Planning the inquiry

1. What is our purpose?

Class/grade: Kinder

1a) To inquire into the following:

School: DIS

transdisciplinary theme

Title: Celebrations

An inquiry into the ways in which we discover and express idea, feeling, nature,
culture, beliefs and values, the ways in which we reflect on, extend and enjoy our
appreciation of aesthetics.

Age group: 5-6

School code: 7800

Teacher(s): Christine, Greg, Marian, Estriel, Brenn, Mina, Dean

Date: November to December 15, 2015
Proposed duration: 42 hours over 6 weeks

central idea
Celebrations and traditions are expressions of shared beliefs and values.

1b) Summative assessment task(s):

2. What do we 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, reflection) to be emphasized within this inquiry?

Goal: To show their shared beliefs and values by planning their own celebration

Focus Key Concepts: Form, Connection, Perspective

Related Concepts: Beliefs & values, Symbols, Culture, Family

Role: Events Planner

Audience: Kinder classmates and teachers
Scenario: Its almost Christmas! Plan what you want to do as a class that will
match the purpose of your celebration (Why are we going to celebrate?),
considering the features of celebrations (What do we need to organize for the
party?). You need to organize the set-up of the classroom, decorations, invitations,
costumes, food, music and games.
Product:
Groups: Decorations, food, invitations for the party
Individual: Celebration planner

International Baccalaureate Organization 2011

What lines of inquiry will define the scope of the inquiry i nto the central idea?

Why people celebrate

Symbolic representations of celebrations and their meanings
How celebrations and traditions reflect beliefs and values

What teacher questions/provocations will drive these inquiries?

What celebrations do you know?
What are the features of a celebration?
What are the symbols and traditions in that celebration? What is the difference
between the two?
How and when do we use the symbols?
What traditions are done by your family when celebrating?
Why do we celebrate?

Planning the inquiry

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 evidence will
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?

Pre-unit assessment:

Objective: To show prior knowledge about the different symbolic representations of celebrations

In small groups, students will sort out artifacts according to celebration. Afterwhich, they will
individually choose one artifact and share something about the celebration related to it.

1. Speed Drawing- Students will be given a booklet. They will draw symbols that will represent the different
celebrations that the teacher will be mentioning (e.g. What are the things that you can think of when you
hear the word Birthday?).

(E.g. The student will choose a Christmas ball. The student needs to identify why it is used,
where/when it is used and share experiences of how they celebrate it.

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 will evidence be collected?

Why people
celebrate

There are
behind
celebration
tradition.

reasons
every
and

Students will start accomplishing their individual

celebration planner in preparation for the
summative assessment, focusing on Christmas.
They need to fill-out the first part of the planner
by answering the question Why do we celebrate
it? They may opt to show the purpose of planning
for a Christmas Party through words or
illustrations.

Symbolic
representations of
celebrations and
their meanings

Celebrations
have
symbolic
representations with a
corresponding
meaning.

In continuation of their celebration planner, the

students will fill-out the second part by answering
the question What are the symbols that
represent this celebration? They will plan what
symbols to use in designing and celebrating their
Christmas party in school through drawing and
explain why these symbols are relevant or
important to the celebration in a sentence. At the
end of the assessment, students will consolidate
their ideas and come up with a consensus on
what to include in the party.

Tuning-in:

Objective: To show feelings related to different celebrations

2. Feelings Chart- In connection to the speed drawing, they will also identify the emotions that they feel for
each celebration by hand painting lines and shapes and choosing the appropriate colors for their emotions.
(e.g. What do you feel when you celebrate Christmas) They need to be able to orally explain what they
have painted and why they have chosen the colors.
Objective: To know their understanding about symbolic representations of celebrations and their meanings
2. Hide and Seek- Students will bring artifacts we use in different celebrations. The teacher will hide the
object and the students will roam around the classroom to look for the objects. After they gathered the objects,
each of the students will show the symbol and explain why and how they are used in celebrating.
Objective: To show ones traditions when celebrating
4. Celebration Role-play- The classroom will be set up in difference celebration corners (e.g. Birthday
corner, Christmas corner, New Year corner etc.). Students will be divided into each corner and they need to
do a role play of the celebration assigned to them to show how they usually celebrate it.
5. Students

are given papers with different statements (example: I feel happy when,
I feel excited when, I feel sad when), where they need to complete that sentence
(example: I feel happy when my family gave me my dream doll house., I feel excited
when my father told me that we are going on a vacation this summer., I feel sad when
my mom wasnt able to attend my graduation because shes working abroad.).
(continuation: see attachment A)

How celebrations
and traditions
reflect beliefs and

People
celebrate
differently because of

In continuation of their celebration planner, the

students will fill-out the third part by answering
the question What traditions do my family usually

What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile?
A. Transdisciplinary Skills
Thinking Skills:

Application - The students will be able to plan for their own Christmas Party considering what they
have understood about the purpose and features of their celebration.

Analysis - The students will be able to analyze the different categories of celebrations by sorting
out photos and books.
Social:

Cooperating - In planning for the Christmas celebration, the students will be able to collaborate with
their peers in doing the materials needed for their party.
Group decision-making - In planning for the Christmas carty, the students will plan individually for
the party, gather all their ideas as a class and come up with a consensus.

values

their
values
traditions.

and

observe during Christmas? They will draw their

answers with short description below stating
how they are feeling when these traditions are
done by their family. From there, they will
identify which traditions can also be applied once
they plan for and celebrate their Christmas party
in school.
At the end of the assessment, students will
consolidate their ideas and come up with a
consensus on what to include in the party.

Research:

Planning and Collecting data - Students will be able to collect necessary information from
observations, books and people about a particular celebration and plan for an actual celebration at
the end of the unit.

B. Learner Profile

Open-minded - The students will develop the sense of appreciation and respect by watching
different videos and browsing through books and pictures about different celebrations from various
cultures. These engagements will help them understand that there are cultural differences.
Communicators - The students will be able to express their ideas creatively by planning out their
Christmas Party. They will have opportunities to give their creative inputs and make decision as a
group.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
PEOPLE AND PLACES

Events Planner

Priests (Sta. Clara De Montefalco Church)

Family

Fun Ranch or other party venue

Ong-Tan Family (Chinese Family)

Designer Blooms Cafe (Flower Cafe)

Cake Shop (Purple Oven, Red Ribbon, etc)

Party Store

Card Factory (Hallmark)

LITERATURE

Celebrate by Jan Reynolds

Christmas Books

Birthday Books
AUDIO-VISUAL

http://www.history.com/videos/history-of-the-holidays-new-years-eve#history-of-the-holidays-new-years-eve

http://www.history.com/videos/bet-you-didnt-know-halloween#bet-you-didnt-know-halloween

http://www.history.com/videos/bet-you-didnt-know-halloween#bet-you-didnt-know-halloween

http://www.youtube.com/watch?v=cs3D3cAVr08

http://www.youtube.com/watch?v=lkUKk_W84CY

http://www.youtube.com/watch?v=n4TIPx-qMFA
Music

Birthday songs - in different language

Christmas songs

Arts

http://www.firstpalette.com/Craft_themes/Wearables/Birthday_Hat/Birthday_Hat.html
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Different artifacts will be displayed on shelves.

Decorations from various celebrations will be hung like banderitas, balloons, lanterns, Christmas ornaments and Halloween decors.
Classroom will be arranged in different celebration corners.

 International Baccalaureate Organization 2011

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:

Exposing the children to different celebrations and traditions andlet them

connect with their familys celebration and traditions helped the children
better understand the central idea. The students came to realize that they
celebrate and regularly do some practices in their family because they
are what they value and believe in.
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.
Celebrations is a topic where hands-on exposure to many sources of
learning is the most efficient way to begin this unit. Every celebration could
have been explored through pre-assessment via known media such as
videos, music, art etc followed by further exploration by field trips,
interviews etc for each celebration not only one. This strategy might better
equip students and provide a broader view for them as well as to narrow
down their inquiry.
Students should be given enough opportunity to think of ways in how to
present or use what they learned. There are a multitude of ways on how
students can show understanding throughout the learning process. The
challenge is to select the most appropriate and practical methods.
What was the evidence that connections were made between the central
idea and the transdisciplinary theme?
They were able to collect data through research and interviews to learn
about peoples beliefs, traditions and ways of celebrating Christmas, New
Year, valentines and Birthday. They were able to analyse that people differ
in celebrating an occasion because of different beliefs and tradition
through sorting out interview answers, photos and other evidences. They
were able to answer questions according to their expert groups.

develop an understanding of the concepts identified in What do we want to learn?

Form- Each expert groups were given opportunities to find out answers to teacher's questions, as well as to their own queries. By watching
videos, reading books and interviewing people about different celebrations, they were able to understand in general how a celebration
looks like and explore more on its features.
Connection- While each group presented the data they have gathered through charts, they were able to bring out concepts about
celebrations such as symbols, traditions, values, beliefs and relationships.
Perspective- During the finding out stage, each group interviewed people, watched videos and read books about how people celebrate
different celebrations such as Birthday, New Year, Christmas and Valentines Day. After going through the process, they were able to
generalize that people celebrate differently, depending on what they value and believe in.
demonstrate the learning and application of particular transdisciplinary skills?
Thinking Skills:
Application- The students applied what they have understood about celebrations by explaining the different concepts they brought out in
the context of Christmas. During the summative assessment, they presented their understanding in various forms such as singing, acting
and drawing.
Analysis- Using the data they got during the finding out stage, each group were able to analyze the reasons why we celebrate the different
familiar celebrations and meanings behind the symbols we use to celebrate them.
Social Skills:
Cooperating- The students developed the skill in cooperating throughout the inquiry by working on in groups and carrying out their
assigned tasks in order to find out answers to their questions.
Group decision-making- During the summative assessment, the students were assigned to plan how they will demonstrate their
understanding about the concepts of celebration and come up with a consensus on what and how to present it.
Research Skills:
Planning and Collecting Data- Using their inquiry booklets, each group listed down ways on how they can explore more about their chosen
topic and wrote down the answers they gathered from the resources provided to them.
develop particular attributes of the learner profile and/or attitudes?
Open-minded- Through the videos made available to them, they were able to see how other cultures celebrate the different celebrations.
Furthermore, these helped them understand that people around the world celebrate differently, depending on their values and beliefs.
Communicators- By interviewing people and discussing their ideas with group mates during planning, the students were able to develop
confidence in communicating to other people.

International Baccalaureate Organization 2011

Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?

9. Teacher note

Record a range of student-initiated inquiries and student questions and highlight any that were
incorporated into the teaching and learning.

Why do we celebrate birthday?

Why do people give gifts during birthdays?
What do people do during birthdays?
Why do we celebrate New Year?
Why do people set off fireworks and put lights during New Year?
Why do we celebrate Christmas?
Why do we celebrate Valentines Day?
Why do we give chocolates and flowers to other people?

UOI
The students were given opportunities to learn on their own (expert groups). They were able
to use different learning styles and skills that answer their questions about the unit. Students
were able to apply the communicator learner profile when they interviewed people to gather
data. Group and social skills were further honed with a wide variety of group roles and
activities.
Unfortunately, there was no enough time to do the summative assessment. The children could
have generalized and presented their understanding of the unit through planning a
celebration. Given more time, the students would be able to have a deeper understanding
about a certain celebration based on their expert groups

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.

There should be enough time for the summative. The summative presentation should be
based on how the children want to present it since they explored about the unit on their own.
There should be more time for children to gather their evidences to allow in depth learning

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 planned to celebrate Christmas together with the children in the orphanage,
keeping in mind the reason why we celebrate it and the concepts behind the celebration,
specifically the values and the relationships connected to it.

International Baccalaureate Organization 2011

Attachment...
A. Learning Engagements
Finding Out
Data collection
Experiences to assist students to gather new information about the topic

Sorting Out
Gauging, organizing or representing new information
Activities to assist students to process and work with the information and ideas they have
gathered about the topic (including exploring values)

Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand data
in a range of ways (usually shared experiences)

Students in groups choose a celebration to focus for their expert research.

Based on the questions below that they came up with, they put the
responses in a chart. These celebrations are Christmas, New Year,
Ramadan, Valentines Day, Chinese New Year.
o What are the symbols that represent this celebration?
o Who celebrates it?
o Where is it celebrated?
o When is it celebrated?
o Why do we celebrate it?
o How is it being celebrated?
o How does this celebration reflect beliefs and values of people

Students inquire into these questions through reading story books, doing
interviews, going for field trips and watching video clips.
Students inquire and play different games that are being played with their
assigned expert celebration topic. They then find-out what these games tell
about the values and beliefs of people.
Students examine different traditional songs and find-out what they tell about
values and beliefs of people.
Students analyze different symbols of their assigned expert celebration topic
and find-out what these symbols tell about the celebration and what they tell
about the values and beliefs of people.
Students inquire into how we use the calendar- parts, numbers, etc. They
also study the significance of the dates on why celebrations are being
celebrated on that day.

Organizing, analyzing and communicating the information gathered using a range of vehicles
(e.g through Maths, Arts, English, Drama, Music or IT)

Students play a matching game. First column will be blank papers and in
order to see what is inside the papers, the students will need to answer
different questions about a celebration and when they answered it, they will
match it to the photos of celebrations with label on the second column.
Students draw and illustrate different ways on how they and their family or
others express themselves during a certain celebration.
As a class, students come up with a table that would show all the different
celebrations they researched.
Symb
Who
When
Where
Why
How
How it
ols
Celebr
celebra Celebrat celebra celebra reflect
ates
ted
ed
ted
ted
s
beliefs
and
values
of
peopl
e
Christmas
New Year
Ramadan
Valentines
Chinese
New Year

Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.

Students watch videos about the different festivals Filipinos celebrate such as Panagbenga or Flower Festival, Sinulog, Atiatihan etc. to show the beliefs and values
of the Filipinos.
Students look into how other countries celebrate different celebrations such as Christmas, New Year, Halloween, etc.

Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually 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.

Using the thinking routine, I used to think, now I think, students share their new learning about the unit.

Reflecting and Taking Action

To reflect on what has been learnt and 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.

The students to celebrate Christmas together with the children in the orphanage, keeping in mind the reason why we celebrate it and the concepts behind the celebration,
specifically the values and the relationships connected to it.