GESS PYP Integrated Unit Planner Unit 1

Planning the inquiry

1. What is our purpose? Class/grade: Grade 4 Age group: 9 To inquire into the following: School: German European School code:  transdisciplinary theme Title: On the Move Where we are in time and place An inquiry into orientation in place and time; personal histories; homes and Teacher(s): Kripalani, Burnett, Home journeys; the discoveries, explorations and migrations of humankind. Date: 14 August to 21 September, 2007

 central idea Proposed duration: number of hours 40.5 over 6 weeks

People move around the world for many reasons. PYP planner

Summative assessment task(s): 2. What do we want to learn? What are the possible ways of assessing students’ understanding of the central What are the key concepts (form, function, causation, change, connection, idea? What evidence, including student-initiated actions, will we look for? perspective, responsibility, reflection) to be emphasized within this inquiry? Form, Function, Change, Perspective 1. Inspiration mind map of push-pull migration factors.

2. Writing activity: What do we need to do in a new country to adapt and What lines of inquiry will define the scope of the inquiry into the central idea? make sure that we are being sensitive to new cultures and environments? (Open minded). Use fishbone diagram – “How can we be more  Reasons for migration understanding of our neighbours?” (portfolio piece)  Own journeys and movement  Effects on the environment

What teacher questions/provocations will drive these inquiries? 1. Why do people migrate? 2. How has your journey changed your family? 3. What are the effects of migration on others and the environment? Planning the inquiry

3. How might we know what we have learned? 4. How best might we learn? This column should be used in conjunction with “How best might we learn?” What are the learning experiences suggested by the teacher and/or students to What are the possible ways of assessing students’ prior knowledge and skills? What evidence encourage the students to engage with the inquiries and address the driving will we look for? questions? Find articles and pictures from newspapers. Write a sentence explaining why you chose that picture or Artifact activity article or headline (1, 3) Refugee game

Ensure students understand difference between push and pull. Visit to the museum – grid showing push/pull for Singapore and effects on the environment What are the possible ways of assessing student learning in the context of the lines of inquiry? Newspaper activity – push-pull headlines What evidence will we look for? Migration questionnaire Reasons for migration Pick the family member who has been most effected by migration

Visit to the museum – grid showing push/pull for Singapore and effects on the environment Personal time line

Newspaper activity – push-pull headlines Visit to the museum – grid showing push/pull for Singapore and effects on the environment (URA visit??) Reasons for migration Before and after pictures Own journeys and movement Venn diagram and Fish bone diagram

Migration questionnaire Interview

Pick the family member who has been most effected by migration How can we be more understanding of immigrants? Personal time line Mapping skills – distance, latitude/longitude, scale Effects on the environment What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? Visit to the museum – grid showing push/pull for Singapore and effects on the environment (URA visit??) Open-minded - How can we be more understanding of immigrants? Before and after pictures Thinking skills (mind map), acquisition of knowledge (museum trip, vocab), viewing (visit museum, before and Venn diagram after photos) Interview

5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? National History Museum, Andreas, atlases, When Jessie Came Across the Sea (book)

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? National History Museum, URA?, interviewing people in the community, world map,

6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP? Assess the outcome of the inquiry by providing evidence of students’ What were the learning experiences that enabled students to: understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.  develop an understanding of the concepts identified in “What do we want to learn?” Class did a mind map of the factors affecting migration and the push-pull factors involved. Their understanding of the central idea was further  demonstrate the learning and application of particular transdisciplinary skills? developed when they had to do their newspaper activity using pictures  develop particular attributes of the learner profile and/or attitudes? and headlines to see if they could find other reasons for people to move around the world. In each case, explain your selection. Individual work by students in Inspiration about push and pull factors Form – the various kinds of migration – voluntary/forced, refugees, internally showed that most students could generate a range of reasons for displaced persons, etc. moving. Some students, though, had to be prompted on which side Function –my students took an interest in the function of transportation as it “push” and “pull” were on. applies to migration Change - Students had to imagine a village that they were living in and what the How you could improve on the assessment task(s) so that you would have a village was like. They then had to imagine what would happen if a factory moved more accurate picture of each student’s understanding of the central idea. in there. A piece of writing about this was required for homework and then they had to create a Venn diagram showing Before/After and what stayed the same. The mind map gave a good understanding of what they had learnt during this unit. It was a graphical representation of their knowledge both on Perspective - Students had to create a fishbone diagram about “How can we be paper and transferred to Kidspiration. more understanding towards immigrants?” and then transfer this to a writing piece. This made them think about what it was like to be new to a place and how The writing activity, what to do to help newcomers, worked well and to put themselves in someone’s else’s shoes and what could be done to help gave them a chance to explore the essay format as well as the them. fishbone planner. Open Minded (Learner Profile) - This was illustrated by the fishbone diagram. The push/pull mind map was only hampered by time (takes two Thinking (TD skill) - The mind map (both class and individual) required them to lessons) and students helping each other. think about the unit. The Venn diagram made them realize how things can What was the evidence that connections were made between the central idea change in an environment and they had to think about what those changes and the transdisciplinary theme? entailed. Students had to look at the biography of Sir Stamford Raffles and then Viewing (TD Skill) - The students went to the museum and looked at photos complete a timeline about their own life. They then used the time line and artifacts of Singapore in the past. They were then required to compare it to to write an autobiography. Studying the history of Singapore allowed Singapore in the present during a writing activity. them to understand why people migrate and the reasons for migration. Tolerance and Cooperation - Students had to understand the need to be The personal histories component was well done with timelines and tolerant with others when thinking about how to be understanding towards immigrants. They needed to cooperate with each other when doing some of the presentations about family journeys. group activities. The unit might place more emphasis on refugees and on larger migration waves. Migration to Singapore or the stages of development could better developed.

8. What student-initiated inquiries arose from the learning? 9. Teacher notes Record a range of student-initiated inquiries and student questions and highlight any t might be useful to use Kidspiration to plan out the biography. There is a that were incorporated into the teaching and learning. writing planning function Why do people move? Why do people choose to move? How do people feel about moving to other countries? How do we know when an environment is changing? How does it change? How can we save the world?

At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. 1. What are the effects of migration on others and the environment? 2. Why do people migrate?

What student-initiated actions arose from the learning? Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. Students were able to reflect on how they felt about the unit and give it a rating out of 10. They also came up with some new ideas about what could be done to improve the unit: - research projects on migration - more push and pull activities - immigrant movies - create own refugee game

MATHS – On the Move

Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Integrated Data Handling Measurement Space and Shape  Creates, inter-  Understands stan-  Reads and plots co- prets, discuss- dard units to esti- ordinates in the 4 es compares mate, measure, label, quadrants data displays compare area and - looking at co-ordinates -look at data perimeter in a basic form showing migration - look at distance from - looking at atlases and patterns from one home countries to finding out longitude and country to another Singapore, look at latitude - show migration comparisons between - plotting map co- patterns of the area of home country ordinates for school and class – graph this and Singapore home - explore ways of calculating areas  Develops procedures to find area and perimeter - give students shapes and ask them to look at perimeters, how do they know? Give regular and irregular shapes. - decide how to measure area and perimeter of basketball court. Strategies? - area and perimeter of a country

Stand  Reads numbers to millions Pattern and Function  Writes numbers to millions  Models and explains number patterns to Alone  Reads decimal fractions to tenths 1,000,000  Writes decimal fractions to tenths  Uses appropriate vocabulary e.g. multiples and factors.  skip counts by 6,7,8 and 9 forwards and backwards L.A - On the Move

Focus Week 1 Week 2 Week 3 Week 4 Week 5 Week 6

Spelling Test Complete Spelling 4 p. 4 and 5 Comprehension Letter writing to History of History of Biography of Sir Write their parents STB Singapore Singapore Stamford Raffles biography Information for Write their own Answer (VP) (VP) newcomers to questions questions Singapore (VP) (VP) Text Type/Writing Recount Recount Recount Fishbone diagram (VP) – week 4 Holiday 1st week of school Museum trip How we can be more understanding of immigrants? to relative Grammar Nouns and Shape poem using Verbs Sentences Present tense Regular / Irregular adjectives poster nouns and Past tense adjectives My friend Ed Poetry Punctuation/Editing Booklet Speaking and Listening Presenting homework/ UOI presentations Weekly GESS PYP Integrated Unit Planner – Unit 1 Year Level Teachers/Year Unit Title Central Idea: Kripalani/ On the Move People move around the world for many reasons. 4 Home/Burnett 2007-2008 LP: Open-minded An inquiry into: . reasons for human migration

. own journeys and movement

. effects on the environment

German ICT GMT: Irene Wayne Burnett Reasons for migration - language Inspiration – Push pull factors of migration? GSL: Beatrix Story about two people living apart comparing their lives

GFL: Marsiha Basic – who am I?

Music Art PE Terry Moran Simon Van Dinter Ranita Smart

5 pieces of music from different cultures. Cultural Art: Different art from around the Playing international games, research Portfolio piece: world. traditional family games, what games are Grid – comparison of the different pieces of played elsewhere music. Include TD skills on the grid - Listening