Unit of inquiry planner

(Primary years)

© International Baccalaureate Organization 2019

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 OVERVIEW
Grade/Year level: 3 Collaborative teaching team: Ms. Kavitha, Ms. Siba, Ms. Deepthi, Ms. Karuna, Ms. Ananthalakshmi, Ms. Likisha, Ms. Ujita, Ms. Nidhi,Ms. Rekha, Ms.
Sunu, Ms. Lekhshmy, Mr. Manoj, Ms. Soumya, Ms. Anshu, Mr. Dariush, Ms. Aghila

Date: 4/11/19 - 13/12/19 Timeline: (continued investigation, revisiting once, or numerous times, 6 weeks
discrete beginning and ending, investigating in parallel with others)

Transdisciplinary theme
HOW THE WORLD WORKS

An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of
scientific principles; the impact of scientific and technological advances on society and on the environment.

Central idea

Materials behave and interact in certain ways, which determine how people use them.

Lines of inquiry

 Properties and behavior of materials.

 Manipulation and application of materials for different purpose.
 Changing properties of materials.

Key concepts Related concepts Learner profile attributes

Function, Causation, Change Changes of state, Chemical and physical changes, Uses of materials Inquirer, Knowledgeble

Approaches to learning
Social Skills, Thinking Skills, Research skills (SPECIFY SUBSKILSS

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 Action

Anirudh brought ‘Chenda’ from home and explained the materials it is made of. Nakul and Aditi made a ‘TIC-TAC-TOE’ using sticks, thread and pebbles.

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 REFLECTING AND PLANNING
Initial reflections

Students read the story of 3 little pigs. They built houses using materials like foam, paper and wood. Using a hair dryer they tried to blow the houses. ‘See think Wonder’ was used for this.

Some objects were kept on the provocation table. Students had to group the objects as they wish.

Prior learning

Assessing Prior learning : Prior knowledge was checked when students grouped objects (elaborate. My reflection how inquiry went forward)
Central Idea was revealed using ‘ Traffic Lights’. Elaborate.
Reflection

Connections: Transdisciplinary and past

In Language Arts, students wrote a poem on materials. In Hindi students made pictures made of rubber.
In Math, students made a venn diagram to compare and contrast between two materials.

Learning goals and success criteria

Know –
Properties and behavior of materials.
Changing properties of materials.
Manipulation and application of materials for different purpose.

Do-

Differentiate between object and materials

Learn new vocabulary of materials
Find different properties of materials
Physical and chemical changes in materials
Natural and Man-made materials
How materials change properties
Materials can be used as per their properties.

Understand
How materials are used according to their properties.

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 Teacher questions

BASED ON KEY CONCEPTS

1) What are the things objects are made of?
2) Are all objects made of only one thing?
3) What word can be used instead of ‘things’ which makes the object?
4) What is the difference between materials and object?
5) Can an object be made of only specific materials? Why?
6) Why should we know the properties of materials?
7) Why do we use specific materials?
8) Why can’t we have our shoes made of metal?
9) Why can’t we use umbrellas made of glass?
10) Why can’t we have spoons made of butter?
11) Why is the pencil made of wood?
12) Are there alternate materials which can be used? Give reasons for your answer.
13) Find the meaning of reversible and irreversible.
14) How can we manipulate materials to suit our wants?

Student questions

1) How many different types of materials are there?

2) What is the meaning of ‘materials interact’?
3) Why did the wood not blow off with the hair dryer?
4) Can some other material be used instead of wood?
5) Why did the foam and paper house blow off so soon?
6) Why do we have switches made of plastic?
7) Why can’t we have switches made of wood as wood is also an insulator?
8) Are all houses made of bricks?
9) What is the meaning of translucent?
10) Is paper opaque or translucent?
11) When we burn a candle is it a physical or a chemical change?
12) Can we eat Gallium?
13) What is the meaning of ore?
14) How do we get metals from ore?
15) Are metals found everywhere under the earth?

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 DESIGNING AND IMPLEMENTING
Unit of inquiry and/or subject specific inquiry (inside/outside programme of inquiry)

Transdisciplinary theme/Central idea: HOW THE WORLD WORKS

Materials behave and interact in certain ways, which determine how people use them.

Collaborative teaching team: Ms. Kavitha, Ms. Siba, Ms. Deepthi, Ms. Karuna, Ms. Ananthalakshmi, Ms. Likisha, Ms. Ujita, Ms. Nidhi,Ms. Grade/Year level: 3 Date:
Rekha, Ms. Sunu, Ms. Lekhshmy, Mr. Manoj, Ms. Soumya, Ms. Anshu, Mr. Dariush, Ms. Aghila 4/11/19 – 13/12/19

Designing engaging learning experiences

Tuning in : The story of ‘The 3 little pigs’ was read to the class. They analysed on the materials used by the pigs to build the house. Students were given different materials like paper, wood and foam and asked to build a
house. A hair dryer was used (which acted as wolf) to blow the house. ‘See , Think, Wonder’ routine was used.

Different materials were kept on the provocation table and students had to group the materials as they wish. They had to reason their grouping.

Students asked to bring a small object from home, which was displayed in the class museum. They had to write the name of the object, the material it is made of, an alternate material it can be made of. They had to make a
similar list of 5 other objects.

Finding out : Students were given few vocabulary words of properties of materials. They had to find the meaning of words in dictionary or thesaurus.com and make a poster with the word, meaning and a picture which they
can relate to the word.

A gallery was set wherein students had to find about the properties of materials (hard/soft, flexible/rigid, waterproof/Absorbent, Conductor/Insulator, Magnetic/Non-magnetic, Shiny/Dull etc)

Students inquired about Gallium, Mercury and Calcium by using internet and reading books. They presented their findings to the class.

Students experimented on physical change and chemical change of materials. They made observation and concluded whether it is a physical change or chemical change.

Students found where gold and diamond is found in the world by using internet.

Field trip to ‘Terra craft’ helped students understand how materials can be manipulated. They brought clay from there and made their own pots

Making connections :
Students made a TIC-TAC-TOE using different materials
A poem about materials was written
Students made pictures of objects made with rubber in Hindi

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 Supporting student agency

Students chose to inquire about Gallium, Mercury and Calium

They made objects of their choice according to their properties
ELABORATE

Ongoing assessment

Formative Assessment 1 : Students chose any object from the classroom and diffentiated between object and materials.
Formative Assessment 2 : Riddles on properties of materials. Students had to identify the material and write its name. (ELABORATE)
Formative Assessment 3 : Students sorted objects according to their properties.
Formative Assessment 4 : Students compared and contrasted properties of materials using Venn diagram
Formative Assessment 5:Students brainstormed Natural and Man-made materials.
Formative Assessment 6 : Students sorted pictures according to physical change and chemical change.

Making flexible use of resources

Student self-assessment and peer feedback

Peer feedback was given for research done on Gallium, Mercury and Calcium

Students self-assessed the experiment done by them to understand physical change and chemical change. They presented it to their peers .

Ongoing reflections for all teachers

What worked what did not work )elaborate

Unit started with a very stimulating discussion about materials. Students enjoyed knowing about the properties of materials. They showed special interest in conductors/insulators and physical and chemical change.

Additional subject specific reflections

Art : Pottery with clay – reflection- supported the CI . ELABORATE
Hindi : Pictures of objects made using rubber. Connection

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International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
 REFLECTING
Transdisciplinary theme/Central idea: HOW THE WORLD WORKS
Materials behave and interact in certain ways, which determine how people use them.

Collaborative teaching team: Ms. Kavitha, Ms. Siba, Ms. Deepthi, Ms. Karuna, Ms. Ananthalakshmi, Ms. Likisha, Ms. Ujita, Ms. Nidhi,Ms. Rekha, Grade/Year level: 3 Date:
Ms. Sunu, Ms. Lekhshmy, Mr. Manoj, Ms. Soumya, Ms. Anshu, Mr. Dariush, Ms. Aghila 4/11/19 – 13/12/19

Teacher reflections

Students enjoyed finding out about the different properties of materials. They were very much interested in knowing about the different types of metals.

Student reflections

In the summative assessment, where students designed a strong house for ‘The 3 little pigs’, they could make demonstrate the central idea effectively.

Assessment reflections

1) Rubrics

2) Anecdotal records

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