wwapt 2012

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Class/grade: 2 Age group:School: NIST School code: 7015Title: WWAPTTeacher(s): CB, CC, BC, SL, NM, TC, ECDate: 9.05.11Proposed duration: number of hours over number of weeks

PYP planner

1. What is our purpose?To inquire into the following: transdisciplinary themeWhere we are place and timeAn inquiry into orientation in place and time; personal histories; homes andjourneys; the discoveries, explorations and migrations of humankind; therelationships between and the interconnectedness of individuals and

civilizations, from local and global perspectives.

central idea

People migrate in response to societal and environmental factors

Summative assessment task(s):

1. Choose a family member to interview and record their story/journey.2. Use the interview questions developed during the class inquiry3. Once the information has been collected, discuss and compare the

persons journey with a classmate. Record cause and effect of a familymigration on Spider (Radcliffe) Organizer.)

Students understanding will be recorded using Anecdotal notes.Portfolio: Venn diagram, home recording sheet, photo of student reporting back.

Causation Change

Students will be able todescribe the reasons whypeople may move fromone place to another.

Students will explain the changes people mayexperience when moving to a new place.Students will identify ways people may need toadapt.

Key Vocabulary:

migrate/migration environmental

local (where you would go within a weekend) political

move/shift adaptation

temporary

native

choice

forced

permanent

society/societal

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?

Causation consequences & impact

Change - adaptation

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

What teacher questions/provocations will drive these inquiries?

Why do people migrate?

What changes does migration bring?

In what ways do people adapt to new situations?

Big Idea- adaptation

Learner Profile-Communicator

Learner AttitudeAppreciationEmpathy

Planning the inquiry

International Baccalaureate Organization 2007

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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?

People and places always stay the same use this statementI staying here and never leaving True or False use a human continuum.

What are the possible ways of assessing student learning in the context of thelines of inquiry? What evidence will we look for?

4. How best might we learn?What are the learning experiences suggested by the teacher and/or students toencourage the students to engage with the inquiries and address the drivingquestions?

Math- position and direction

Maps around the schoolCoordinates on google mapsPosition on Rainforest mathGrid programsTurtle Pond Direction Game

Language Arts-If You Could Choose One Thing.(to take with you - refugee connection)Book Boxes- anchor textsNarrative form (Jack Gantos)-characters, problem and solution, sequential , 5 ws-puppet pals, little story maker, storify website-story boards

Speaking and Listening-interviewing techniques and open and closed questions

Ideas for ICT in connection to mathematics- gps, bee bots, map games oractivities

What opportunities will occur for transdisciplinary skills development and for thedevelopment of the attributes of the learner profile?

Research and Communication Skills

Note takingInterviewing

Formulating questions

Listening

5. What resources need to be gathered?What people, places, audio-visual materials, related literature, music, art,computer software, etc, will be available?

Library books- Rebekkahs Journey, Goodbye 382 Shin Dang Dong, APiece of Home, 4 Feet 2 Sandals, Texas to Thailand, A Chair for myMother, The Lotus Seed, Grandfathers Journey, Tea with Milk,Amelias Road, My name is Yoon, Tree of Cranes, My Diary from Hereto There, A Chair for my Mother, How many days to America, Refugees

How will the classroom environment, local environment, and/or the communitybe used to facilitate the inquiry?

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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?




Share teachers story and literature about migration

Read Refugees by David Miller discuss a time when they have had to make a

change or move somewhere. For example moving school, apartment, country,

why did they have to make this change? How did the change affect them?

Teach interviewing skills

Write questions to guide interviews

Interview a community member as a whole class, record video

Revisit video and focus on interview skills and record important information/key

points.

Review questions and send home

Return homework and present as per final assessment

Find someone in the school community and inquire into their reasons formigrating.


Jennifer library booksIpods (possibly)Skype

Library books- Rebekkahs Journey, Goodbye 382 Shin Dang Dong, APiece of Home, 4 Feet 2 Sandals, Texas to Thailand, A Chair for my

Mother, The Lotus Seed, Grandfathers Journey, Tea with Milk,Amelias Road, My name is Yoon, Tree of Cranes, My Diary from Hereto There, A Chair for my Mother, How many days to America, Refugees


At home interviews


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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?







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Reflecting on the inquiry

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of studentsunderstanding of the central idea. The reflections of all teachers involved in theplanning and teaching of the inquiry should be included.

How you could improve on the assessment task(s) so that you would have amore accurate picture of each students understanding of the central idea.

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

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 tolearn?

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.

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Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight anythat were incorporated into the teaching and learning.

At this point teachers should go back to box 2 What do we want to learn? andhighlight the teacher questions/provocations that were most effective in driving theinquiries.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability toreflect, to choose and to act.

9. Teacher notes

wwapt 2012

Documents