What Are Some Ways That Your Life Is Different from the Way Your Grandparents Grew Up?

8. What student-initiated inquiries arose from the learning? 7. To what extent did we include the elements of the PYP? 9. Teacher notes Class/grade: Grade 1 Age group: 6/7 6. To what extent did we achieve our purpose? [Please begin typing here] School: German European School of Singapore School code: 1.Assess What is the our outcome purpose? of the inquiry by providing evidence of students’ understanding of Old Movies Disney the central idea. The reflections of all teachers involved in the planning and teaching Postcard to parents Title:To inquire Time Travel: into the In following: the Past MusicMr Boos of the inquiry should be included. Swallows and Amazons Teachers: Susan Blanche Carol Hein Newspapers WhereWhat wasare wethe inevidence place and that timeconnections : An exporation were made ofbetween our orientation the central inidea place and the News of the day and time; of our personal histories and geography from local and global transdisciplinaryth theme?th Visit Old Folks Home/ songs, take something, interview? Date:perpectives; 13 January of our – 20 homes February, and 2008 journeys – actual and spiritual; of the Timeline of their childhood with pictures greater journeys of humankind – the discoveries, explorations and PORTFOLIO – Biography, Pictures from 50’s day with writing Proposed duration: 20 hours over number of weeks : 6 Postman/Milkman/Deliveries migrations, of human achievements and the contributions of individuals and civilizations; of descent and ascent of humankind; of the state of the race.

Central Idea: Our lives are similar to and different from those of our grandparents. 2. What do we want to learn? Summative/Formative assessment task(s): What are the key concepts – form-What was the lifestyle like? function, causation, change-How have lifestyles remained the same and how have they changed?, What connection,are the possible perspective-How ways of assessing have students’ different understanding points ofof the view central changed? idea? responsibility,What evidence, reflection) including to student-initiated be emphasized actions,within this will inquiry? we look for?

5. What resources need to be gathered? . INITIAL ASSESSMENT – Students complete their family tree (research names, What people, places,ages audio-visualand countries materials, of related origin literature, of grandparents music, art, computer and software,parents) etc, will be available? 3. How might we know what we have learned? .SUMMATIVEWhat lines of ASSESSMENT inquiry will define - Students the scope write of the a inquiry biography into the of central one selected idea?  Interviews with grandparents and older citizens in Singapore grandparent’s life, including details of how his/her childhood was This column should be used in conjunction with “How best might we learn?”  Visits: Malay Heritage Centre; MINT Toy Museum different. How from we arestudent’s different, own. how we are the same  BooksWhat in library: are the possible ways of assessing students’ prior knowledge and skills? What . How peoples’ lives have changed Transportationevidence in Grandma’s will we Day look for? School in Grandma’s Day I Remember Grandpa What teacher questions/provocations will drive these inquiries? In GrannyFormative’s Garden(S. Harrison) Assessment – To assess prior learning- Holiday Homework-The Then andstudents Now (J. Vaughan) were requested to collect information about their grandparents and solicit The Way Things Were(M. Clyne) What are some ways that your life is different from the way What Wasartifacts it Like Before (books, Television(R. toys, antiques, Hawkin) photographs)  your grandparents grew up? They will share these with the class.  How is school different?  How is transportation different? What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?  How is communication different?  How are toys and games different? . How we are different, how we are the same Assessment – From the interview tasks the students make a T chart or Venn diagram to demonstrate the differences and similarities (Interview Tasks- Email/write to Grandparents with personal questions. Conduct interviews with visiting grandparents) . why peoples’ lives have changed Create a chart (illustrations/photographs of items) that compares the old with the new. The students document the differences and explain how these items have changed and the impact this has had on their lives.

Ongoing Assessment – teacher observes student performance in planned activities