Planning the inquiry

1. What is our purpose? To inquire into the following:

Class/grade:

2nd Grade

Age group: 7 School code: 006610

School: Oak Forest

transdisciplinary theme Teacher(s): Berry, Vester, Woods, Walkley, Long, Harris, PYP planner

Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human.

Duckworth, Parker, Taylor, Carnes Date: October 24-December 19, 2011 Proposed duration: number of hours: 14

Over number of weeks: 4

central idea
2. What do we want to learn?

Lifestyle choices affect functions of the human body.

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?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?

Key Concepts: Function, Causation, and Responsibility Related concepts: Consequences, Balance

Task: Students will use a thinking map to create an example of the healthiest day possible.

What lines of inquiry will define the scope of the inquiry into the central idea?

Systems of the human body Functions of body systems Personal health behaviors that lead to a healthy life style Components of nutrition and how it affects the body

Evidence: They will include information about food (3 meals), physical activities, hygiene, and rest/relaxation/mental health. In addition, they will answer: How does it make your body healthy? Assessment: Self-Checklist and presentation of product

What teacher questions/provocations will drive these inquiries?

How does each system contribute to the body? How does nutrition affect health? How does exercise affect health? What do you do to take care of yourself? How does that make your body healthy?

Taught: December 2011 International Baccalaureate Organization 2007

Revised: September 2012

Planning the inquiry

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?
-KWHLQ Chart- We will use the chart to identify areas of need and to access prior

4. 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 questions?
Week 1-Pre-Assess and Engage---KWHLQ Chart and Circle Map

knowledge. This will be revisited at the close of the unit to assure all, Want to Know areas have been discussed. -Students will list all of the actions you take to be healthy. -Students will complete an outline of an empty human body filling in all of the body parts and systems that they know.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

Week 2-Explore and Explain--Students view models of various body parts and attempt to identify what they are and what they do. P.E. teacher will share information about the heart, muscles, and exercise. Students will take a virtual tour through the human body using the computer. Nurse will talk to kids about hygiene. Week 3-Extend---Body system rotations: Classes rotate through each teachers classroom. Each teacher will specialize in one body system and directly teach important parts, function, and ways to keep it healthy. The students will work in groups to create food for one part of a balanced meal. The students will then present their food to the class. Students will learn about heart and respiratory systems through reading the textbook. Students will read the Pyramid Caf Readers Theater to learn about the benefits of different food groups. Week 4-Evaluate---Student presentations

-(Systems of the human body) Students will answer multiple-choice and fill-in-theblank questions about systems of the body. Students will fill in the outline of an empty human body. -(Functions of body systems) Students will take notes on the each system during centers. They must be able to identify the systems function, main parts, requirements for the system the function correctly. -(Personal Health/ Components of Nutrition) Students will write and illustrate a 4square organizer showing examples of good hygiene, exercise, and rest/relaxation. Students will plan 3 balanced meals with appropriate food choices for the day. Students will create I am what I eat pictures using grocery circulars. List all of the actions you take to be healthy.

What opportunities will occur for Transdisciplinary skills development and for the development of the attributes of the learner profile?
Profile balanced, reflective, knowledgeable Skills Self-Management Skils, Social Skills, Communication Skills

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Food pyramid from Dairy Council Carson-Dellosa Human Body (grades 2-3) Viruses, Bacteria and Allergies; Slim Good Bodies; Human body for Students United Streaming video, Brain Pop videos about systems Create a day of meals using My Blastoff from www.mypyramid.gov www.mypyramid.gov ; www.unitedstreaming.com Senor Bones (skeleton) Magic School Bus video

How will the classroom environment, local environment, and/or the community will be used to facilitate the inquiry
Nurse/Doctor skin, lungs, kidneys PE teacher heart and muscles
International Baccalaureate Organization 2007

School Nurse - hygiene

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

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.

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to: In each case, explain your selection. develop an understanding of the concepts identified in What do we want to learn? o o Function -Students learned about the major body parts and how they function and these were labeled on diagrams on the IB boards Responsibility- While creating a healthy day, students recognized their responsibility to maintain their health by making good choices about their diet and activity. Causation- The students were able to demonstrate that there was a direct correlation between what you eat and how your body functions.

Students really enjoyed this unit and learned a lot. I was surprised at how little they knew about some foods and nutrition. Only three students has experience with healthy eating and a balanced mean. This proved to be both good and bad. I believe that we needed additional time. However, it was a great topic. The students enjoyed exploring websites that allowed them to label and watch our body systems. The students were excited and motivated to take part in the activities daily. They took part in labeling parts of the body as we used various websites to assist us. The students enjoyed the Human Body Unit. They developed a greater understanding of how their bodies were put together inside/outside. They also came to understand that choices we make can help or hurt our bodies. The students enjoyed the unit. As for my class, I think that they took a different path. The students asked questions geared toward how the bodies functions and why it is so. They were interested in how the body works, more so what goes inside of it. They learned that the body has major organs and even different groups of cells. They were definitely intrigued with the concept of form.

demonstrate the learning and application of particular Transdisciplinary skills? o The students connected their learning to real-world experiences. They were able to connect how some family members died due to poor eating habits or unhealthy ways. The students actually began to change their behavior around food and activity ie; choosing healthier snacks, walking, being more active at recess

develop particular attributes of the learner profile and/or attitudes? o Caring- The students learned that our bodies work like machines and that we need to care about what we put in it. Reflective- Students reflected on ways to improve their health and the health of their relatives and to set goals to change.

How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea. We could have improved the assessment tasks by allowing the students to show in their own way what they learned during the course of the unit. We believe that the students could have benefited more from journaling, which would have given us a deeper insight of their thinking processing. The students could have also designed their own assessment to give to each other. I

What was the evidence that connections were made between the central idea and the Transdisciplinary theme? The students were able to create thinking maps that geared towards what they learned, what goes in the body versus what is in the body. The students were able to verbalize knowledge of nutritional components of different types of food and how it affects their bodies.

International Baccalaureate Organization 2007

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.

9. Teacher notes It would help if we had a longer period of time. My students were so intrigued about how the body functions. We did not spend enough time on how to make healthy choices and what we take in affects our bodies. We should make this into two units. I believe that the students should see real examples of what things harm the body, such as a smokers lung compared to a nonsmokers lung. The nurse should have more collaboration with the students during this unit.

1. 2. 3. 4. 5. 6. 7. 8. 9.

How does the body hold itself up? To be healthy you have to eat veggies How do you get healthy? Does the brain have many parts? What is our body made of? How do we breathe? Do your feet help you move? How do the eyes work? Do bones move?

10. How do we grow?

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. See box 2

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.

Real-World Experiences The students chose healthier lunch options and discussed it with each other and discussed that the cafeteria does not serve good choices. The students helped parents to make healthier choices at home such as the choices made while they grocery shop.

Summative Project- The students used a thinking map to write what they have learned about the body. However, some students chose to write songs.

International Baccalaureate Organization 2007