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?

Change.

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

- The changes foods undergo before they are sold in shops - The roles people play in putting food on our table

What teacher questions/provocations will drive these inquiries?

1. Where do the foods we eat come from? (form) Structured questions :

2. What people help put food on your table? (connection)

1. Where do the foods we eat come from? (form) Contributing Questions;

2. How can foods change? (change)

1. Where do the foods we eat come from and how do can they change? (form/ change)

Extended questions:

2. How are people important in food production? Justify (connection)

Class/grade: Year 2 Age group: 7 years

School: Trinity Lutheran College School code:

Title: From Field to Table

Teacher(s): R.Murdoch, J. Holden. V. Edwards

Date: Term 2

Proposed duration :5 weeks

1. What is our purpose?

To inquire into the following:

• Transdisciplinary theme

How we organise ourselves

• Central idea

The food we eat goes through many changes.

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?

Diagram/flow chart/production chain showing the process a chosen food goes through from field/farm to table.

PYP planner

Planning the inquiry

© International Baccalaureate Organization 2008

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?

Structure/Core Where do the foods we eat come from?

Extension Where do the foods we eat come from and how do can they change?

Mystery box/display - Pictures and examples of raw materials and their food products – eg. wheat / bread / biscuits, sausages / pigs, bees / honey. Discuss and sort. Unpack central idea.

Prior knowledge concept map Excursion – “Superbee” and “Strawberry Farm” Group brainstorm about current knowledge about a specified food and their questions Sort and classify where foods we eat come from. Use books, pictures,

research..... Sort and classify where foods we

eat come from. Use books, pictures, research.....List changes that occur in the foods we eat.

Structured What people help put food on your table?

Core How can foods change?

Extension How are people important in food production?

Research project- what

people help put food on your table. List and describe what they do. Videos, books, Internet, posters, guest speakers

Become an expert on a person who works with food. Explain job and what they do.

Read “Little Red Hen” - Use bread production chain as a case study of food production Note people involved in the process. Extension justify their roles in production. Guest Speaker on bread.

Teach children flow chart concept on food production Research project- focus on note taking and main ideas. Videos,

books, Internet, posters, guest speakers Become an expert on a food- share presentation to class- flow chart

and orally presentation

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?Research skills –formulating questions, planning, collecting data and organising it and recording it will be covered during writing of report. Students will present findings in form of a flow chart.(ICT Integration)

Transdisciplinary skills

Social Skills - cooperating, accepting responsibility, respecting others, group decision making will be developed during group research times Self management – time management , organisation developed through research opportunities Learner Profile: Inquirer Attitudes: Confidence

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?

• Individual concept map – What I know about where our food comes from. May select a food/foods that they have eaten recently and show where it came from and what happened to it along the way.

• Class brainstorm. Record observations and take notes about their current knowledge and understanding

• Evidence – knowledge/understandings displayed on concept map.

What are the possible ways of assessing student learning in the context of the lines of inquiry?

• Anecdotal notes/checklists

• Individual conferencing

• Reflective Journal

• Group tasks – discussing and recording current knowledge, further questions and new knowledge obtained through research.

• Evidence – Growth in knowledge and understanding from prior knowledge assessment.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? Guest speakers Excursion – “Superbee” and the Strawberry Farm Books – Non-fiction - “Bean to Table”, “Peanuts”, ‘Bread” Fiction - “The Little Red Hen” Computer software – Intrenet Web research pages, Kidspiartion “Photo Story” Videos/ CDroms - Photographs – Processed and Unprocessed food How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Library resources will be available for use in the classroom. Internet will be available in both the Tech room and Middle room

Planning the inquiry

© International Baccalaureate Organization 2008

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 Students were able to tell about the many changes that food underwent and show these changes on a production chain. The webquest that was used again was extremely appropriate to the level and allowed them to work collaboratively to find the main idea in each step. Lower ability groups worked with the teacher. The scaffold given gave direction for each main idea.

Kidspiration was used to sequence and write steps in the production chain. The main idea was continual focused on as changes occurred.

Through class discussions it was evident that all students gained the required knowledge and level of understanding required to achieve the desired outcome for the unit. Students were able to verbally discuss and present the production chain for foods such as rice, bread, chocolate etc.

How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.

Assessment task provided an accurate picture of students understanding of the central idea. They were able to choose their own food to complete the assessment task which provided for differentiation and student choice. No improvements necessary at this time.

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

The central idea was continually investigated through the research and social transdisciplinary areas. Working collaboratively to discuss, find, record and analyse changes that food went through was a major focus and it was continually reflected upon.

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?”

• 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.

A range of mediums were used to provide students with the knowledge that they were wanting to learn. Video, text and movies of production chains were viewed and focussed on the foods that students wanted to learn about.

Throughout the unit students were able to develop and/or enhance their skills of inquiry by the activities allowing them the scope to source and compile relevant information for themselves. They worked in small inquiry groups to research, note take and present a food production chain on a food of their choice. They also used a range of text types to inquire into their chosen food.

• develop an understanding of the concepts identified in “What do we want to learn?”

1. The excursion allowed students to see first hand the changes that various products undergo when producing honey.

2. Video resource discussion in small groups along with whole class also assisted in developing the students understanding.

• demonstrate the learning and application of particular transdisciplinary skills?

1. students planned, collected and recorded information and organised it into a flow chart from planned webquest. Videos accompanied food- For Juniors

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

1. Inquirer – various research tasks enabling them to be inquirers.

Reflecting on the inquiry

9. Teacher notes

Things we would do better next time:

.

Excursion may include a visit to a sugar cane farm and factory (Vanessa Keith in Prep is the contact). Needs to be looked at to try and coincide with the harvesting of the sugar cane. The excursion needs to include more than just a visit to the honey factory.

Children would benefit from seeing more than one production process.

A greater focus on the Key Learning Area of Science needs to be integrated into the unit. Children could complete certain parts of the production process of some particular foods e.g. milk to butter, making icecream from milk, strawberries to strawberry jam etc.

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.

Students asked a number of relevant questions such as:

• Where do seeds come from to grow the plants?

• Does all of our meat come from the same animal?

• Which parts of the animal do we use to eat?

• Are all farms the same or do different farms produce different foods?

• Is their only one way to make that food?

• Does every food have to go to the factory before it goes to the supermarket?

• Where do they grow the Cocoa bean?

• How is it Australian made when the plant is grown overseas?

All teacher questions were effective in driving the inquiry.

What student-initiated actions arose from the learning?

• Students chose a food of their own interest (Show and Share), researched it and made posters showing production chains.

• They brought in their website findings with the class to share.

Reflecting on the inquiry

© International Baccalaureate Organization 2008