volcanoes formed?  What are some of the Earths landforms Provocations 1. Movie on natural disasters - Watch a movie on natural disasters to get a feeling of the movement of the tectonic plates and what they can cause. 2. Power point on Landforms – Watch a Power point containing photographs of landscapes enjoys them and try to identify as many as they can.

Created: 28 January 2010 Latest Revision: 19 February 2010 Printed 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 possible ways of assessing students’ prior knowledge and skills? What What are the learning experiences suggested by the teacher and/or students to encourage the evidence will we look for? students to engage with the inquiries and address the driving questions? KNOWLEDGE During the post-provocation discussion we analysed the S’s previous knowledge where they Observation& experience: expressed their thoughts and ideas about how certain landforms are created and the Fieldtrip: Cerro de las tres cruces to observe the different landscapes and erosion movements of the Earth that can cause natural disasters such as an earthquake and Visual Arts: They will create a paper animation using photography (stop motion). They will tsunami. include also concepts such as Articulation, Continuity and Frame, as well as one of the basic principles of perception in Gestalt which is Figure-Ground. SKILLS  nd Skills have been previously evaluated during the 2 term when in Maths the S’s worked with Interview data, organising and interrogating databases. In the previous Units of Inquiry and in the Geologist visit to talk about the three lines of inquiry Language class they have also read expository text, but since we know it is still difficult for them to find and interpret information in this kinds of texts, the Spanish teacher will help Media: developing this skill. Book research about tectonic plates, mix ability groups, answer four questions Centers on landforms, news articles, books and others What are the possible ways of assessing student learning in the context of the lines L1: En el área de lenguaje los estudiantes harán algunas aproximaciones a los conceptos de of inquiry? What evidence will we look for? movimiento y placas tectónicas, a travès de la lectura comprensiva de un texto expositivo que  LOI 1 The constant movement of tectonic plates and the consequences of tiene como tema central los temblores y/o terremotos y sus consecuencias. their interactions What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Transdiciplinary Skills  LOI 2 The sculpting of landscapes by natural and non-natural forces TRANSDISCIPLINARY SKILLS RESEARCH SKILLS  LOI 3 The relationship between landforms and the forces that create them  COLLECTING DATA (PE) USAR EL CONOCIMIENTO PREVIO PARA REGISTRAR DATOS PERSONALES Y 5. What resources need to be gathered? LOS DE SUS COMPAÑEROS Y REALIZAR COMPARACIONES Y GRAFICAR LOS RESULTADOS OBTENIDOS. What people, places, audio-visual materials, related literature, music, art, computer software,  INTERPRETING DATA (SCIENCE) etc. will be available? How will the classroom environment, local environment, and/or the COMMUNICATION SKILLS community be used to facilitate the inquiry?  Reading expository text (Spanish)  SCIENCE & SOCIAL STUDIES SKILLS SCIENCE SKILLS  INTERPRET AND EVALUATE DATA GATHERED IN ORDER TO DRAW CONCLUSIONS  ORGANIZING DATA SOCIAL STUDIES SKILLS  USE AND ANALYSE EVIDENCE FROM A VARIETY OF HISTORICAL, GEOGRAPHICAL AND SOCIETAL SOURCES ATTITUDES  Confidence  Enthusiasm  Commitment PROFILE  Communicators  Inquirers

Created: 28 January 2010 Latest Revision: 19 February 2010 Printed Created: 28 January 2010 Latest Revision: 19 February 2010 Printed 7. To what extent did we include the elements of the PYP? 6. To what extend did we achieve our purpose? What were the learning experiences that enabled students to: Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the  Develop particular attributes of the learner profile and/or attitudes? planning and teaching of the inquiry should be included. In each case, explain your selection

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.

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

Created: 28 January 2010 Latest Revision: 19 February 2010 Printed 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 were incorporated into the teaching and learning.

What student–initiated actions arose from the 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. Questions: What student-initiated actions arose from the learning?

Created: 28 January 2010 Latest Revision: 19 February 2010 Printed