Units of Inquiry

Unit Three
A study of beliefs and religions provides new perspectives.
This is our scaffold for learning...

Let’s begin with the end in mind… Beliefs CENTRAL IDEA A study of beliefs and religions provides new perspectives. SUMMATIVE ASSESSMENT Create a book/brochure/publication for children that explores a perspective or multiple perspectives of beliefs or religions through the eyes of the child. You may choose a storybook, a picture book, a graphic novel, brochure or other form of publication - be creative! This can be presented individually or in pairs. You may produce this digitally or by hand. Use this as an opportunity to practice identifying your sources as part of this assessment. The deadline for this is Friday 1 July. See the accompanying Timeline to help you meet this deadline.           Use   ↻  Kath Murdoch’s INQUIRY CYCLE and                 ▲ Bloom’s Taxonomy THINKING SKILLS to help support your process of learning.

The big idea… Beliefs TRANSDISCIPLINARY THEME 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. LEARNER PROFILE ATTITUDES Open minded Thinker Confidence Empathy Tolerance TRANSDISCIPLINARY SKILLS THINKING SKILLS COMMUNICATION SKILLS Acquisition of knowledge Listening to others Comprehension Speaking Application RESEARCH SKILLS SELF MANAGEMENT SKILLS Formulating questions Safety Organising data SOCIAL SKILLS Presenting research findings Respecting others

We are inquiring into… Beliefs LINES OF INQUIRY The function of religion. The diversity of beliefs and religions around the world. The impact of beliefs on the self and on  others. How people respond to different beliefs. Map the geography of world religions. PROVOCATION 84% of the world’s population identifies as…

Beliefs: TIMELINE FOR SUCCESS Week 6 What is a religion?    ↻    TUNING IN Create a word cloud about what you know and what you wonder. Use the CENTRAL IDEA and the CONCEPTS to guide your wondering. Take a screenshot and save to your Inquiry folder on Drive. Go to http://www.abcya.com/word_clouds.htm    ↻    FINDING OUT    ▲   REMEMBERING & UNDERSTANDING Origins of the faith: When was it founded? Was there an identifiable founder? Where in the world most of the faith's adherents are located Scriptures or holy texts/books Key figures or individuals Major values or rules for human behavior Key holidays/holy days/religious observances ✍  Create a map and colour code with the locations and populations of the world’s religions. ✍  Record all your sources. Week 7 Synthesise your information & fill any gaps    ↻    SORTING OUT    ▲   APPLYING & ANALYSING What is unique about the religion (relative to others) What is similar about the religion (relative to others) The impact of beliefs on the self and on others. ✍  Use a Venn Diagram or other tool to display your comparison in your PYP Inquiry journal.     ↻    REFLECTION ✍  Record in your PYP Inquiry journal: What do you    know now you didn’t know before? How has your perspective changed? Ideas adapted from http://www.educationworld.com/a_lesson/world-religions-multicultural-diversity.shtml Week 8 Draft your assessment piece    ↻    GOING FURTHER, MAKING CONNECTIONS    ▲   EVALUATING & CREATING Take what you have learned and design a story, brochure or other publication Have at least two people edit your draft and make suggestions     ↻    REFLECTION Make improvements to your draft Included a connection to the CENTRAL IDEA. Week 9 Publish your assessment piece    ↻    TAKING ACTION    ▲   CREATING Publish your work and submit it to Ms Wilson before Friday 1 July. KATH MURDOCH’S    ↻    INQUIRY CYCLE BLOOM’S TAXONOMY    ▲   THINKING SKILLS TUNING IN What do I know? How do I know? FINDING OUT Where do I go to find out more? SORTING OUT How do I sort out what I’ve learned? GOING FURTHER Who is my audience? How will I present this? MAKING CONNECTIONS What do I understand about the Central Idea? TAKING ACTION What am I doing to make a difference? REFLECTING How did I learn best? How have I changed through the process? REMEMBERING Recall or retrieve previous learned information. UNDERSTANDING Comprehending the meaning and interpretation of instructions and problems. APPLYING Use a concept in a new situation or apply a new understanding. ANALYSING Separates your learning into parts. Distinguishes between facts and inferences. EVALUATING Make judgments about the value of ideas or materials. CREATING Put your learning together in a new way. Adapted from http://www.kathmurdoch.com.au/new-page-2-1/ Adapted from http://www.virtuallibrary.info/blooms-taxonomy.html and http://www.nwlink.com/~donclark/hrd/bloom.html

Unit Two, Term One/ Two 

our current Unit of Inquiry (being developed with the class)

Pecha Kucha Summative Assessment

• You must present a Pecha Kucha of 10+ slides x 20 seconds.
• Each slide is shown for 20 seconds.  
• Each slide is of an image that you will talk about.
• You can only talk about the slide that is showing.
• Include references as a last slide.
• Hand in your script once you have  presented to the class.

You will be assessed on the way you present as well as your content.

You need to use a clear voice, at an audible volume (don’t mumble). Make eye contact with your audience and vary the tone of your voice (don’t use a monotone). Know your content (don’t read it straight from your script).

HAVE FUN with your ideas & presentation

Ms Wilson

Transdisciplinary theme How we organise ourselves: An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.

Central idea There are connections between our strengths, interests and our future pathways.

What do we want to learn? Key Concepts:  Connection and Form Related Concepts:  Relationships Learner Profile: Open Minded, Balanced Attitudes: Enthusiasm, Empathy

What are some possible lines of inquiry ? Identifying our personal skills, interests, abilities, strengths. Connections between skills, personal interests and work opportunities.    Academic pathways and organizations. Entrepreneurial design and invention.

We are continuing with this unit of inquiry for the next four weeks. Next week, students will be expected interview someone who is in a career that interests them. The summative assessment for this unit is a 10 x 20 Pecha Kucha talk in Week 4. This will be presented in class 

SUMMATIVE ASSESSMENT: Pecha Kucha 10×20 – students link their understanding of the central idea to their character strengths, interview, possible pathways, etc.

Coming up next.... Unit of Inquiry – Who we are (Weeks 5 – 10)

“What we believe is part of who we are.”

Unit One, Term One

Transdisciplinary theme Where we are In Place and Time:  An inquiry into place and time, personal histories, homes and journeys, the discoveries, explorations and migrations of humankind, relationships between and the interconnectedness of individuals and civilisations, from local and global perspectives.

Central idea Exploration leads to discoveries, opportunities, and new understandings.

What do we want to learn? Key Concepts:  causation, change, perspective Related Concepts: exploration, adventure, history Learner Profile: Communicator, Knowledgeable Attitudes: Curiosity, Co-operation

What are our lines of inquiry ? Name Lines of Inquiry Andie Why do people explore the ocean? What is the impact of new findings? Scarlet What leads scientists to make new discoveries? Benny G How has adventure sport has changed over time? Willy P How has flight  changed the way we explore the earth? Eliza How has human’s understanding of animals changed over time? Who were the important adventurers in this field? Zach How has flight  changed the way we explore the earth? James If we didn’t know about space what impact would it have? What is space exploration? Liam What have space discoveries led to? Jess What impact has art had on society? How has art changed over time? Mila What is the impact on the environment as a result of new discoveries? When we discover something do we take away/change/help other things? Enzo What have space discoveries led to? Heather How technology has changed & grown Olivia How has sports changed over the years? Zeda How has art changed people’s thoughts and ideas? Taylor How have famous explorers influenced exploration over time? Ruby How have famous explorers influenced exploration over time? Lucas How has space exploration changed over time? What impact has it had? Jake Why do people explore space ? How has exploration helped people in the past and how hasn’t it help people in the past ? Kas H What is space exploration? Why do people explore space? Millie How has technology changed & grown? What impact has it had on societies? Yani R What is Ocean Exploration? What understandings has Ocean Exploration brought about? Why is Ocean Exploration so compelling? Ocean evolution, why Ocean exploration is so important. Kiera How has human’s understanding of animals changed over time? Who were the important adventurers in this field? Ella W How has sailing around the world changed over time? Bella M Who discovered marine evolution? How did marine evolution affect us? How is ocean exploration and marine evolution connected? How did ocean/ marine exploration evolve? George C what has space discoveries led to? Oscar How has exploration of earth changed? Ben H Why do people do adventure sports? How has it changed? Daniel How & why has adventure sport changed over time? Bella How has ocean exploration changed over time? Ella J How has fashion changed over time? Noah How have marine biologists (involved in underwater discovery) made new discoveries?