What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Change, Connection
What lines of inquiry will define the scope of the inquiry into the central idea?
- Myths and theories about origins of life
- How myths and theories differ
- How belief systems influence people
1.What are the major differences / similarities between the myths and theories?
2.Where do these myths and theories stem from?
Class/grade: 5E, 5FAge group: 10-11 years old
School: German European School, SingaporeSchool code: 300219
Title: Origins
Teacher(s): Adam Turner, Simon van Dinter
Date: 17th Sept – 23rd Oct
Proposed duration: number of hours 20 over number of weeks 4 weeks
1. What is our purpose?
To inquire into the following:
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including family, friends, relationships and cultures; rights and responsibilities; what it means to be human.
Central Idea
Humans explain their origins in different ways.
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?
- How belief systems influence people
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?
- Brainstorm different types of beliefs towards humankinds origin
- Discuss different theories/myths – keep track for future use
- Mini-research project of 10 different theories and myths (from religions to aboriginal beliefs). Brainpop research – 3 things they learned and 1 thing they want to learn more about for each video (4 videos)
Present mini-poster that answers what that theory or belief offers as the origins of humankind (as well as other important information about theory)
Select two different theories about origins and create a Venn Diagram comparing the two. Comment on age of theory, what type of people use it (location, etc.), what is the basis of the theory (book, stories passed on, number of Gods)
- Whole class – group different theories into different groups (based on belief system, explanation, age of theory, etc.) Students explain separation process.
- Paired work – students select two different theories and create Venn diagram comparing theories/myths. (explain selection)
- Creative writing: offer own minimum 1-page version of how the world began, how humans began. Important to look at commonalities in other stories before writing their own.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?
Learner profile: Thinker–Allow them to question the many different theories that are out there, rationalize about which one best suits them
Attitudes: Confidence – confidence in expressing their points of view at the beginning about their beliefs. Also, in discussing the different beliefs and theories out there amongst them
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?
Brainstorm – what are different explanations of humankinds origins? Where do they think we come from? (group discussion, present to class)
Group according to belief (evolutionary, different faiths)
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
Myths and theories about origins of life
Brainstorm different belief systems in class –
Research different theories and myths – student rubric on groups presentations (each person is responsible for assessing another student)
Class discussion– anecdotal records
Role play – comments from students
How myths and theories differ
Present different myths and theories
Venn diagram – anecdotal records of student discussion, final piece
How belief systems influence people
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Brainpop videos ( Google – creation myths, NLB – Singapore library books
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Many books to be used from library, mini posters put up in class
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.
- reflection writing, understanding of differences between myth and theory, open-minded to learning about different cultures beliefs,
- really enjoyed learning about others’ stories and beliefs.
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.
- goodbuild up to presenting skills in PowerPoint, bibliographies well done.
- hard to book lab times
What was the evidence that connections were made between the central idea and the transdisciplinary theme?
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including family, friends, relationships and cultures; rights and responsibilities; what it means to be human.
Central Idea
Humans explain their origins in different ways.
beliefs and values – didn’t discuss personal beliefs as it’s more of a sensitive topic but did learn about the beliefs of others
spiritual health – different religions promote happiness, security, after-life, etc
.
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?”
CHANGE: Not really addressed much this year.
CONNECTION: Connected links between myths, theories and to the real world. How myths wer more creative and theories based on science
Think about new key concept for next year – perspective (but already in other units), causation ???
- demonstrate the learning and application of particular transdisciplinary skills?
Respecting others (Social skills) – understanding other religions, open-mindedness to different beliefs
Acquisition of knowledge (Thinking skills)– learning about different religions
- develop particular attributes of the learner profile and/or attitudes?
Thinker: finding and organising info from books, websites into a powerpoint
Confidence: in presenting group PP
9. Teacher notes
Resources:
Buddhism
Islam
Christianity
Evolution
BOOKS
National library
Origns of life on Earth
Extraterrestrial life – life beyond Earth
Life
How the world began – creation in myths and legends
Early people
Growing up from child to adult
In the beginning – creations stories from around the world
Usborneencyclopedia of world religions
Illustrated book of myths
One world, many religions
Mythology
Primal myths
Creation stories – in folk tales from around the world
GESS library
Creation stories in fold tales from around the world, Fiona Waters
What makes me me-Robert Winston
Human Body Encyclopedia-DK book
The Usborne Encyclopedia of World Religions, Susan Meredith
Eyewitness Guides –Christianity
Eyewitness Guides –Religion
Eyewitness Guides –Mythology
Eyewitness Guides –Life
Sehen Staunen Wissen-Geschichte des lebens
Die Evolution-LIFE
Die grosseRavensburger – Kinderbibel, Erzählt von Thomas Erne
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.
Why do so many people believe about Christianity when it could just be a story from a book?
What is the difference between a myth and a theory?
Does a theory need to have proof?
How do myths and theories influence our lives?
What student-initiated actions arose from the learning?
- some brought in books about religion
- article about Dali Lama, 83rdreincarnation
Other Integrated Subjects: (Specialists)
Subject / Portfolio (Y/N) / Activities to Support Units
ART / Cave paintings (foam cut outs) to tell stories of creation.
GMT / Studying German myths
GSL
GFL
ICT / Y / Searching for information skills and maybe referencing. I think that the "output" for that would be a page with some references, properly done and for the Portfolio.
MUSIC / Y / Composition accompanying visual artworks (cave painting stories from art) to tell stories of creation. Notation of this will be portfolio piece.
PE