Planning the the inquiry
1. What is our our purpose?
Class/grade: Grade 5
Age group:
1a) To inquire into the following:
School: Domuschola International School
School code: 7800
●
transdisciplinary theme
An inquiry into the interconnectedness interconnectedness of human-made systems and communities; communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. ● central idea
Title:
Government Systems
Teacher(s): Emilia, Teacher(s): Emilia, Bea, Dean, Brenn, Carmina
PYP Planner
Date: September 15 - October 20, 2014 Proposed duration: 48 duration: 48 hours over 6 weeks
Government systems influence the lives of citizens.
1b) Summative assessment task(s):
2. What do we want 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, responsibility, reflection) to be emphasized within this inquiry?
Goal: Students will will be able to design their own country with its own system of government. govern ment. They will construct their own country’s constitution and show how their country is governed. It should include a description of the way the government is organized by coming up with systems.
Focus Key Concepts: - function - perspective - change Related Concepts: - equality - citizenship - governance - law What lines of inquiry will define the scope of the inquiry into the central idea? - How government systems function - Impact of government on ci tizens -The rights and responsibilities of the government and the citizens What teacher questions/provocations will drive these inquiries? Who are the decision makers? Why do we have laws? What are the different government systems? What are their functions?How do they function? How does the government affect the lives of the citizens? What are the rights and responsibilities of the government? How does it affect the lives of the citizens? What are the rights and responsibilities of the citizens? How does it affect the government?
Role: President of a country Audience: classmates, teacher Scenario: The President, Benigno Aquino is giving Corregidor as your own country. Considering the history, the events and the things that you have seen from the Corregidor Trip, how will you improve or develop it into a place that is highly developed like that of Singapore? Product: A Product: A map brochure brochure
© International Baccalaureate Organization 2011
Planning the inquiry
3. How might we know what we have have learned?
4. How best might we learn?
This col umn umn 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 we look for?
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?
Students will create create a poster of how their government would look like if they were to be a president of their country. They have to show in their poster the different government systems and their functions, the impact of their government on their citizens and the rights and responsibilities ties of their government and their citizens.
T uning-in: Free-day - Students will be given a 40-minute free time to do whatever they wanted to do. Then they will discuss their answers on the following questions: What happened with-in the 40-minute time given ven as your free time? Why do we need need rules/routines? o Who sets sets routines? routines? Why? o Brainstorm,, sort and organize who makes decisions on the following: Brainstorm a. home b. school c. community Why do they they need to make decisions? decisions? Why do we have rules rules at home? Why do we have student handbooks in school? o Students will be watching video clips about lives in some barbaric places. Then they will share their ideas on: If I were the leader in th at place…. Students look look at the rules we have at school and in their homes. They then discuss and share the impacts of these rules on them. (Continued in Attachment A)
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? Line of Inquiry
What will be assessed?
How government systems function
Students’ understanding that governments have systems to create, implement and review laws.
Students compare and contrast the systems of Students different forms of government through a table chart.
Impact of government on citizens
Students’ understanding that government decisions and systems affect the lives of its citizens. Both the government and the citizens have equal responsibilities for the country.
Using the same chart as above, students on another column write the impacts of each government on its citizens based on their systems.
The rights and responsibilities of the government and the citizens
How will evidence be collected?
Students identify the rights and responsibilities of the government and the citizens under the different colonizers. Using a graphic organizer of their choice, students compare the rights and responsibilities ties of the government and the citizens under each government.
What opportunities will occur for transdisciplinary transdisciplinary skills development and for the development of the attributes of the learner profile? A. Transdisciplinary Transdisciplinary Skills Thinking Skills: Analysis - By learning about the different functions of the government system, students will be able to analyze the impact of Analysis government systems on the lives of citizens Synthesis - By learning about the rights and responsibilities of the government and the citizens, the students will be able to Synthesis understand that both have equal responsibilities responsibilities to the country. Social Skills: others - By k nowing and understanding about the different systems of the different types of government, students should Respecting others be able to r ecognize that other people's beliefs, viewpoints and ideas may differ from one’s own - Students will be able to cooperate to work within their groups after having realized that others’ viewpoints and ideas Cooperating differ from their own. Communication Skills: Reading and Writing - Students will be able to improve their reading and writing skills in this unit as they gather facts and express their ideas and opinions about a certain topic. Research Skills: Formulating Questions- Students will be able to develop more skills in formulating questions for their research. Observing- Students will be able to develop more strategies on how to observe details needed for research. B. Learner Profile Knowledgeable - Students will be able to inquire about the government system of the Philippines and compare with the others. They Knowledgeable may also inquire into the different government systems in Philippine history and compare them. - Students will be able to u nderstand and appreciate how different countries strive to achieve good governance. Open-minded C. Attitudes Tolerance - Students will be able to develop this attitude when they become sensitive to the decisions and points of view of others Tolerance Appreciation - Students will be able to develop this attitude when, after learning about the different systems of a government, they Appreciation get to appreciate how these governments strive to achieve good governance
5. What resources need to be gathered? gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Camp Crame, Pasig City Hall, Ayala Museum L i t e r a t u r e : Philippines Pride, Vote For Duck A u d i o - V i s u a l : http://educationportal.com/academy/lesson/for portal.com/acad emy/lesson/forms-of-governmentms-of-government-monarchy-democracy monarchy-democracy-oligarchy-more.ht -oligarchy-more.html#lesson ml#lesson , https://www.youtube.com/watch?v=vdh9xo47OWM , P l a c e s :
https://www.youtube.com/watch?v=uX9fTuv9xc8 How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Magazines and books related to government will be displayed in our UOI museum.
© International Baccalaureate Organization 2011
Reflecting on the inquiry
6. To what extent extent did we achieve our purpose? purpose?
7. To what extent did we include the elements elements of the PYP?
Assess the outcome of the inquiry inquiry by providing 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:
Relevance: The students, in general, developed a certain degree of awareness awareness of the importance of government systems, how the systems function and how the systems affect the lives of the citizens. They became conscious of accepting each other's uniqueness and individuality making them more considerate with one another and making them appreciate each other’s point of view. view. They were also made to understand and realize the importance of having systems for them to live in a harmonious, orderly and a better society society.. Engaging: The students enjoyed sharing and discussing their ideas and concepts learned from their readings, researches, and survey about the different forms of government, especially learning about how each government is different from another. They were also engaged in discussing and sharing insights about the different kinds of government systems that the colonizers imposed in Philippine history, especially that they were able to connect well with what they saw in the dioramas of Philippine history at Ayala Museum. Challenging: The students found it tough and demanding, though interesting, to know and carry out their responsibilities as good citizens, especially knowing about the effects of having good systems in their lives. They felt overwhelmed that children as young as their age can already contribute to society, therefore considering their actions as big accomplishments.
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. The assessment could have been better if west dwelt on the concepts. We could have more focused our assessment in a smaller context using such concepts as compared to a bigger concept like a country country.. What was the evidence that connections were made between the central idea and the transdisciplinary theme? By looking at the different systems that each government has, students were able to see the interconnectedness of human systems and community that influence t he lives of citizens. Through their knowledge and under standing of the systems in government, they were also able to make connections to the concepts of structure and decision-making.
● develop develop an understanding of the concepts identified in “What do we want to learn?” Function - From the readings and watching video clips about the different forms of government, they realized that each form of government has its own way of functioning or ruling its country. Knowing about these made them more curious to know how it feels like to also experience those other forms of government. Perspective - From the persuasive texts that the students read and written for the Book Fair, the students were able t o understand that with the different forms of government, each leader has his own way and belief of making his place better. Change - The students were able to see that forms of government change through time, too. Even with the government systems that took place in Philippine history, it has also changed from the period of the early Filipinos to the coming of the colonizers until we obtained our independence from the Americans.
● demonstrate the learning and application of particular transdisciplinary inary skills? Thinking Skills - The students were able to display this skill specifically when they had to think of the different systems, how they functioned and their effects on the lives of the citizens when they went on a field trip to Corregidor. With the different sites they had seen, they had to identify what kind of s ystem was there before the war. They also developed this skill when they had to come up with their summative assessment. Planning and analyzing how to come up with a good country and a good system and enumerating its effects on their citizens was a good manifestation of this skill. Social Skills - Students worked and interacted with each other during the d ifferent learning engagements, especially when they had to work as a group and had decisions to make when coming up with their generalizations. Communication Skills - The students were able to share their ideas as a result of their readings from the texts about the government systems in Philippine history. history. The students were able to display this skill when they had to come up with their Powerpoint presentations presentations to share in c lass what they have read about the different government systems. This also opened the opportunity for the other students to offer additional information information and to raise questions for clarification. Research Skills - The students were able to observe and gather information from their field trips for this unit. Knowing how the government systems changed in the different periods of the colonizers in the Philippines, the students were able to observe and take notes of the differences of the systems implemented by the different colonizers. colonizers. ● develop particular attributes of the learner profile and/or attitudes? Knowledgeable - The students were able to know that there are different forms of government in the world. Likewise in the Philippines, they were also able to know that the government system that we have now was not the kind of government system that the early Filipinos had. Open-minded - Knowing that each form of government in the world is different from each other and, yet, we can still work together for peace despite the differences, the students were able to d evelop this profile by looking at themselves as different from each other too. By knowing this, they u nderstood that even if they are different from each other and even if their perspectives are different from each other, they became open minded so that they can still work as a class to make their class better. Tolerance and Appreciation - Being open-minded students now, they have become more understanding of the differences that they have from each other and learned to appreciate the ideas that their classmates are sharing in class.
© International Baccalaureate Organization 2011
Reflecting on the inquiry
8. What student-initiated inquiries inquiries arose from the learning? 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.
Unit of Inquiry
Why do we have to have government systems?
Having the students go on field trips helped them engage more with what we had been doing in the classroom. This also made me realize the importance of field trips to these group of students.
Why are systems important? What could happen if we don’t have government systems? What are our responsibilities as citizens? What are the responsibilities of our government? At this point teachers should go back to box 2 “What do we want 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. The students somehow tried to take the initiative of organizing their classroom especially in fixing their classroom library and making sure now that the classroom is in order before they leave.
© International Baccalaureate Organization 2011
The Ayala Museum field trip was something that aroused the curiosity of the students about the kind of life that the Filipinos had during the time of the colonizers. Knowing more about the government, the trip to Camp Crame helped them to understand more about how laws are being implemented, who are implementing and who are making the laws. The field trip to Corregidor and the engagements undertaken during the field trip was a big factor i n making the students understand more about systems. It was a good opportunity for them to finally see and prove what we had been talking about in the classroom. As evidenced by their summative assessment, the students were able to show a full grasp about systems and how systems influence the lives of citizens. English The debate that the students had about Dictatorship and Democracy somehow helped the students to become more Open- minded. The sharing of argumentsand proving/defending their arguments with facts ignited their interest in writing persuasive texts.
Attachment...
A. Learning Engagements Engagements Finding Out Data collection Experiences to assist students to gather new information about the topic Experiences and texts that add to the knowledge knowledge base. Emphasis on gathering first-hand data in a range of ways (usually shared e xperiences)
Line of Inquiry 1: How government systems function Students evaluate the different systems that are in place in their classroom and their different subjects. Students interview their parents and grandparents about the government system that they have witnessed and experienced in the Philippine history. Students are grouped according to the different kinds of government which they will research on – on – communism, communism, de mocracy mocracy,, di ctatorship, monarchy. Line of Inquiry 2: 2: Impact of government on citizens Students evaluate the impact of rules and essential agreements that we have at school. They also evaluate the impact of their learning, demonstration and application of the learner profile. Students also include in their interview tasks with their parents the impact of the systems of government on them and on others. Students also analyze the different lives of people living in communist, democratic, dictatorship and monarchial countries and connect these with their systems in place. Students read an article about “Limiting “Limiting Government.” They learn more about the importance of the constitution, separation of powers, rule of law, consent of the governed and the rights of the minority minority.. Line of Inquiry 3: The rights and responsibilities of the government and the citizens Students list down the rights and responsibilities that they have at home and their parents to them. Students find-out the different rights and responsibilities of their school and themselves in the school. Students also look at their rights and responsibilities for their countries. Likewise, they also find-out the rights and responsibilities of our government to them.
Sorting Out Gauging, organizing or representing new information Activities to to assist students to process process and work work with the information and ideas they have gathered gathered about the topic (including exploring values) Organizing, analyzing analyzing and communicating the information gathered using a range of vehicles (e.g through Maths, Arts, English, Drama, Music or IT)
Students create an editorial cartoon that would compare and contrast the 4 kinds of government. Students come up with a T-Chart that that would illustrate or tell tell us about the impacts of systems on individuals or groups.
Students compose a song that would show the rights and responsibilities of the government and citizens.
Going Further ● Activities to challenge and extend ● Raising new questions, extending experiences, challenging assumptions. May be i ndividually negotiated.
They compare and contrast the different systems of government the Philippine colonizers colonizers had – – Spaniards, Spaniards, Americans and Japanese. Students analyze the lives of the people during the Spanish, American and Japanese colonization and connect these with the sy stems of governance that they had.
Drawing conclusions Raising new questions, extending extending experiences, challenging challenging assumptions. May be individually negotiated. negotiated. Students draw conclusions of what they have learnt. This is an important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together. together. Students come up with a generalization chart to show what they l earned about the unit.
Reflecting and Taking Action To reflect reflect on what has been learnt a nd process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which they can see results.
Students come up with a system for their classroom and decide to revisit their essential agreements so that they will change the things that are not effective with agreements that they think will help in improving the systems that they have in the classroom.
