1. What is our purpose?

Class/grade: 1 Age group: 6 - 7

To inquire into the following:
School: Carmel School code:
Transdisciplinary theme: ​Who We Are:​ An inquiry into the ​nature of the
self; Teacher(s): Mary Eckstein and Andrea Edwards

beliefs and values; personal,​ physical, mental, ​social and spiritual health; Date: August 22 - October 10
human relationships including families, friends, communities, and cultures;
rights and responsibilities; what it means to be human. Proposed duration:

2. What do we want to learn?

Central idea : What are the key concepts (form, function, causation, change, connection, perspective,
People in our lives and the choices we make influence who we are. responsibility, reflection) to be emphasized within this inquiry?

Key Concepts:​ Connection, Reflection, Causation

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?
Attitudes​: respect, independence, cooperation
Attributes: ​caring, open-minded, principled
What lines of inquiry will define the scope of the inquiry into the central idea?

Students will make a graphic organizer (web) showing at least 4 different 1. What is a community, what makes a group of people into a community (which
communities they are a part of and how they contribute positively to each by making communities I am part of)?
good citizen choices. They can draw and / or labelling. Teacher will prompt as 2. The impact our family, community members and friends have on us (and the
needed and create a checklist to assess the students’ understandings. Remind them impact we have on them)
of the videos and books we have studies together such as: How to Fill a Bucket, The 3. How our actions and choices affect us (and others)
Way I Act, Do Unto Otters, Brain Pop Friendships and Responsibility and Citizens,
Bookflix We Are Citizens, Kelsos’s Choices, No David / David Goes to School, etc. (numbered for section 4 below)
1. Summative Assessment Part 1: Work on a graphic organizer as part one What teacher questions/provocations will drive these inquiries?
of the summative task in which they list 4 communities they are a part of 1. What are my communities and how do I fit into them?
and then 3 ways within each community that they make good choices to
2. How can I help myself and my friends be positive role models in the community?
be a positive citizen.
3. What choices can I make to help myself and others stay happy, healthy and safe?
2. Summative Assessment Part 2: We will interview children about their
understanding on the central idea - especially on how people and
choices ​influence​ them
3. Summative Assessment Part 3: Students will fill in a graphic organizer T
chart or flowchart to demonstrate their understanding of the cause and
effect of their actions. They will have been given the opportunity to practice
this in a formative assessment ahead of time.
EX. If ….. Then
Positive and Negative examples and connect them with a feeling outcome.
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?
-Filling a Bucket, video, books, discussion to see how they understand the concept of cause/ affect
What are the possible ways of assessing student learning in the context of the lines of
inquiry? What evidence will we look for?
1.What is a community brainstorm as a class to get prior knowledge and filled in a
graphic organizer
-Me on the Map: students created concentric circles from the closest community to
them up to the whole world (global citizen)
-Pop Jr. - Community Helper awards and Friendships: students made compliment
cards to friends
-Students completed a book on the importance of feelings and relationships and how
their choices can affect themselves as well as others.
-Responsibility “Quilt”
-Each child made their own bucket with dixie cups ad we “filled each other’s buckets
with positive affirmations”
-Students made a video using Telegami App of them using ones of Kelso’s in a
friendship conflict situation
-We made an If/Then poster of various good and bad choices to show the
consequences of their act
-We made connections with our IB Learner Profile and then did a match an image
that represents one of the attitudes or attributes as shown in the “Way I Act” book
-We made a poster together on the opposite good choices David should have made
instead. We then completed a cut and paste activity of David and they chose 8 good
choices they could make as 1st graders
-Students completed a comic strip of Moby dealing positively with a Bully.
-The students brainstormed a list of role models in their lives and then chose
one to draw and write about by having them use the list of 14 traits of a role
model that we taught them
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?
1. We read “Me on the Map” and modified an activity to help kids visualize the
various communities they are a part of (1)
2. Brain Pop Jr.- Community Helpers - brainstormed those that we see and help us -
students realized there are many people that work together to help a community
function and operate smoothly to keep them HEALTHY, HAPPY and SAFE (1)
3. We read the book “The Way I Feel” and discussed there are many different
emotions, none of them are bad or wrong. We also talked about how different
colors can be used to represent our emotions (ex. The Dot by Peter Renoylds)
and how illustrators use techniques to show the feelings of characters with certain
facial expressions - ex: eyebrows (2,3)
4. Teacher role plays different scenarios that resulted in different feelings to show
that our friends words and actions can affect us. We used emoticons on popsicle
sticks to ask the students which feelings were evoked. (2,3)
5. Brain Pop Jr. - Friendships: we learned how to make friends, attributes of a good
friend, and how good friends should treat each other (1,2,3)
6. .Kelso’s Choices - videos of scenerios, small and big problems, 9 conflict
resolution strategies for kids (2,3)
7. Watch Do Unto Otters- a cute video about the Golden Rule (1,2)
8. Brain Pop Jr. Rights and Responsibility video (1)
9. Have you Filled a Bucket Today? Story (2,3)
10. Good Choice / Bad Choice citizen sort and watched Brain Pop Cause/ Effect (3)
11. We viewed the follow up to “The Way I Feel” book called “The Way I Act” (2,3)
12. We read a book called David Goes to School and noticed all of his silly poor choices
(1,2,3)
13. We watched a Brain Pop on “Anger” and discussed ways in which we can control our
emotions when they are negative so they do not hurt or affect ourself and others.
Think of Kelso’s choices. Read ​When Sophie Gets Angry, Really Really Angry​ and
discuss, making connections. (2,3)
14. We watched a Brain Pop on “Bullying” and read ​Mean Jean the Recess Queen​ and
thought of how we should deal with or REACT to bullies. Remind students that we
can not control other actions but we can control how we react to them, or how we allow
their actions and words to AFFECT us. (1,2,3)
15. Teach the students what a Role Model is through the 4H Everyday Superhero Pack,
Keynote and posters. (1) “Influence”
16. Show Brain Pop (Tim and Moby) on Peer Pressure and talk about how the wrong
kinds or groups or classmates can have a NEGATIVE INFLUENCE on you. We gave
examples of positive and negative peer pressure and students gave a thumbs up or
thumbs down. (2,3)
-​Formative assessment for line of inquiry 1:
​At the beginning of the process students can inquire, what makes a group of people, a
community. They can search the web, look at a dictionary, and speak to people around
them to collect their views (interview).
-​Formative assessment for line of inquiry 2, 3
There is a website ​which distributes the good, with the "​pay it forward method” - Here​.
Students can create the same activity in school or within the community. Each student
creates a card to start a good deeds chain. The student is helping someone and pass the
card to him, each one signs the card and pass it forward. By signing the card, the
activities will be recorded and the grade 1 students will be able to follow the card to know
how many good deeds were done, how many people were touched by it. The added
value to this activity is centered on the understanding that sometimes one good deed can
change the world, the personal feeling of the person receiving and the giver.
17. Using big stands boards, and write a headline on them: I am thankful for…
Students can stand in some points around the city with an adult and
record random people who will stop and write and add their
contribution.
This is an example for a similar project - Here
18. Students can volunteer in old age home and bring a shared activity that can make both
side feel happier:
-Playing / creating board games with the elderly people.
-Make role / drama plays together.
-Bring a useful handmade present for the elderly people.
-Dance with happy music.
19. The teacher can write good deeds on notes, fold it and put it all into a hat. Students will
get to choose a note that contains a mission. The student will have a few days to be
able to complete the task (here - students will learn what is a good deed, what areas
are those were they can assist others, before they get to the formative assessment
“pay it forward”). To conclude the activity, students will tell about their deeds and the
other sides response, discuss, what is the time to help and what is considered to be
help.

What ​opportunities​ will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
See Box 3

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Learner Profile video Mary made with students, ​https://www.youtube.com/watch?v=jpANH_7tmNA
Books
Me on the Map book (concentric circles to show them in the community), read books that show good and bad choices
The Way I Feel and the Way I Act
The Dot, Do Unto Otters, Have you Filled a Bucket Today, David Goes to School, When Sophie Gets Angry, Mean Jean the Recess Queen, 4-H Everyday Superhero Pack on Role
Models, Super Flex Books
Kelso’s Choice Poster
Brain Pop Jr
Responsibility Rap Mr Stanely
Telegami
PBS Kids videos on role models - you can access through a different url site rerouted to US
Good Choice Program: https://goodchoicesprogram.org/
Scottish website:
How will the classroom environment, local environment, and/or the community to used to facilitate the inquiry?
-we used the classroom and school as examples of 2 of our communities

-The website + videos: ​pay it forward method” - Here

© International Baccalaureate Organization 2011