Planning the inquiry

1. What is our purpose? Class/grade: 4th Age group: 9-10

To inquire into the following:
School: Channing Hall School code: 7816
; Transdisciplinary theme - Where We Are in Place and Time
Title: Back to the Future
An inquiry into orientation in place and time; personal histories; homes and
journeys; the discoveries; explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and Teacher(s): Athay, Biornsted, Rogers
civilizations; from local and global perspectives.
Date: August 2015 October 2015
Central dea
The contributions of individuals and groups help shape history. Proposed duration: number of hours over number of weeks

Summative assessment task(s):

What are the possible ways of assessing students understanding of the central 2. What do we want to learn?
idea? What evidence, including student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change, connection,
Assessing: perspective, responsibility, reflection) to be emphasized within this inquiry?
Scrapbook
Each student will create their own scrapbook page that demonstrates the central Connection, Perspective
idea, and relate it back to Utah History. Include students OWN history, and how Related Concepts: Family, Migration
their daily life is connected to Utahs history. Students may also reflect on
similarities they share with groups from Utah History. Part of grade will be to What lines of inquiry will define the scope of the inquiry into the central idea?
make a meaningful connection (Research Skills, Risk-taker, Reflective,
How historical figures and sites affect past and present
Empathy, Connection, Perspective)
Contributions of diverse groups and individuals
Ways to demonstrate respect for cultural differences
Evidence: Students will connect Utahs history with their own history (How Utah
history has impacted them, and how they have similar experiences with past
historical groups and individuals). What teacher questions/provocations will drive these inquiries?

How have beliefs, values, and attitudes of historical figures and groups affected
history?
What motivated different groups and individuals to migrate or immigrate?
How can we demonstrate respect for cultural differences?
What contributions have groups and individuals make to communities?

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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?
Matching person or group to a famous site in Utah
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?
See Notes at end of Planner.

What opportunities will occur for transdisciplinary skills development and for the development
What are the possible ways of assessing student learning in the of the attributes of the learner profile?
context of the lines of inquiry? What evidence will we look for?
Transdisciplinary : Research Planning, collecting data, presenting findings
We will look for whether students are familiar with a historical figure Social Skills: Respecting others -
or group behind that location. Attitudes: Empathy/tolerance
Native American Scrapbook Profile: Reflective/risk-taker

Explorer Game SEE NOTES AT END OF THE PLANNER

Mountain Man Trading Cards
Pioneer Letter/Essay/Journal
Immigrant Quilt Square
Personal History Scrapbook Page

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music,
art, computer software, etc, will be available?
Historical Fiction GR books, Art Materials, Basil Book, Utah Weekly Studies
Newspaper, Utah Adventure Text Book, Esperanza Rising book, Utah Bicentennial
Songs,

How will the classroom environment, local environment, and/or the

community be used to facilitate the inquiry?
Guest Speakers on Immigration, Utah Pioneers and Mountain Men,
Mountain Men display from UOE, Field Trip to This is the Place
I love history.utah.gov website 2
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.
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.
Pre-assessment
Group students to discuss what an Explorer is and they work on four different
places in Utah on a posters. Students will work together to discuss what they
need and who they want to take with them. Gathering background knowledge
about what they knew about explorers.
Summative Assessment
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
Sarah: All the connections came together in the summative
assessment; finding pioneers or immigrants in their own family
history-a focus on personal history.
Rebecca: Students researched contributions their family made
to history, and made personal connections in that way.
Kali: Students understood how their lives could shape history
and what they do daily to make a difference.
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International Baccalaureate Organization 2007
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
develop an understanding of the concepts identified in What do we want to
learn?
Native American research
This is the Place Field Trip
*RAFT-take on a role as a historical figure and complete writing activity
Classroom discussions of historical groups to others
Writing lesson for the Risk Taker page and Bio page of their scrapbook
demonstrate the learning and application of particular transdisciplinary skills?
Mountian man Instagrams
Researching and organizing before beginning summative project
Native American skits
Assignment banners to plan out scrapbook
develop particular attributes of the learner profile and/or attitudes?
Summative-how similar and different to historical figures
Field trip-risk taker; dancing, pushing carts, learning Desert alphabet
Written reflection for Immigrant quilt, field trip
Wonder Read Aloud as being a risk-taker
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.
*Email parents early to give them a heads up to have time research their
How are the mountain men and trappers different? family history and bring the information to class!
How long did it take to cross the states?
Where did the pioneers come from?
What do other people do to help the world?
When was the Shoshone tribe form? *Making sure the parents knows the big picture of why were making the
I want to learn more about civilizations and mountain men. scrapbooks.
Are we going to learn about really important people and how they affect us?

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 Contact IRC International Rescue Committee in Salt Lake they are an
inquiries. organization that helps Refugees relocate throughout the United States.
About 1000 refugees come to Utah each year.

What student-initiated actions arose from the learning? Volunteer Inquiries

Record student-initiated actions taken by individuals or groups showing their ability to
reflect, to choose and to act. VolunteerSLC@theIRC.org

Extra Immigrant and Native American Research at home. They have resources such as videos-we can discuss that people are still
moving today, what contributions they are making and how we can show
Made a PowerPoint about Veterans. respect for their culture.
One student made a 10 page scrapbook, and others did in-depth research on family
connections.
Museum of Natural History Box of Native Utah
A couple students set a time to meet with their grandparents to learn about their
lives! Pow-Wow in place of Native American Scrapbook

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International Baccalaureate Organization 2007
 Lesson Sequence
Basil: My Name is Maria Isabella
A. Intro Week
1. Pre-assessment: KWL on Utah History (perspective, connection)
a. Get four posters, and have students write what they know, and want to know, about different people who have shaped
Utahs history.
i. Utahs five Native tribes
ii. Mountain Men, Explorers
iii. Pioneers
iv. Pony Express, Transcendental Railroad
b. We will reflect on these questions throughout the unit.
2. Introduce Lines of Inquiry, write student inquiries
3. Vocabulary: (Connection): Archeology, rendezvous, nomad, contribute, pioneer, value, challenge, diverse, culture, history,
demonstrate, migrate, immigrant
a. Writing Words/definitions
b. Create Individual Vocabulary list
c. Vocabulary Theater (Risk-taker)
d. Word Posters

Basil: In my Family
B. Native Americans: Utes, Paiutes, Goshutes, Shoshones, Navahos: Timpanogos, Utah, Wasatch
1. Garbage can Archeology (Research Reflecting, collecting data, present findings, Connection, perspective)

Tie into projects. What important things can we learned from this group based on this evidence. What would we want an archeologist to
know about our classroomsscrapbooks can be a record of your family, or a society (show examples) If we were to create a scrapbook,
what would we want to include? Create a checklist.
2. Scrapbook (borrow example from Grace) (empathy, Research Skills, Social Skills Respecting others, perspective)
a. Reading mini-lesson on note taking skills Have students take individual notes from different books on their tribe during
reading time. Students can share notes during IB time
i. Utah Weekly, and Utah Studies text has a lot of information about Native Americans

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 b. History (1), Culture: Beliefs, Traditions, Clothing, Food, Housing (2-3), Government (social interaction) (1),
Language Dictionary Page, Letter from the perspective of a Native American Child
c. Students Reflect about the Presentations (Facts about groups, etc)
C. Native American Skits
a. Split students into 5 groups-each group will represent a native American group.
b. Groups will research information about their tribe, and fill out an information sheet
c. Students will create a skit where a time traveler will go back into time and interview the tribe.

Basil: I have heard of a Land

D. Explorers: Father Escalante, Dominguez, Colombus, Grand Staircase Escalante
a. Reading Comprehension Colombus (55) (Perspective)
i. Main Idea and Supporting Details
b. Talk about Father Dominguez and Father Escalante, Look at Trail, Read about them in the book (Risk-Takers)
i. Main Idea and Supporting Details
c. Problems, Problems, Problems (Empathy)
d. Board Game with Father Escalante and Father Dominguez (pairs) (Risk-Taker, Connection)
i. Use Life and Chutes and Ladders as an example
e. Choose your own adventure powerpoint

Basil: Two Lands, One Heart

E. Mountain Men (Trappers and Traders): Jim Bridger, Peter Ogden, Etienne Provost, Provo, Ogden, Fort Bridger
a. Gichin: Mountain Man (Perspective, Tolerance)
i. Brings in different clothing, traps for kids to look at and question
b. Reading and Discussion, look at Mountain Man Primary Documents (Perspective, Reflective)
c. Mountain Man Math (Connection) - Center
d. Map Skills (See Jackies Primary Map Documents) Create their own maps in small groups (if time permits)
e. Mountain Man Trading Cards
f. Mountain Man Rendezvouz (2008 core academy, pg 314) (Connection, reflection, risk-taker, empathy, perspective)

Basil: Sarah Plain and Tall

F. Pioneers: Brigham Young, This is the Place, Salt Lake Valley
a. This is the Place Movie
b. Field- Trip (Show video from This is the Place) Journal Entry: From the perspective of a pioneer child, Letter, or
Compare Contrast Essay (risk-taker, perspective, empathy, reflective, social skills)

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 i. After Field Trip, students come up with questions they still have about pioneers. Talk about good research
questions (how and why)
c. Look at Primary Documents and then Packing a wagon (pg 72-73) What was it Like to Travel as a Pioneer (pg 77)
(Perspective, reflective)
d. Research on Pioneer Groups based on questions created after the field Trip
i. Based on questions, students are divided into research groups
ii. Students will choose how to present their findings
e. Pioneer Simulation-Follow along in book
i. Students write in journals as if they were pioneers traveling on the trail.

Basil: A Very Important Day

G. Immigrants
a. Mon: Guest Speaker (Chapter 9); Immigrants in your Family (HW) (tolerance, empathy, risk-taker, perspective,
Respecting others)
b. IRC Committee Education Portion??
c. Research Project on Immigrant Groups
i. Immigrant Quilt Square
ii. Researching Cultures
iii. Immigrant Reflection (Word Document)
iv. Whos Immigrating Now to different parts of the world?

H. Summative Assessment
a. Scrapbook
i. Each student will create their own scrapbook page that demonstrates the central idea, and relate it back to
Utah History. Include students OWN history, and how their daily life is connected to Utahs history. Students
may also reflect on similarities they share with groups from Utah History. Part of grade will be to make a
meaningful connection. Students should also relate connections to profiles and attitudes(Research Skills, Risk-
taker, Reflective, Empathy, Connection, Perspective)