Planning the inquiry

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1. What is our purpose? To inquire into the following:

Class/grade: 5 (five) School: Sekolah Victory Plus - Bekasi Title: Data Handling

Age group: 9-12 School code: 300189 PYP Planner

transdisciplinary theme

How we organize ourselves

An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment.

Teacher(s): Bu Tul, Bu Ty, Bu Di, Bu Gra, Bu Nel, Pak Ar Date:

31st Oct 18th Nov 2011

over number of weeks: 3 weeks

central idea

Proposed duration: 28 periods

Data handling is that

deals with the collection, organization, and analysis of numerical data.

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? 2. What do we want to learn? What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?

Summative tasks: A project of delivering a survey activity and present the set of data taken to table of frequency, line graph and finding the mean, median and mode.

Key Concepts: Form, Function, Connection

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

- What is mean, median and mode.. - The uses of line graph .

- The use of mean, median and mode. - How to present a set of data to frequency table and line graph.
What teacher questions/provocations will drive these inquiries? Interpreting data from graphs (from newspaper or magz) that the students have brought from home.

International Baccalaureate Organization 2007

Planning the inquiry 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? Students write what they know about data and data handling. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
WALT To be able to understand what data handling is. To understand the uses of table of frequency. Successful criteria . design questions to collect data . collecting data . make table of frequency correctly .Fill in the data into table of frequency correctly Strategies Selected response Observation Tool Checklist

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?

Students learn the concepts of collecting data.

Continuum

Students learn the concept of finding the mean, median and mode of a set of data. Students learn to present the data in the table of frequency. Students learn to present the data using line graph. Students apply their skill by collecting data from the school community member. Students present their data into table of frequency, line graph and finding the mean, median and mode of the data. What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

To be able to find the mean, median and mode of a set of data

. find the mean, median and mode of a set of data.

Process-focused assessment

Checklist

Thinking skills: Comprehend the concept of finding mean, median and mode. Apply their skill into application. Social skills: Design question to be asked to collect the data. Learner Profile: Inquirers; Develop their natural curiosity related to collecting and presenting data.

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Books: My Pals are Here Math books, Math worksheets (www.maths-drills.com) Material: data , grid paper Web: curriki.org How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

Profiles: Communicator, Thinker Attitudes: Creativity: being creative and imaginative in their thinking and in their approach to represent a set of data using table of frequency, line graph and supporting witn the mean, median and mode.

International Baccalaureate Organization 2007

Reflecting on the inquiry

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.

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

Denok

Most students understood that the mean is the most commonly given and is the sum of all of the numbers, or data points, divided by the total number of actual data points in the set. All students understood that the median is simply the middle value that occurs when all of the numbers are placed in order (or the mean of the middle two numbers if the number of data points in the set is even). All students understood that the mode is the number that occurs in the sample most often.
Most students understood the uses of table of frequency and filling in the table correctly. 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.

develop an understanding of the concepts identified in What do we want to learn? demonstrate the learning and application of particular transdisciplinary skills? develop particular attributes of the learner profile and/or attitudes? In each case, explain your selection. PYP Elements Evidence Students learn the concepts of collecting data through a survey to the school community member. (communication, social, thinker) Form Students create the table of frequency of the set of data on a chart. (social, creativity, thinker) Students practice in applying the knowledge in written work. (thinking, thinker) Students find the mean, median and mode of the set of data. (communication, communicator, inquirer) Students represent the data into line graph as visual organizer. (thinking, thinker) Students identify the relationship of mean, median and mode of a set data. (thinking, thinker)

Function

Connection

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

Students represented the data theyve collected into table of frequency and finding the mean, median and mode of the set of data in order to apply their skills in collecting, organizing, and analysing of numerical data.

International Baccalaureate Organization 2007

Reflecting on the inquiry

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. 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.
How do you see that average and mean are similar in function?

9. Teacher notes

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.
Students made their own interpretation about certain issue related to their survey to school community member. They were enthusiastically interesting with the survey result and they really like to have another chance to deliver a survey.

International Baccalaureate Organization 2007