What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Change, Connection
What lines of inquiry will define the scope of the inquiry into the central idea?
· Myths and theories about origins of life
· How myths and theories differ
· How belief systems influence people
What teacher questions/provocations will drive these inquiries?
1. What are the major differences / similarities between the myths and theories?
2. Where do these myths and theories stem from?
Class/grade: 5E Age group: 10-11 years old
School: German European School, Singapore School code: 300219
Title: Origins
Teacher(s): Adam Turner
Date: April 7th – May 9, 2008
Proposed duration: number of hours 20 over number of weeks 5 weeks
1. What is our purpose?
To inquire into the following:
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including family, friends, relationships and cultures; rights and responsibilities; what it means to be human.
Central Idea
Humans explain their origins in different ways
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for?
Select two different theories about origins and create a Venn Diagram comparing the two. Comment on age of theory, what type of people use it (location, etc.), what is the basis of the theory (book, stories passed on, number of Gods)
OR
Role play the way different theories explain Human Origins
OR
Whole class debate about which theory is correct
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?
1. Brainstorm different types of beliefs towards humankinds origin
2. Discuss different theories/myths – keep track for future use
3. Creative writing: offer own minimum 1-page version of how the world began, how humans began
4. Brainpop research – 3 things they learned and 1 thing they want to learn more about for each video (4 videos)
5. Mini-research project of 10 different theories and myths (from religions to aboriginal beliefs)
6. Present mini-poster that answers what that theory or belief offers as the origins of humankind (as well as other important information about theory)
7. Whole class – group different theories into different groups (based on belief system, explanation, age of theory, etc.) Students explain separation process.
8. Paired work – students select two different theories and create Venn diagram comparing theories/myths. (explain selection)
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Learner profile: Thinker – Allow them to question the many different theories that are out there, rationalize about which one best suits them
Attitudes: Confidence – confidence in expressing their points of view at the beginning about their beliefs. Also, in discussing the different beliefs and theories out there amongst them
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?
Brainstorm – what are different explanations of humankinds origins? Where do they think we come from? (group discussion, present to class)
Group according to belief (evolutionary, different faiths)
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
Myths and theories about origins of life
Brainstorm different belief systems in class –
Research different theories and myths – student rubric on groups presentations (each person is responsible for assessing another student)
Class discussion – anecdotal records
Role play – comments from students
How myths and theories differ
Present different myths and theories
Venn diagram – anecdotal records of student discussion, final piece
How belief systems influence people
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Brainpop videos (www.brainpop.com)
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Many books to be used from library, mini posters put up in class
6. To what extent did we achieve our purpose?
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.
I think the students obtained a good understanding of the central idea. Based on the activities of researching different theories (religions, mythologies, aboriginal beliefs, etc), the students were exposed to many different types of theories compared to ones that they believed in at the beginning.
From discussions in class, at the very beginning and when were sorting the different theories, several times students commented on the fact there are so many beliefs out there. One area that was always tough not to comment on was that students would ask why would people believe in something that was so different (or weird in the perspective). I took the approach that it depends on people’s upbringing, where they live and their perspective (tie into the concepts). But I wonder if there is a different/ better way to do this.
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.
The role play worked wonderfully in that it really presented to other students the idea of different beliefs out there. The props brought in, explanations offered from students were far clearer than the research posters that they created. Don’t know if is the best summative task but it does respond to the CI of the unit. I liked the students offering their assessments of other’s presentations. Allowed them to be responsible for commenting on 3 things they like and 1 thing that the group didn’t do (or needs to be improved on)
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
I think we definitely discussed and observed the different cultures and beliefs that are out there in the world, and ones that used to be (Greek and Egyptian)..or at least the older ones. Not enough was done to link into the everyday life of each culture but that was definitely due to a time constraint. Therefore, the 3rd line of inquiry wasn’t elaborated on too much, how it might influence somebody’s life.
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
develop an understanding of the concepts identified in “What do we want to learn?”
CHANGE: during class discussions about different groupings of theories, many questions came up about old and new theories, when did these start and how long some of them have been around. Also, as research was being done, questions arose about how long ago some of these were practiced, if they still are today, etc.
CONNECTION: Very little done in this area. I didn’t delve into this area partly due to timing and my idea that I wanted to spend first 3 weeks getting students knowledgeable of topic. If more time next year, would be worthwhile to focus more on 3rd inquiry point.
demonstrate the learning and application of particular transdisciplinary skills?
Respecting others (Social skills) – listening and allowing others to voice their ideas on the origins of humans. Was difficult at first because much of what was discussed was contrary to different beliefs out there.
Acquisition of knowledge (Thinking skills) – For me, one of the main things about this unit was to explore different theories. I was set on the different religions and such but the students (and other staff) helped with resources to see different aboriginal beliefs around the world which opened another area of the question
develop particular attributes of the learner profile and/or attitudes?
Thinker: for students to inquire about the different types of theories/explanations of human origins during discussions and at the beginning.
Confidence: As the students were asked to express their views about their beliefs and then research something else that could have gone against their opinion, they were forced to be confident at first in their ideas and secondly in questioning the new theories that they were being exposed to.
9. Teacher notes
Resources:
www.brainpop.com
Buddhism
http://www.woodlands-junior.kent.sch.uk/Homework/religion/buddhism.htm
http://www.gakkaionline.net/kids/
http://www.historyforkids.org/learn/india/religion/buddhism.htm
Islam
http://www.religioustolerance.org/isl_intr.htm
http://www.woodlands-junior.kent.sch.uk/Homework/religion/Islam.htm
Christianity
http://www.woodlands-junior.kent.sch.uk/Homework/religion/christian.htm
http://atschool.eduweb.co.uk/carolrb/christianity/
Evolution
http://www.sciencenewsforkids.org/articles/20050413/Note2.asp
http://www.ucmp.berkeley.edu/education/explorations/tours/geotime/gtpage1.html
http://library.thinkquest.org/19012/menu.htm
http://www.pbs.org/wgbh/aso/tryit/evolution/
http://earlyhumans.mrdonn.org/evolution.html
BOOKS
National library
The Orchard Book of Creation Stories, Margaret Mayo
The origins of life on earth. An African Creation Myth, David A Anderson
The Rainbabies, Laura Krauss Melmed
GESS library
Creation stories in fold tales from around the world, Fiona Waters
Life on Earth – The story of Evolution, Steve Jenkins
What makes me me-Robert Winston
Human Body Encyclopedia-DK book
The Usborne Encyclopedia of World Religions, Susan Meredith
Eyewitness Guides –Christianity
Eyewitness Guides –Religion
Eyewitness Guides –Mythology
Eyewitness Guides –Life
Sehen Staunen Wissen-Geschichte des lebens
Die Evolution-LIFE
Die grosse Ravensburger – Kinderbibel, Erzählt von Thomas Erne
Sarah Thomas
From lava to life Book Two-The Universe tells our Earth story, Jennifer Morgan
Primates-From Howlers Monkeys to Humans, Erin Pembrey Swan
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.
How do we know what came first?
How do the tribes know what was before their God? Where did the God come from?
If there is no science for religion, how do they believe?
Why did John Scopes teach evolution if it was illegal? (from brainpop activities)
Where did the huge asteroid come from? Where did the universe come from that send that asteroid? (and on and on…)
How did a small single cell thing turn into an animal?
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.
Bring in their own books related to the research project (Buddhism, Greek mythology, animal life)
Wanting to do a debate as a final project (didn’t do it since there was only one week left). Class discussion about different groupings of theories was very thought provoking