OverviewIn small groups, students are required to choose and research a topic of interest, conducting a guided investigation that extends their knowledge of explorers. Students may choose to study a specific explorer, or type of explorer (spelunker, astronaut, archaeologist, paleontologist, arctic explorer, mountain climber, seafarer). By the end of the week students will have a composed presentation, game, or activity to deliver to the class that show their understanding. In the past we have had board games, archaeological digs, role plays, iMovies, keynote presentations, puppet shows, guest speakers, etc. Students will choose their preferred method to share their knowledge with the class.
Goals
ObjectivesStudents will:
Day 1In groups, tudents will use the simplified PYP Unit planner graphic organizer to plan their week long inquiry. Each student will be responsible for creating a line of inquiry and researching it
Note: This is the last unit of inquiry this year. Students have had experience seeing the unit planner in use, discussing the transdisciplinary themes and writing lines of inquiry. They have also been through the inquiry and action cycle 5 times prior to this unit, and know what is involved in each stage. Since this is their first fully independent inquiry, there will be a great deal of guiding, coaching and mentoring. Each group will be paired up with grade 5 mentors who have just finished planning their exhibition. Day 2/3Students will begin to research and create their action piece
Day 4Students will complete their action piece/artifact/learning tool
Day 5 |
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Students will present their findings in a way of their choice
Possible Strategies
Problem solving, inquiry, reflective discussion, collaborative learning groups, concept mapping, conducting experiments, model building, role playing, research projects, computer assisted instruction, circle of knowledge, presentations,
Assessment
The exploration journals will be used as both reflection portfolios and learning response logs throughout the Explorers unit. Students will write a reflection for their work in their journal at the end of each week, self-assessing their work. Anecdotal notes will be taken as a form of ongoing formative assessment of observations, questioning, presentations and discussions. These will be written on post it notes attached to each students unit of inquiry (UOI) rubric. They will then be translated onto the rubric at the end of the unit. Formative feedback is essential to for students to guide their instruction throughout the unit.
This week's inquiry project will also be assessed independently on the (UOI) rubric. Students will use this rubric to self assess their work offering suggestions for future improvement ,
This week's inquiry project will also be assessed independently on the (UOI) rubric. Students will use this rubric to self assess their work offering suggestions for future improvement ,