Download Sharing the Planet

Planning the inquiry
1. What is our purpose?
To inquire into the following:
Class/grade: 5
Age group:
School: Sekolah Ciputra
School code: 7179
Transdisciplinary theme: Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with
other people and with other living things; communities and the relationships within and
between them; access to equal opportunities; peace and conflict resolution.
Central idea:
Title: Sharing the Planet
Teacher(s): Ary, Palupi, Yosef, Agustina, Diana, Primma, Hestya
and Helen Hutton
People’s actions influence our World Climate
Date: January 10th - February 25th 2011
Summative assessment task(s):
Proposed duration: 7 weeks
What are the possible ways of assessing students’ understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
Proposing and present/campaign a program of action to counteract climate
change. They must include: the purpose and description of the program, the
reason why we have to do the program, how it helps to counteract climate
change, and evidence of action. Criteria (draft):
 Develop creative idea to initiate action
 Compose an action proposal
 Analyze how action can counteract the Climate Change
 Display on going commitment to the action
 Weekly journal (Diary of action- teacher and parents’ observation and
students self-reflection
Summative:
 Explain how the chosen action helps to counteract the climate change
 Exhibit natural curiosity toward the topic learned
 Display ongoing commitment to the action
 Evaluate the effectiveness of the action (people who do the action, level of
minimizing the effect)
 Evaluate the sustainability of the action
 Compose an expected template of proposal
 Organize the action effectively
 Communicate the information effectively during presentation
LEARNING OUTCOMES:
 Demonstrates understanding of the causes of climate change
 Explains how climate change impact on our world
 Organizes actions to counteract climate change
 Creates a movie clip to raise awareness about climate change
PYP planner
2. What do we want to learn?
What are the key concepts (form, function, causation, change,
connection, perspective, responsibility, reflection) to be emphasized
within this inquiry?
Concepts: Causation, Change, Responsibility
Related Concepts:
 Science : climate, seasons, system, transformation, adaptation, atmosphere,
pollution
 Social Studies : environment, impact, consequences, geography,
sustainability, initiative, responsibility
What lines of inquiry will define the scope of the inquiry into the
central idea?



Causes of the world climate change
How climate change influences our world
Ways in which we can counteract climate change
What teacher questions/provocations will drive these inquiries?
 What are the connections between weather, climate and season?
 What is greenhouse effect?
 How does global warming happen?
 What impacts have we experienced as the result of global warming?
 Why do people have to respond and to counteract climate change?
Provocation :
 Observing pictures of the random causes and impacts global warming, then
compose a paragraph to explain the connection between the picture and the
issue.
 Identifying the earth condition before and after changing after viewing
videos of ‘Earth’.
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?
To assess their prior knowledge about the topic, students made paragraphs to relate the
pictures of global warming causes and impacts with the issue. Furthermore, they then make
T-chart to identify the changes of Earth in the past and now. We also ask students to define
meaning of several thematic terms such as global warming climate change, greenhouse
gasses, etc.
What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?
WALT
To explain
the influence
of climate
system to the
earth
To
understand
how climate
change
happens
WILF
Identify the important details of Weather, Season
and Climate (definition and characteristics)
Explain how do Weather, Season and Climate work
Explain how they are connected to each other
Conclude how the system influences the living
condition on earth
Include supporting illustrations and clear
explanation
Identify the facts and changes that happen on
present earth which lead to the environmental
issues
Explain the greenhouse gasses and effect
Explain the relationships between the greenhouse
effects and global warming
Analyze how global warming affects the world’s
climate
Explain how the human activities can cause climate
change
Propose ways to counteract the climate change
Assessment
Task
Assessment
Strategy
Assessme
nt Tools
Create a free
presentation of
the normal
weather system
Processfocused
Assessment
Checklist
Create a diagram
of the cause and
effect of global
warming
Performance
Assessment
Checklist
To explain
the effects of
climate
change
Identify further impact of climate change
Identify the connection of changing climate system
to extreme weather
Identify further impact of extreme weather
Create a diagram
of the cause and
effect of climate
change
Processfocused
Assessment
Checklist
To be able to
use Ms.
Movie Maker
to create a
video
knowledge
Demonstrate a clear understanding of the content
Download and collect pictures about climate change
from the internet and show understanding about
legal and copyrights (include the reference)
Understands the file management system to save
project data (video, picture, sound)
Uses suitable audio and text to support the video clip
Edit movie with special text effects, picture effects,
narration and transition effects
Create a video
about climate
change using Ms.
Movie Maker
Processfocused
Assessment
Rubric
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software,
etc, will be available? (find these in Multimedia folders)
this website is about the facts of climate change and the how it changes around the world
http://dsc.discovery.com/convergence/globalwarming/interactive/interactive.html
http://climate.nasa.gov/ClimateTimeMachine/climateTimeMachine.cfm
http://climate.nasa.gov/stateOfFlux/
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/climate.stm
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/gulf.stm (to explaine ocean current cause the extreme
weather)
http://news.bbc.co.uk/2/shared/spl/hi/sci_nat/04/climate_change/html/feedback.stm
http://news.bbc.co.uk/2/hi/8142048.stm (impact around the world)
How will the classroom environment, local environment, and/or the community be
used to facilitate the inquiry?
The local environments, which are the roads, vehicles, air, local temperature, factories, pollutions, can help
students to observe and analyze the causes of global warming and the impacts. The students can realize that
the climate change is happening in their environments.
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?
FINDING INFO
 Explanation the basic knowledge of weather, season and climate using ppt presentation
 Watch movies about Weather, Ocean Current, Air Pressure, Season, Climate
 Discuss the environmental issues (pollution, deforestation, ice melting, etc.) after or during viewing movies
about environmental issues
 Show presentation about greenhouse effect and then continue with greenhouse effect animation and
carbon cycle. Read article about greenhouse effect, record and create chart of it.
 Experiments of the Greenhouse Gasses. Students are going to observe, record and make conclusion of the
result in the end.
 Explain the concept of cause and effect (Global Warming vs. Climate Change)
SORTING OUT
 Collect, select, and discus the pictures about human action can produce much CO2 and CH4 and increase
the temperature in the earth. Students do peer share and create ten most important facts about climate
change from the video.
 PPT global warming, watching animation, or movie about global warming.
 Experiments of the Global Warming – Climate Change. Students are going to observe, record and make
conclusion of the result in the end.
 Students collect the data (pictures, news, graph, or movie) about extreme weather from different countries.
 Sharing the data to see that extreme weather is happening around in the world.
 Watching video and ppt (see drive M and resources folder in public) about further impacts of climate
change then define what climate change is.
 Students search to collect many kinds of evidences that the climate is changing now.
 Students analyze the connection of changing climate system to extreme weather
GOING FURTHER
 During IT lesson students learn Movie Maker skill (see the IT planner in archive folder drive V).
 The Movie maker is a visualization of cause and effect diagram). The content must include: Normal
condition of earth, The changes, The causes, Global warming diagram and effect, Extreme weather/climate
change, Further impact, Counter act climate change guidance.
ACTION
 Students shared their understanding to other PYP level.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Concepts:
 Causation : Students will have the opportunities to learn a lot of the causes and effects of global warming
and climate change.
 Change : Students will analyze their daily activities and hopefully change whatever possible the ones that
cause global warming.
 Responsibility : Students will take an action and be committed to do it .
Skills
 Research Skills : observing, collecting, recording, organizing and interpreting data
 Thinking Skills : comprehension, application, analysis, synthesis, evaluation, dialectical thought
 Communication Skills : listening, speaking, reading, writing, viewing, presenting.
Attitudes:
 Respect : Students need to respect mother nature by not harming it in all possible levels.
 Commitment : After learning the unit, students are expected to take an action and be committed to do it.
 Appreciation : Students are expected to value the earth existence and how dependant we are on it.
Profiles:
 Caring : Students need to grow the sense of caring to the environment as we live along with them.
 Principled : Students need to be determined of helping the world while some other people still don’t care.
 Reflective : Students are expected to reflect on their daily lifestyle and change into the earth-friendlier
lifestyle.
Reflecting on the inquiry
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 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:
From the summative task, students were able to analyze in details, the causes
of climate change and its further impacts, the importance of doing the action to
counter act climate change. The personal actions that they did showed that
they really understand the sustainability of action can slowdown climate
change.
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.
Strengthen students’ reading skills.
What was the evidence that connections were made between the
central idea and the transdisciplinary theme?
An inquiry into rights and responsibilities in the struggle to share finite
resources with other people and with other living things; communities and the
relationships within and between them; access to equal opportunities; peace
and conflict resolution.
Students learn that as part of human beings, they need to take responsibilities
of the Earth’s resources, including the environment which supports living
things.
Develop an understanding of the concepts identified in “What do we want to
learn?”


Causation, Change: scientific experiments about how temperature affect the
release of CO2, watching videos on how humans activities have changed the
living conditions on Earth
Responsibility: find out various ways to counteract climate change from each
of the video, filling in the action journal to record the evidence of the action
Demonstrate the learning and application of particular transdisciplinary
skills?



Research skills : students were exposed with collecting, recording and
organizing important information when working on the weather, season
and climate system, making connection between this system to global
warming and climate change, identifying various ways to counteract climate
change.
Communication skills : having an outing to an eco-school (SDK St. Theresia)
where students explored more about ways to counteract climate change
with the teachers and students from SDK St. Theresia; during the sharing
day, students shared and promoted their actions to various audience (PYP1PYP4; adults: parents, other teachers; students from other school).
Thinking skills : students were challenged to comprehend, analyze and
evaluate data on analyzing the individual chosen action against the
percentages of climate change causes.
Develop particular attributes of the learner profile and/or attitudes?
Attitudes:



Confidence : presenting their project and the unit understanding during the
sharing day to PYP 4 students and classmates.
Curiosity : making personal questions and answered to fulfill their own
inquiry.
Independence : students remembered their username and password, log in
into their personal drivers when researching and storing their projects.
Students prepared the equipment and materials for their learning.
Profiles:



Knowledgeable : knowledge was gained through accessing and reading
many secondary resources.
Inquirer : students created personal questions and searched the answer to
accomplish the project working of ‘the overall purposes and impacts of
exploration’.
Communicator : students communicated their understanding through their
in and orally explain it during sharing day.
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.
Student-Initiated Inquiry

Students practice to state their own central idea and lines of inquiry by
modifying provided central idea. They started to develop their inquiry
about further impact of climate change, such as the spread diseases, the
most extreme weathers etc. They mostly used Internet as a main resource
to answer their own inquiry questions, concluded their findings.
Unfortunately, they haven’t finished yet presenting their understanding
due to the limited time.
Students’ Questions




Can global warming really vanish human existence?
Did global warming or climate change also occur in the pre-historic era?
Is there any better/faster/cheaper ways to counteract global warming /
climate change?
What is a carbon footprint? How we measure it?
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.




What are the connections between weather, climate and season?
What is greenhouse effect?
How does global warming happen?
What impacts have we experienced as the result of global warming?
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.
Student-Initiated Actions

Students are committed to do the action and educate others by telling to
relatives, nannies, and drivers, especially for shopping, students bring their
own bag. They also reduce the use of water heater and turn off the light
without reminding
9. Teacher notes
Strengths
Area of Needing Improvement
 Students understand some of basic
knowledge of climate change
especially about greenhouse effect
 Students understand the lines of
inquiry of climate change unit, about
causes and effects of climate change,
and the action to counteract climate
change.
 Guided questions can be put in (the
stage 4 or class lesson plan) as a
simplification of the teacher’s
questions in details.
 Some students made very good
inquiry questions and followed up by
doing independent research.
 We have many good resources
(video, ppt, pdf, articles and pictures)
 The use of movie maker to show
student understanding about
climate change was effective and
challenging for student.
 We have various of assessment
 Students must analyze deeper about
the causes of climate change. The
connection concept must be improved.
 We should make this unit more
interesting by providing more hands
on activities.
 There is a concern about research
skill. And we should teach more
questioning techniques. So student’s
questions should be deeper.
 Students must develop their thinking
skills and get deeper analysis (so far
it’s only comprehension)
 Students need to be more detail in
writing their action journal.