Planning the inquiry

1. What is our purpose?

Class/grade: Kindergarten

1a) To inquire into the following:

School: Domuschola International School School code: 7800

transdisciplinary theme

Title: Personal Awareness

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.

Age group: 5-6 years old

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

Date: August 4 September 12
Proposed duration: 42 hours over 6 weeks

central idea
Self-awareness contributes to personal development

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 one's abilities, interests and characteristics and explain how they
developed them

Focus Key Concepts: form, connection, reflection

Related Concepts: identity, relationships, well-being

Role: You are going to be an ambassador of the Philippines

Audience: Kinder students and other DIS teachers
Scenario: There will be a convention of the representatives of other countries.
You are going to present yourself and tell them your interests, qualities and
abilities and how you plan on improving them.
Product: Individual Development Poster

What lines of inquiry will define the scope of the inquiry into the central idea?

What teacher questions/provocations will drive these inquiries?

International Baccalaureate Organization 2011

Our concept of self

Our capabilities and limitations
Our interactions with others

Who am I?
Why do we have different abilities?
How do we interact with others?
What are our responsibilities for ourselves and others?

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:
Task #1. Students will do a self-assessment by accomplishing a How Do I Know Myself? booklet
which will include checklists and reflection journals. The students will identify the things that
describe himself/herself, things they I like and dislike and those that they can and cannot do.
Task #2. Give each child a cut out of a shield. Explain that warriors use shields to protect themselves
in a warfare and they need to make a shield to show people who they are. The shield is divided into
four areas:
1. My qualities (I am)
2. Things I want to change about myself
3. My abilities (I can)
4. Things I want to learn more
Ask the children to draw a picture, a design or a symbol in each of the four areas. Afterwhich, the
children explain their completed shields to the group.

1. Character Profile- Have students create a character profile. First, provide drawing or construction paper,
crayons, markers or paint along with any other craft materials that the students will need to make a selfportrait. Once done, the students will fill-out a template which will show facts about themselves (e.g. name,
gender, birthdate, age).

What are the possible ways of assessing student learning in the context of the lines of inquiry?
What evidence will we look for?

3. Me Bag- Students will be bringing in a brown bag containing their 3 things that they most and least like
and they will present it to the class for show-and-tell.

Line of
Inquiry

What will be
assessed?

How will evidence be collected?

Our concept
of self

Students
understanding that
each person is an
individual
with
distinct
characteristics,
abilities
and
interests.

Students will revisit their How Do I Know Myself? booklet

and will accomplish the checklists and fill out the charts
for the second time. They will assess if there are
changes in terms of their abilities and interests, as well
as new realizations in terms of their characteristics as a
person. They will have a donut sharing as they reflect on
the similarities and differences among their classmates

What has changed in terms of my abilities and

interests?

What can I do to develop?

After sharing with their classmates, they will go back to
their How Do I Know Myself? booklet and write down
their answers in the reflection box.

Our
capabilities
and
limitations

Students will
understand that
recognizing our
strengths and
limitations help us
develop our physical,
social and and
emotional well-being

Tuning-in:

2. What I can do Timeline- Students will continue their character profile by creating a timeline which will
include their own photos. They need to show the development of their physical abilities by putting a caption
in each photo. When I was 1, I can When I was 4 I can
Guide questions:
What are the things that you can do at this age?
What are the things that you learned from your family/friends during that time?

Guide question:
If this is what you like, what can you do to further develop it?

Using a Before and After Chart, students will paste a

baby picture on the left side and a recent photo on the
right side. They will compare the things that they can do
using their body by labelling the parts and listing down
what each part can do before and now.

4. What I like about myself- Students will be given a small outline of a person and they need to identify the
things that they like about themselves. They will write their answers on strips of paper (If this is still difficult
for them to do, they may just draw symbols instead) and they need to stick them on the outline.
Guide question:
Whats special about you?
5. Who is a kinder student?- Students will consolidate the information they have gathered by creating a big
character profile. The students will draw symbols and write words to answer the following questions:

What are the characteristics of a kinder student?

What are the abilities of a kinder student?

What are the interests of a kinder student?

At the end of the engagement, the students will reflect and answer the question, How can a kinder student
learn and develop?
In addition, the students will have a tour in the upper primary level to observe their similarities and differences.
(Use attachment C: Learning Engagements Chart)
What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile?

e.g. Before my legs help me crawl on the floor Now

my legs help me walk, run and jump on my own.

A. Transdisciplinary Skills

Afterwhich, they will answer the reflection questions

through role-play or demonstration. The questions are

Thinking Skills:
Acquisition of Knowledge- Students will be able to gain new knowledge about who they are, what they like
to do, what they can and cannot do through self-awareness activities.

as follows:

What do I do to keep my body healthy?

What do I do to keep myself safe?

MIND MAP
Our
interactions
with others

Our concept of self

and feelings of selfworth affect how we
interact with others.

Students will be divided into groups and they need to

respond to situations related to self and relationship with
others through role-play.

Comprehension- After doing these engagements, they will be able explain how knowing oneself affects our
approach to learning and how we interact with other people.
Social Skills:
Accepting responsibility- Students will be encouraged to work together through group play and teambuilding activities and assume different roles in order to accomplish tasks.
Respecting others- After identifying their distinct interests and abilities, they will understand that each one
of us is different from one another. They will be able to show respect in the manner of how they deal and
approach their peers.
Research Skills:
Formulating questions- Students will be given opportunities to ask questions to different resource people
in and out of the school to be able to know how they pursue their interests and how they learn and develop
their skills.
Observing- Students will be given the chance to visit places such as basketball gyms, dance studios,
restaurants and explore different fields of interest.
B. Learner Profile
Knowledgeable- Students will be able to develop their self-awareness and discover about their
characteristics, interests and abilities.
Balanced- After knowing ones strengths and limitations, students will be able to reflect on how they can
take care of their body and develop their physical, social and emotional well-being.

5. What resources need to be gathered?

People
Teacher Aljo
(artist)
Marvin Reyes
(magician)
Students from
Philippine
Science High
School (student
inventors)
Mommy Anne
Santos (book
author)
Dr. Foronda
(doctor)

Places
Trumpets
Playshop
(acting,
performing)
UFL football
clinic
(football)
Enderun
Colleges(coo
king)
Movement
Dance Studio
(dancing)

Literature
Head to Toe by Eric Carle
I Aint Gonna Paint No More by Karen
All ABout You (Picture Puffins) by Catherine Anholt
Beaumont
The Important Book by Margaret Wise Brown
Leo The Late Bloomer by Robert Kraus
Im Gonna Like Me by Jamie Lee and Laura Cornell
Me I am! by Jack Prelutsky
A Color of His Own by Leo Lionini
Muncha! Muncha! Muncha! by Candace
My Five Senses Big Book by Aliki
Fleming
5 Senses (Ready-to-go activities, games, literature
ABC Like Me by Nancy Carlson
selections, poetry, and everything you need for a
Incredible Me by Kathi Appelt
complete theme unit) by Tracey West
I Can Do It Myself by Emily Perl
Parts by Tedd Arnold
Hooray For Me by Remy Charlip
More Parts by Tedd Arnold
I Know What I Like by Norma Simon
Even More Parts by Tedd Arnold
My Kindergarten by Rosemary Wells
A bad Cause of Stripes by David Shannon
Look Out Kindergarten, Here I come! by Nancy
Bark, George by Jules Feiffer
Carlson
Hi, Fly Guy! by Tedd Arnold

Audio-Visual
Sesame Street Body Dance http://www.bing.com/videos/se
arch?q=sesame+street+body+
dance&FORM=VIRE1#view=d
etail&mid=F32F4DA90FCF40
AC63EAF32F4DA90FCF40A
C63EA
My Body Belongs to Me https://www.youtube.com/watc
h?v=a-5mdt9YN6I
ABCs of Safety https://www.youtube.com/watc
h?v=Z33Uao4qows
School of Rock
High School Musical

Others
Musical
Instruments
Sports
Equipments
Costumes
Baby and
recent
photos

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

The classroom will consist of different centers (literacy, math, science, drama, etc.) wherein they can explore their interests and abilities independently. The other areas in school will also be
maximized such as the music and movement room, indoor playground and cafeteria.
Students will bring artifacts from home (e.g. photos, toys, etc.) to present in class that would show who they are and what they like.
They will also visit places and interview resource people in different fields of interest to learn about growth and development of ones skills and talents,

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:

Most of the students were able to identify their interests, qualities and
abilities. The students can express their ideas through illustrations yet
some express their thoughts better through oral discussions.This was
evident when they were tasked to share and present their work with their
classmates. Most of them were able to connect and develop ideas
towards an outcome. However, some of the students still need much
assistance due to their inexperience in writing and limited vocabulary in
reflecting.
It was also observed that while most students were able to respond to
questions such as What are your interests/abilities/qualities? and How
can you improve on your chosen field?, they needed much assistance
in making connections to the central idea and understanding it as a
whole. For example, a student replied that he/she has the ability to read
well and observe and that his/her the interest is playing badminton.
When asked what can he/she do to develop her interest in badminton
he/she came up with the common answer of practice badminton at
home. An ideal realization/conclusion would be to read books about
badminton or watch instructional videos. In this example alone, we can
see that the student wasnt able to fully show his/her understanding that
by recognizing your strengths or abilities can actually help you
determine more appropriate ways on how you can further develop
yourself.
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.
Students have expressed interest in the different activities provided for
them. However, their understanding of self could be further shown if they
had more opportunities to demonstrate their interests and abilities in and
out of the classroom. Also, having them do a visual timeline could further
improve their understanding of how they develop through time.
What was the evidence that connections were made between the
central idea and the transdisciplinary theme?
We were able to facilitate activities wherein they discovered who they are as
a person; what they like and what they can do. Also, they were able to narrow
down and acknowledge their current interests, abilities and qualities.
The interviews with the invited resource people were helpful in providing the
students with ideas on how they could develop their personal well-being as
well as give them a picture of what might happen if they continue to improve
in the areas they want to pursue in.

International Baccalaureate Organization 2011

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

Key Concepts
Form- Students were able to illustrate their interests, abilities and qualities by using an outline of a person. They were able to draw symbols
in certain areas which are primarily concerned with their interests, abilities and qualities. (E.g.: interests are drawn on the head while the ability
to kick a ball was drawn on the foot). The students also made a timeline which showed how they developed through time. The students were
able to identify certain skills that they acquired throughout every year of their life (1-5 years old).
Connection- Students were able to see the connection that we can actually do something to improve on what we can already do right now
and develop in the areas we want to get better at in order to reach a specific goal. During their interview, they learned that the people whom
theyve talked to became good in their chosen field of interest because they recognized their strengths and limitations and they did something
further improve themselves.
Reflection- Students took the time to also reflect on the things things they dont like to do and those that they cannot do yet by accomplishing
their All About Me booklet. Through this experience, they were able to think of ways on how they can further improve themselves.
Related Concepts
Students showed their understanding of the concept of identity through illustrating their interests, abilities and qualities and creating a timeline
which both showed that each one of us has distinct characteristics, abilities and interests.
By interviewing the invited guest speakers, the students were able to find out that knowing ones strengths and limitations can help us develop
further in order to achieve personal well-being and consequently develop relationships with others based on knowledge of others strengths,
limitations, interests, abilities and qualities.
demonstrate the learning and application of particular transdisciplinary skills?
Thinking Skills:

Acquisition of Knowledge- Through the interview tasks and field trip, students were able to increase their knowledge of certain
interests. For example, during an interview, a student asked how can one kick a soccer ball properly, the interviewee replied to this
question by doing an actual demonstration.
Social Skills:

Accepting responsibility- Groups of students were asked to share tasks during a variety of activities such as group drawing (who will
draw, who will color etc.), interviews (who will ask questions, who will write down/ remember the responses) etc.

Respecting others- Essential agreements were made when they went out the field trip by emphasizing the learner profiles. Questions
such as how can we show caring to our classmates when we go out (lining up), how can we be a good communicator when we
go out (by letting the speaker finish;waiting for your turn to talk or ask questions) were asked. The class also discussed how to be
a good interviewer and show respect to the interviewee. The teacher modelled the proper decorum during interviews as well as show
examples of interviews with videos.
Research Skills:

Formulating questions and observing - Through the interview and field trip, students were not only able to inquire and observe but also
immerse themselves in a certain interest/ability thus finding out answers to their own questions. During their interview with the dance resource
person, the interviewee was asked why she liked to dance, she replied that it keeps her healthy and fit. After a demonstration, she in turn
asked the students, if you keep dancing and practicing this (routine) do you think you will feel healthy and happy? to which the students
replied YES.

develop particular attributes of the learner profile and/or attitudes?

Students were able to demonstrate how to be a good communicator through the interview tasks, group sharing and other activities. Students might
not be able to consistently adhere to the attributes of the learner profile/attitude but most of them have shown developing understanding towards the
learner profile.
Most of the students were able to give responses on how to show caring in many situations. Through role-play, group work and even as simple as
their daily routines, students can be observed practicing a caring attitude towards others. This was evident when they helped each other whenever
they had a groupmate which was not quite good at drawing. They might not exhibit a caring attitude consistently but they have shown the capacity and
desire to do so

Reflecting on the inquiry

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

9. Teacher notes

Record a range of student-initiated inquiries and student questions and highlight

any that were incorporated into the teaching and learning.

Students have expressed enthusiasm in exploring various fields of interests. There

might be a need to schedule more exposure trips since most children at their age if
not all understand more through these experiences.

What is interest?
What is abilities?
What is qualities?
What is your most favorite thing to do?
Why do you like doing it?
Were you good at it already?
What did you do to become good?
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.

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.
After interviewing Teacher Mina, our guest speaker who talked about her love for
music, one of the students immediately told the teacher, I want to enroll also in a
music school. When the teacher met up with the students mother, she mentioned to
the teacher that her daughter has been asking if she could go back to her voice and
piano lessons. One student also expressed her renewed interest in playing the piano
after doing the interview.
During the parent-teacher conference, one of the students parents told the teacher
that her daughter randomly asked her at home and said, Can we have more real
books at home? The student seemed to have found new interest in reading.

International Baccalaureate Organization 2011

Regarding the learning experiences where students develop understanding of the

learner profiles and or attitudes, it is important to note that the students are still
inconsistent in practicing certain attributes such as letting the speaker finish and
listening intently to the one who is speaking. These attributes are difficult to develop
since the children are often in a state of wonder and excitement and are still learning
to listen,reflect and respond in a timely manner. We believe that these attributes are
of great importance especially when they reach Grade 1. We also believe that it is in
the best interest of the whole school that these attributes be taken to heart and be
observed throughout the school. We therefore would like to offer a suggestion, a
school-wide campaign/advocacy on the communicator/caring learner profile could be
implemented. It is advisable that specific attributes of an attitude/learner profile be
targeted such as letting the speaker finish and waiting for your turn to talk.
Motivational posters could be erected throughout the school, signs and tips could be
made visually or verbally transferred to students,staff and teachers alike. Teaching
and non-teaching staff, custodial and office staff could be taught how to respond
appropriately to students using phrases such as, may i finish talking first? or after
my turn to talk, its your turn to talk or ako muna magsasalita, makinig muna. Further
discussion might be needed to determine how efficiently we can implement this
campaign.
Since the unit was done during the first few months of the school year, the students
did not have the chance to dig deeper into the unit and go through all the lines of
inquiry. The inquiry could have been more successful if the teachers had ample
amount of time to plan and schedule more meaning engagements, in and out of the
classroom for the students.

Attachment
A. Learning Engagements
Finding Out
Data collection
Experiences to assist students to gather new information about the topic
Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand

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)

data in a range of ways (usually shared experiences)

LOI 1 and LOI 2:

Students have to fill-in an empty bingo template by drawing their answers

on the boxes. (e.g. favorite food, favorite color number of siblings). After
which, they will be playing the bingo wherein they need to find similarities
and differences with each other.
Students participate in various physical activities. At the end of the
engagements, they must be able to understand how our body functions.
Mystery Matching Game -A game for the senses. The teacher will
show 5 to 8 things like water bottle, skirt, maracas, pencil, and vinegar.
Then, the teacher will mix the things along with other objects which
looks a like the five things presented by the teacher (e.g. pencil ballpen, skirt - short, vinegar - soy sauce, water bottle - maracas).
Each student will be called and be blindfolded, they will look for the
objects in the basket using other senses such as tasting, touching,
smelling, and hearing. After the game, they will reflect on how did they
get the objects presented by the teacher.
Minute to win it - Game for the body parts. Teacher will draw or get a
picture of a boy/girl and will give photos of a body part with a label
(e.g. picture of foot FOOT (label) and more) The students will pair
up and will get photos with label. One student will be given a minute
to put the photos with label on the corresponding body part in the
photo on his or her partner and then after a minute they will switch and
the other student will put the photos with label left on his partner.

Students use measuring tapes to measure their different parts of their body.
Students interview a doctor about growth and development and how we
can take care of our body.
Students visit different places where they can observe and interview people
about their field of interest. Children can join in and experience what they
are doing firsthand.
Center for Pop (singing)
Trumpets Playshop (acting, performing)
UFL football clinic (football)
Enderun Colleges(cooking)

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

Students using a triple venn diagram where they choose two classmates. They
list down their similarities and differences.
Students draw their self-portrait showing who they are- interests, appearance,
capabilities, abilities, etc.
On a table chart, each student is given a column where they put their illustration
and/or pictures showing what they can do in different contexts. Students then at
the end of the lesson come up with a generalization in terms of their capabilities
and abilities. They put all their generalizations together and come up with their
own whole class generalization.
In a concentric circle, students write or illustrate the possible ways on how they
could improve their abilities, capabilities and capacities.
Students do role plays on the different ways on how to interact with others.

Movement Dance Studio (dancing)

Students interview resource speakers in school and talk about their
interests and how they developed their abilities.
Teacher Aljo (artist)
Marvin Reyes (magician)
Students from Philippine Science High School (student inventors)
Mommy Anne Santos (book author)

LOI 3:

Teachers read books related to the learner profile and attitudes identified
for the unit: confidence, tolerance
Students do collaborative games and team-building activities and discuss
tensions that happened while accomplishing the tasks.
They inquire into how they should interact with others in different contexts.

Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Students are given some health facts and are asked what they could do to attain or develop a healthy body. They also look at the different issues that hinder them from
developing personally and healthily.
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.
Students write 2 stars and a wish but what they learned in a 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.

Students create an action plan for personal development- improve their ability, capabilities, capacities and health. They will turn this into a checklist and shall be shared to
their parents for proper monitoring.