Stage 3: What Do We Want to Learn?

Stage 4: How best will we learn?Theme: How we express ourselves PYP PLANNER Teacher and/or student designed activities which will address the key Stage 6: To what extent did we achieve our purpose? Stage 3: What do we want to learn? questions. Unit Title: Media Madness Stage 5: How will we know what we have The keyTo questions what extent: which were will the drive purposes the inquiry fulfilled;. was the unit relevant, engaging, 1. Mind map—What we taste, hear, see challenging and significant; were the resources adequate; were the concepts, skills learned? and attitudes address 1B What are we advertising?Focus: LA, arts & Social Studies The strategies which will be used to assess learning. Form 2. Bring in examples of advertisingDiscipline(s) and to receiveexamine the majorthe emphasis. What is it like? context (lettering, colours,Level: layout Grade characters)… 5 FormativeProposed duration: Function! How does it work? thinking hats for differentTeacher(s): examples to examineLuke itTurner 1. Checklist6 weeks (mindmap and Causation 3. Watch commercials School: German European School Singaporeportfolio) Why is it the way it is? 2. Class rubric Change 3B How many in a certain period of time? How does it change? 3C Go back to the same time, use rubric that students 3. Interview questions Connection How is it connected to other things? created (using info from context discussion) Perspective 3D Share with class Stage 1: What is our purpose? What are the points of view? 4. Do the same for radio commercialsA concise description of the central idea to be addressed and the scope of the inquiry Responsibility What is our responsibility? 5. Billboards…what types, locations.a) Central Design idea: a billboard Advertising can influence our choices Reflection for GESS (interview marketing person, list of How do we know? resources, sketch out) 6. Interview peers to discoverb) Anwhat inquir interestsy into: year 5 Teacher Questions: students (develop q’s for targetDifferent audience, forms think of advertising 1. What is advertising? different peer groups, random or specific survey?) for 2. How is advertising used?  How advertising is used to influence how we live and a birthday party what we buy 3. What type of advertising influences you? 7. Art project…they have a set amount of money, over a weekend, how do they spendWhat it? (displayadvertising the influences a Yr. 5 student objects in a mobile, poster, collage), with self assessment to decide 8. Pick a food that they can bake (or parents), and advertise it for a bake sale (proceeds go towards class party?) (self assessment) Student self-assessment: Extensions 1. Spending spree self-assessment Music—Pick a food from the canteen, and make up a 2. Product assessment Student Questions: song to advertise it. Stage 2: What resources will we use? . What is good advertising? Bad advertising? Maths--% of magazines/tv timePeople, is advertisement places, audio-visual materials, related literature, music, art, computer software etc. . Why on the cartoon network are there ads for IT—web surfing (pop ups) what’s on next and nothing else? TV . What is an ad? Magazines . Does advertising have to be true? Radio How will we take action? Junk mail How the students will demonstrate their ability to choose, act and reflect. Computers Advertisements for CCA’s? Ask them what they want to do. Billboards/banners Art supplies