Planning the inquiry

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

HOW WE EXPRESS OURSELVES: An inquiry into the

ways in which we discover and express ideas,
feelings, nature, culture, beliefs and values; the way
in which we reflect on, extend and enjoy our
creativity; our appreciation of the aesthetic.

central idea

Through play to express our feelings and ideas and to

come to new understandings.

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?
Students will interpret and respond to the daily
objects around them by creating or extending the use
of those objects.
Students will be assessed using a rubric designed with the students.
The criterion for the Rubric:

Their ability to create their own toys using daily materials

(originality)
Function
Creativity
Their confidence in front of the audience and clear
explanation (communication skills)

International Baccalaureate Organization 2007

Class/grade:

Pre K

Age group: 3-4 years old

School:

AL JABR ISLAMIC SCHOOL

School code:

Title:
Teacher(s): Ella and Ulfah

Date: Oct 27-

Proposed duration: 3 hours/ week number of hours over number of weeks

PYP planner

2. What do we want to learn? (conceptual understanding)

Key concepts: function, connection and perspective
Related concepts: imagination, creativity, communication
Lines of inquiry:
Communicating through play
Imaginative use of everyday material
The role of toys in play
What teacher questions/provocations will drive these inquiries?
1. Why do we play? (function)
2. Why do people play in various ways? (perspective)
3. Why play is important? (perspective)
4. How does play help us to develop ourselves? (connection)
5. How do toys and games help us to learn? (function)
Provocation:
Teacher will prepare kinds of materials and students will choose an object and ask them how to
use it as a musical instrument.

We also visit Museum Layang-Layang to introduce kind of toy.

Planning the inquiry

3. How might we know what we have learned? (learning

outcomes)
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?

Pre assessment: Students identify the function of different

materials used such as pan, spatula, can, box, spoon, fork,
botol, lids etc. then use them as musical instruments.
Students went to Museum Layang-layang, they made a
layang-layang.

Create a toy using old materials and students identify its

function.

Anecdotal record, rubric.

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

Discuss the reason we play and the importance

The students will be able to:

To verbally, physically, visually expresses feelings and

ideas; participates willingly in individual, parallel, group
play

To use everyday materials spontaneously, appropriately and

creatively as toys

4. How best might we learn?(learning experience)

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?
W1-W2: tuning in & finding out

Find the new ways from daily materials and give it to someone special
in the class.

Interview peers about favorite toy.

Use the datas from the interview into pictograph

Decided a day to let them play with cross the gender (girls and boys
toys) *take video!

Mysterious bag (to touch, feel and identify the objects).

Watching video about traditional games in Indonesia.

Show and tell about the function and students perspective (feeling)
about their favorite toys.
W3 4: sorting out & going further

A play day with theme water play, marching band dayand various
tactile day (students explore various materials that can be turned into
toys).

Sorting out, count and predict the materials from treasure hunt games

Making bar graph to collect data based on students favorite

toys/games.

Watching video about various games in different places.

Following direction through games.

W5 6: making connection & taking action

Classifying games and toys based on place (indoor and outdoor).

Introduce the venn diagram based on indoor and outdoor games.

Creating toys based on daily materials.

Creating A-B-A-B pattern using daily materials.

What opportunities will occur for transdisciplinary skills development and for
the development of the attributes of the learner profile?

Self management skills

Communication skills

Social skills
Profile: Open minded, Risk takers
Attitude: Creativity, Confidence, Cooperation

5. What resources need to be gathered? Traditional toys: (congklak, marbels, bekel, yoyo, tik tok), books; Menjadi Teman Yang Baik, Mari Bermain
Bentuk, Its Playtime, My Robot Cant Fly, Tess and Her Friend, Morris Plays Hide and Seek, Toys I Play with Rainy Days, VCD (Barney), Daily materials (plate,
spoon, glass, box, bottle, bowl, etc), Songs: London Bridges Falling Down, One Two Buckle My Shoe, Ular Naga, Cublak-cublak Suweng, Ampar-ampar Pisang,
Hai Buta.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? various pictures that represent different
q games around the world
International Baccalaureate Organization 2007

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:

The students were excited learning this unit, Raziq: Abang suka karena abang
bikin mainan. They were really engaged to the learning process especially
when they do the group work to make a toy and present it.

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

learn?

Function: Students are able to explain the real function of the used

materials.
Connection: Student can connect between the function of the real

material into the extension use as a toy.

Perspective: Student can explain their ideas about different used
materials. For example a pan can be a drum or a swimming pool.

They also enjoyed the traditional games introduced by the teachers like cublakcublak suweng and ular naga.

demonstrate the learning and application of particular transdisciplinary skills?

Self management skills: the students extend the function of the used

materials become toy.

Communication skills: the students presented their favorite toy,

interviewed other class student about their favorite toys and shared
their ideas in group work.
Social skills: the students work together in group work of making toy

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.
The assessment of this unit is fine fotr the students.
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
The students understand a new understanding that we can make toy from used
materials.
The students are able to express their ideas and feeling through their toy they
made and through the presentation.

International Baccalaureate Organization 2007

from used materials. The students make musical instruments from

used materials and play in a marching band.

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

Creativity: the students made the toy by themselves.

Confidence: the students presented their favorite toy and the toy from

used materials (group work).

Cooperation: The students work together in group of 3-6 to make toy
from used materials.

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.

The students should make their own musical instrument from various used
materials that they can play in the marching band.

In Tuning in activity, teachers hide all toys in the classroom; there were only
unused materials such as boxes, bottles, lids, etc. Keefe had initiative to use
them as toys.

The students are excited to present their favorite toy.

The student are getting used to interview other people.
Wet day cannot be conducted because of the weather and healthy reason.
The students are very engaged to the learning process when they make their
own toy in group.

Keefe: ini drum

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.

When playing in play time, Mika use the used material to make a boat

In Play time, the students are using the used materials as the musical
instruments and they sing together.

International Baccalaureate Organization 2007