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ROBISON MAGNET ELEMENTARY SCHOOL
An International Baccalaureate World School

What IB Means for Robison

As an IB school Robison connects with thousands of other IB schools across the United States. We will be part of the largest school organization in the world and as such will be held to the same high standards and rigorous instruction implemented in all IB programs. Students are exposed to a global perspective and second and third languages. The IB program begins in kindergarten and can be continued until graduation from a high school diploma program in TUSD.

Teachers receive specific training from the IB organization that focuses on engaging students in their own learning. The program works in conjunction with Robison's Investigations Math curriculum that promotes mathematical thinking in an inquiry model.


Robison Program of Inquiry for 2012/2013

 

Who we Are

Where we are in place and time

How we express ourselves

How the world works

How we organize ourselves

Sharing the planet

GRADES An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities and cultures; rights and responsibilities; what it means to be human. 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 civilizations, from local and global perspectives. An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic 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. An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment. An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Fifth (5th) Central idea:
A healthy life style directly affects a person's well being.

Key concepts:

Connection, Function, Responsibility

Lines of inquiry

  • Healthy life styles.
  • Choices affect well being.
  • The function of the human body.

Summative Assessment:

More emphasis on physical rather than mental.

Central idea:
Migration patterns change economics and living conditions of people and places.

Key concepts:

Connection, Reflection, and Causation

Lines of inquiry

  • Primary documents provide evidence.
  • Migration has positive and negative effects on the economy and living conditions.
  • People move for various reasons.

Summative Assessment:

TBD.

Central idea:
Interpretation of the visual arts leads to understanding other points of of view.

Key concepts:

Change, Function, and Form

Lines of inquiry

  • Art is a form of expression.
  • Humans communicate through the arts.
  • Art reflects society.

Summative Assessment:

TBD.

Central idea:
Scientific discoveries have changed our perspectives on our Solar System.

Key concepts:

Change, Connection, and Perspective

Lines of inquiry

  • Through Scientific discoveries humans have explored the solar system.
  • Scientific discoveries change how we live.
  • Human perspectives constantly change through scientific discoveries.

Summative Assessment:

TBD.

Central idea:
Our economic activities areinfluenced by personal and social factors.

Key concepts:

Form, Responsibility, and Perspective

Lines of inquiry

  • Economic events influence consumer choices.
  • Consumers make economic decisions.
  • My lifestyle in another culture.

Summative Assessment:

TBD.

Central idea:
Environmental change causes the way communities evolve.

Key concepts:

Change, Connection, and Reflection

Lines of inquiry

  • Communities change for various reasons.
  • Change can unite or divide a community.
  • Change in the community influences our daily life.

Summative Assessment:

TBD.

Fourth (4th) Central idea:
Individuals learn about history through inquiry.

Key concepts:

Responsibility and Connection

Lines of inquiry

  • Discovery of family history and each family's place in world history.
  • Investigating migration patterns within ancestry.
  • Connecting the word "family" to several definitions that are applicable.

Summative Assessment:

Students will explain through an essay the process of gathering information to present the history of Robison Elementary.

Central idea:
Global exploration and migration affect local civilization.

Key concepts:

Connection, Causation and Perspective

Lines of inquiry

  • Characteristics of early civilization and their contributions to the development of the world (Maya, Inca, and Aztec).
  • The continuum of civilization.
  • Causes and effects of exploration and migration.

Summative Assessment:

Compare and contrast essay on effects, good and bad, of exploration on ancient/indigenous cultures.

Central idea:
Nature influences the exploration of artistic creativity.

Key concepts:

Connection, Perspective, and Reflection

Lines of inquiry

  • Analysis/synthesis the expressions of artists.
  • Different forms of expression.
  • Reveal the connection of art and nature.

Summative Assessment:

Creation of an art piece in any medium with explanation of what inspired them and which artist influenced them.

Central idea:
Implementing scientific principles leads toa deeper understanding of the natural world.

Key concepts:

Causation, Change, and Connection

Lines of inquiry

  • The evolution of the earth's surface.
  • The connectedness of Earth's systems.
  • Scientific Inquiry.

Summative Assessment:

Students create a power point or flip chart explaining the steps scientists would take to discover a newly discovered fictitious planet.

Central idea:
Our choices now influence our future options.

Key concepts:

Function, Responsibility, and Connection

Lines of inquiry

  • Education is related to our future options.
  • Life experience influence our choices.
  • Job options to consider.

Summative Assessment:

Students complete a flow chart on a chosen person and how the person's choices lead to certain things happening in that person's life. Students reflect on what it means to them if they would like to follow a similar path.

Central idea:
People have the responsibility to share resources.

Key concepts:

Responsibility, and Perspective

Lines of inquiry

  • The ways in which we share resources locally and globally.
  • Our responsibility to our resources.
  • Alternatives to finite resources.

Summative Assessment:

Students will prepare a debate in teams. The debate will be a social issue involving the Earth's resource; the arguments will be for a particularsolution that shows reponsibility.

Third (3rd) Central idea:
The social environment influences our health through personal choices.

Key concepts:

Function, Reflection, and Responsibility

Lines of inquiry

  • Our environment can influence our choices.
  • Nutrients in food groups affect health and learning.
  • Balancing our wants and needs can result in positive and negative effects to lifestyle.

Summative Assessment:

Students will reflect on how their choices have changed as the unit progressed.

Central idea:
Discoveries create pathways for human ingenuity.

Key concepts:

Function, Change and Perspective

Lines of inquiry

  • Their are multiple outcomes from discoveries.
  • Discoveries have a global connection.
  • People build upon prior knowledge to enhance or adapt to life in the form of new inventions/discoveries.

Summative Assessment:

Students Choose 1:
a.) Choose a discovery and create a timeline/flowchart of its pathways. Explain how the pathway changed the discovery and helped or hurt human-kind and or other life. Predict the next step in the pathway.
b.) Choose a recent discovery or invention and imagine where this discovery might take human-kind next.

Central idea:
Literature is one way of expressing culture.

Key concepts:

Connection, Perspective, and Reflection

Lines of inquiry

  • Culture is expressed through literature.
  • Cultural Values are expressed through literature.
  • Universal values are shared through literature.

Summative Assessment:

The students will make an analysis of two pieces of literature from one country and compare the key cultural values that are expressed in the stories. The students will then relate any similarities and/or differences they have encountered with their own culture to those of the culture they have read about.

Central idea:
Forced changes have consequences.

Key concepts:

Causation, Change, Form, and Connection

Lines of inquiry

  • Natural disasters are caused by forces in nature.
  • Changes require adaptations.
  • People can prepare for forced changes.

Summative Assessment:

Given a situation, the students will differentiate between forced and choosen changes. They will predict consequences and decide how to prepare.

Central idea:
Nations record historical changes.

Key concepts:

Causation, and Change

Lines of inquiry

  • Nations establish holidays, monuments, and symbols to remeber big events in their society.
  • Societies change their nation's symbols, monuments, and holidays to reflect the modern society.
  • People can gain empathy for other societies by sharing the events that led to the establishment of their nation's symbols, monuments, and holidays.

Summative Assessment:

Students will Choose 1:
a.) Create a visual model of a symbol, monument or holiday that reflects our modern society. This will include an explanation of the student's perspective of how this represents our modern society.
b.) Research a national symbol, monument, or holiday and create a visual explanation of how this reflected the society of the time.

Central idea:
Conflict and Compromise arise from the scarcity of resources.

Key concepts:

Responsibility, Connection, and Perspective

Lines of inquiry

  • There are natural and man-made resources in the world.
  • There are renewable and nonrenewable resources.
  • Living organisms need resources.

Summative Assessment:

The students will identify a scarce or inaccessible resource in their life and create an action plan explaining how they plan to obtain the resource or if they would give up trying to get it and explain why they would choose this course of action.

Second (2nd) Central idea:
An investigation into the rights and responsibilities of citizens in a community.

Key concepts:

Connection and Form

Lines of inquiry

  • The rights and responsibilities citizens have.
  • The characteristics of a world citizen.
  • The role of a citizen in a community.
  • The role of a community helper

Summative Assessment:

Students will create a community and make a 3D map to reflect the needs of that community.

Central idea:
Journeys create change and can lead to new opportunities.

Key concepts:

Change, Perspective, and Causation

Lines of inquiry

  • People journey for different reasons.
  • Journeys change the lives of people.
  • Journeys can create new opportunities and/or conflicts.

Summative Assessment:

Students will create a timeline of their personal journey through life or their school career.

Central idea:
People express their ideas, feelings and thoughts through patterns.

Key concepts:

Function, Form, and Reflection

Lines of inquiry

  • Identify, practice, perform, and respond to patterns in dance from a variety of cultures.
  • Using patterns in words to express images, thoughts, feelings, and ideas.
  • Identify patterns within a variety of art styles.

Summative Assessment:

Students will create an original dance, poetry or visual art piece with identifiable patterns.

Central idea:
Weather systems influence daily life.

Key concepts:

Function, Causation, Change, and connection

Lines of inquiry

  • Elements of weather.
  • Measurement of weather.
  • Weather influences people.
  • Weather influences cultural

Summative Assessment:

Students will research a weather topic and present findings to class.

Central idea:
People organize to make change due to injustice.

Key concepts:

Perspective and Responsibility

Lines of inquiry

  • There are just and unjust rules depending upon perspective.
  • Society dictates rules.
  • People organize to make a difference.

Summative Assessment:

Students will identify a situation and determine what is unjust and how to organize to make a change. Students will make an action plan on the process of making a change.

Central idea:
Living things adapt to survive.

Key concepts:

Connection and Change

Lines of inquiry

  • The concept of adaptation.
  • Circumstances that lead to adaptation.
  • Animals adapt or respond to environmental conditions.

Summative Assessment:

Students will create/invent an insect and place it into a habitat. Students will reflect on how the insect has adapted to its environment.

First (1st) Central idea:
Rights and responsibilities guide personal safety.

Key concepts:

Causation, Responsibility, and Connection

Lines of inquiry

  • Our rights and responsibilities connect to our safety and the safety of others.
  • Compare-contrast safe and unsafe behaviors and how it affects others.
  • Personal responsibility to honor the rights of others.

Summative Assessment:

Students will design an essential aggreement for a choice of a setting demonstrating responsible, safe behaviors, and scknowledge the rights of others.

Central idea:
Human relationships are impacted by their interconnectedness to each other.

Key concepts:

Connection and Causation

Lines of inquiry

  • Actioons affect others.
  • People are connected.
  • The impact of kindness(caring) on each other.

Summative Assessment:

Show a picture of someone making a bad choice; student needs to draw what happens to their relationship after this event.

Central idea:
Values of a hero are conveyed through their actions.

Key concepts:

Connection and Perspective

Lines of inquiry

  • Redefine the notion of "hero".
  • Beliefs and values of a hero.
  • Actions reflect our values and behavior.

Summative Assessment:

Fill a heart template of a researched hero with what they value and how much of their heart each value takes up.

Central idea:
Plants grow and provide resources throughout their life cycle.

Key concepts:

Form, Function, and Causation

Lines of inquiry

  • Plants come in different forms.
  • Plants have a life cycle.
  • Weather influences people.
  • Resources are provided during different stages of growth.

Summative Assessment:

Students will complte a graphic organizer showing the life cycle of a plant and the resources they provide to the world.

Central idea:
Systems provide organization for communities.

Key concepts:

Form, Causation, and Fuction

Lines of inquiry

  • Maps are organizational tools.
  • There are different types of maps.
  • Maps have different functions.

Summative Assessment:

Students will create a map of a place they know.

Central idea:
Living and non-living things interact.

Key concepts:

Perspective, Reflection, and Responsibility

Lines of inquiry

  • Distinguish between living and non-living things.
  • Explain why living things interact with non-living things.
  • Reasons living things interact with each other.

Summative Assessment:

Students give an example to reflect upon how living and non-living things interact.

Kindergarten Central idea:
Personal choices impact human relationships.

Key concepts:

Causation, Responsibility, and Connection

Lines of inquiry

  • How do my choices affect relationships with others?
  • How do my decisions affect myself?
  • Ways my decisions make a difference

Summative Assessment:

Students draw or write in personal journal about a personal choice that they would make in 1/3 scenario and how their actions affect others.

Central idea:
Family traditions provide an insight into cultures.

Key concepts:

Perspective and Reflection

Lines of inquiry

  • The role of a family.
  • Families have traditions.
  • Similarities/Differences between your family and your friend's family.

Summative Assessment:

Students will create a heart poster by drawing a family and writing what is important to their family.

Central idea:
Cultures have important reasons for their celebrations and traditions.

Key concepts:

Causation and Perspective

Lines of inquiry

  • Explore why cultures create specific celebrations.
  • Traditions/celebrations are similar and different to other cultures.

Summative Assessment:

Students will conduct interviews with peers and teachers about the purpose of Monday morning assembly. They will then record and share information with the class.

Central idea:
The survival of animals is affected by their envronment.

Key concepts:

Form, Causation and Change

Lines of inquiry

  • Different kinds of habitats.
  • Animals survive in their environment in different ways.
  • Changes (i.e. weather, man, deforestation) affect an animal's environment.

Summative Assessment:

Student will place animal pictures in their correct habitat and explain how they survive there.

Central idea:
Transportation systems are directly related to the needs of the community.

Key concepts:

Fuction and Connections

Lines of inquiry

  • People need transportation.
  • Communities organize transportation.

Summative Assessment:

Students will be given scenario where there is no transportation to school. Students write two alternative ways.

Central idea:
Plants and animals are a source of food.

Key concepts:

Form and Function

Lines of inquiry

  • Food comes from a source.
  • There are many sources of food.
  • Sources of food exists in different habitats.

Summative Assessment:

Given a food item, the student will create/fill in a squence chart (flow chart) of where it originates and how it gets to the dinner table.

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