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 Key concepts: Form, responsibility, connection
What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? Lines of inquiry ●
Characteristics that develop healthy friendships Form How friends are made and kept Responsibility Why friends are needed Connection Characteristics that develop healthy friendships
teacher shows 2 photograph of her friends and tells them they are her friends. Ask if children have friends? What is nice about having friends? Why is it good to be friendly to others? ● How friends are made and kept. How do we make friends? ( Places where you meet your friends building, bus, communication ) Activity – Circle time – introduce yourself (hello, my name is _____). ● Why friends are needed?
What do friends do for you?
Provocation Simulated situation Playing alone in the playroom, discussions to follow.
What if you don’t have friends?
School: Genesis Global School
Teacher(s): Alka Sarkar, Poonam Daga, Tulika
Proposed duration: number of hours
© International Baccalaureate Organization 2007
Planning the inquiry
1. What is our purpose?
To inquire into the following:
Who we are
Friendships enrich our lives and require nurturing in order to develop. Summative assessment task(s): What are the possible ways of assessing students’ understanding of the central idea? What evidence, including studentinitiated actions, will we look for? ●
Chits with situations written on them regarding the attributes and attitudes ‘caring, sharing, tolerance, etc. the student has to say what s\he will do in such a situation. ( I want to play with the red car Aman is playing with, I will __________ ) Role play – give them a role of an attribute (eg. taking turns), they will demonstrate that attribute during play time and teachers will observe. Listing the golden rules for class
Evidence Teacher observation, how they get along with peers and to make anecdotal records of the same.
4.How best might we learn?
Characteristics that develop healthy friendships Form ● discuss the characteristics from display board. ● teach ‘A friend is trustworthy’ by arranging obstacles in an area. pair students, have them guide his partner, who is blindfolded, through the obstacles. ● Story – 1. Bruno books,
The selfish kitten, dramatization through stick puppets by teachers The boy who cried wolf A story in which 34 characters show different traits, at the end of story ask who showed which trait. Students will draw friends Ask parents to send list of friends of child – then discuss why they like them. Circle time discuss when students were a friend or when they needed a friend. 2 puppet friends (class buddy) – mime what sort of things do they do together? (pg. 24 of circle time ) Make a smiley and write ‘friends bring a smile to my face’ as a follow up in the ‘how friends are kept’ the students make smileys again and write ‘you make me smile’ and give to their best friend.
How friends are made and kept Responsibility
● Who’s missing? students close their eyes. one student ( tap one) goes out and the remaining students look around and identify who is missing. ●...
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