Professional Documents
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transdisciplinary theme
How the world works: An inquiry into the natural world and its laws; the
interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Title: Reproduction and its stages Teacher(s): English, Spanish, psychologist, Date: September- October Proposed duration: 40 hours over number of weeks: 8 weeks
central idea
Science and human beings have manipulated the life processes of living things.
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?
The students will write and elaborate a play about the life stages, taking care of the reproduction organs, for grades 4th and 5th. The play will have to include the following: Dialog Characters Setting Costume Organization Presentation
Concept: function Related: reproduction What lines of inquiry will define the scope of the inquiry into the central idea?
1. The main stages of living species 2. Knowledge of reproduction organs in human beings. 3. Influence of science in the reproduction
What teacher questions/provocations will drive these inquiries? 1. What is a cycle? 2. What is reproduction? 3. What are the stages in pregnancy? 4. What do you know about puberty? 5. What are the physical changes that occur in puberty? 6. How does science influence pregnancy?
Starting activity: The classroom will be decorated with images of pregnancy, the reproductive organs.
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? We will evaluate previous knowledge about reproduction and the care of reproduction organs with a kwl chart, students will brainstorm in group about the topic. This will be written in pyp journal.
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? The students will look for the main words, from the central idea in a dictionary. The students in team will investigate the different types of life cycles a living thing has and the will compare the information in a graph They will investigate about the different reproductive organs and its functions in teams. Invite a gynecologist to give an informative talk to the students. Investigate how science has benefit /Harms the reproductive system Interview teachers/ parents to see how they manage their reproductive system so they cannot have babies.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 1. They will do an oral presentation of the concepts. 2. They will give a presentation to 1st and 2nd grade about taking care of our body using puppets. 3. S.s will elaborate a triptych with information and distribute it to parents.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Profile Inquirers: when the students are investigating Balanced: to understand we have to have balanced in our body for a reproduction. Attitudes Cooperation- When working in team Appreciation- for students to appreciate their own body. Curiosity when the students ask the doctor questions Abilities Auto-control- to understand the importance of our own body and know how and when to control their impulse . Intelligences multiples: Interpersonal: to speak openly about their sexuality.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
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.
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
9. Teacher notes
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.