Download 1 - kinder-CCB

1. What is our purpose?
Class/Grade: Kinder
To inquire into the following:
• Transdisciplinary Theme
Age Group: 5-6 years old
How we organise ourselves
•
Central Idea
An organisation is a group of people in which each member has a role and works
collaboratively to achieve a common goal
Summative Assessment Task(s):
What are the possible ways of assessing students’ understanding of the central
idea?
What evidence, including student-initiated actions, will we look for?
Strategy: Performance Assessment
Tool: Rubric
School: Colegio Colombo Británico
PYP Planner
School Code: 700202
Title:
Year: 2010-2.011
Teachers: Fernando Arce, Pilar Clavijo, Mark Hustad, Vicky Libreros, Claudia
Madriñán, Vicente Medina, Magguie Quiñones, Ana Patricia Ortiz, María Fernanda
Romero , María Elena Valencia, & Sidey Viedman.
Proposed Duration:
Prompt:
They have to explain to the audience how they organise the teamwork and what
each member did in order to get the common goal.
Evidence: They have to organise themselves in small groups and
come up with a group activity proposal. (Teachers will give them
different places to carry out the activities: swimming pool,
playground, sandpit, soccer field or picnic).
B
C
D
Cooperate
individually
to the
group
What are the key concepts to be emphasized within this inquiry?
FUNCTION-RESPONSIBILITY
Role
CAUSATION
Goal
CONNECTION
Teamwork
What lines of inquiry will define the scope of the inquiry into the central idea?

The organization that helps some social insects to divide the workload

How people organise themselves to work together and grow as a community

Why teamwork requires the contribution from every individual in the group
What teacher questions/provocations will drive these inquiries?
Provocation
Organisation,
structure,
goal,
efficiently
Team work
A
2. What do we want to learn?
Questions
Created:
Latest Revision:
Printed 8/10/17
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 possible ways of assessing students’ prior knowledge and skills? What evidence will we look
for?
Knowledge: Previous Knowledge – L1
Reunidos los niños en medios grupos, se les pedirá que reflexionen en las siguientes preguntas:
Previous Knowledge –
Strategy- Selected Response
Tool- Anecdotal record
Communication
READING (L1):
Strategy- Open- ended task
Tool - Anecdotal record
Research
Strategy – Observation
Tool –Checklist
SkillsWhat are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence
will we look for?
Line of inquiry: The organization that helps some social insects to divide the workload
Children will match on a sheet of paper given, the ants with the corresponding workload.
Strategy: Selected response
Tool: Checklist
Line of inquiry : How people organise themselves to work together and grow as a community
Children will write in a bubble map, their conclusions about what people have to have into account, when working
together.
Strategy: Open-ended task
Tool : Checklist
Line of inquiry: Why teamwork requires the contribution from every individual in the group
Children will draw in their notebooks, their conclusions about the importance of each individual contribution in
teamwork.
Strategy: Open-ended
Tool: Anecdotal record
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc. will be
available?
How will the classroom environment, local environment, and/or the community be used to facilitate the
inquiry?
Experts: Juan Guillermo Velasquez
Guests: P.T.A. members
Places: El Molino bakery, Colegio Jefferson and CIAT
Audio-visual: Unit-related books from the library, Encarta Kids
(How will the classroom environment, local environment, and/or the community be used to facilitate the
inquiry?
The classroom will be decorated with drawings of living beings made by the children. We will have the opportunity of
exploring at the zoo, Heron´s park and the museum the habitat,
Created:
Latest Revision:
What are the learning experiences suggested by the teacher and/or students to encourage the students to
engage with the inquiries and address the driving questions?
Pedagogical Trips:
CIAT: Children will inquire, observe, and register about how some social insects divide the work and built cooperative
communities. They will write and draw their findings on their notebook.
Jefferson School : Children will have the chance to visit a different school, where they
Will inquire about the importance of each individual’s contribution in order to reach a goal. They will prepare some
question for and interview and will ask them to some works in Jefferson. Back to CCB, they will work in small groups
and share what they get. They will make a list of similarities.
El Molino: Children will have the chance to visit a bakery where they will be able to observe the way people organize
themselves in order to work together to achieve a goal. They will write and draw their findings on their notebook as a
homework assignment. Teachers will check children homework and give them feedback about it.
Interactive Presentations by experts
P.T.A.: Children will listen to some members of this organization and gain more facts about the importance of each
individual’s contribution in order to reach a goal.
Juan Guillermo: By observing an ant hill children will have the opportunity to inquire about the way some social
insects divide the workload. They will work in small groups. They will register their observation following teacher’s
prompts and answering among them the questions that will come up during the interaction.
Research on a Topic
Inquiry at the library: The children will search books individually about how social insects are organize to divide their
work efficiently. They will draw and register their findings in a bubble map. Then, in small groups they will share what
they have registered.
Inquiry at the ICT: Children will search information that allow them to answer their questions related to what they want
to learn, afterwards in small groups they will discuss and register in their notebooks what they have found.
Cooperative Learning
Taller de afectividad : la sicóloga leerá el cuento “ Uno para todos y todos para uno” y generará un espacio de
discusión para que los niños puedan compartir sus comprensiones y conclusiones acerca del texto.
What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile?
Transdisciplinary Skills:
SOCIAL SKILLS

P.S.E – Cooperating. Work cooperatively in a group. Children will develop different activities in most of all
classes where they will have to
COMMUNICATION SKILLS

L1 – Speaking - Crear oraciones que incluyen personajes, lugares, acción y tiempo

L2 – Reading – A variety of sources for information and pleasure.
SELF-MANAGEMENT SKILLS

P.S.E - Codes of behaviour – knowing and applying appropriate rules. Children will
Learner Profile
ATTRIBUTES
Children will be exposed to different learning experiences where they will keep on conducting inquiry and research.
They will show independence in learning and explore the concept of teamwork when they accomplish a task. They will
register what they learn in the different experiences. Children will apply thinking skills critically and creatively
by making decisions when working in small groups. They will work in collaboration with others and take
responsibilities for their actions building a learning community within the classroom. They will share
their findings
ATTITUDES The following attitudes are to be worked on during the unit on a constant basis by making reference to
them whenever possible: Cooperation and tolerance.
Printed 8/10/17
6. To what extend 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’
understanding of the central idea. The reflections of all teacher involved in the
planning and teaching of the inquiry should be included.
What were the learning experiences that enabled students to:
Develop an understanding of the concepts identified in “What do we want to learn?”
Pedagogical Trips:
El Molino: Children understood that people can achieve more
when they work together; they experienced the importance of the
distributions of the workload and responsibilities. They realized that
when People have the same goal they can accomplish something
much bigger and work more effectively than a group of the same
individuals working on their own. When people work together can
get strong synergy of individual contributions.
How you could improve on the assessment task(s) so that you would have a more
accurate picture of each student’s understanding of the central idea.
What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
Created:
Latest Revision:
CIAT: Children were divided in three groups which go around three
stations; one was dedicated to observe some individual castes of
the ants. In this station children understood that each member has
specific physical structure that helps it to contribute from its
possibilities to the colonies. In the second, children watched a
video which helped to make connections and reinforced their
knowledge gained so far. In the third station, they saw how the
ants are organized, how their interact in their colony and
understood the division of labour and group integration. They wrote
and draw their findings on their notebook.
Jefferson School : Children will have the chance to visit a different school, where they
Will inquire about the importance of each individual’s contribution in order to reach a goal. They will prepare some
question for and interview and will ask them to some works in Jefferson. Back to CCB, they will work in small
groups and share what they get. They will make a list of similarities.
Interactive Presentations by experts
P.T.A.: Children will listen to some members of this organization and gain more facts about the importance of each
individual’s contribution in order to reach a goal.
Juan Guillermo: By observing an ant hill children will have the opportunity to inquire about the way some social
insects divide the workload. They will work in small groups. They will register their observation following teacher’s
prompts and answering among them the questions that will come up during the interaction.
Research on a Topic
Inquiry at the library: The children will search books individually about how social insects are organize to divide
their work efficiently. They will draw and register their findings in a bubble map. Then, in small groups they will
share what they have registered.
Inquiry at the ICT: Children will search information that allow them to answer their questions related to what they
want to learn, afterwards in small groups they will discuss and register in their notebooks what they have found.
Cooperative Learning
Taller de afectividad : la sicóloga leerá el cuento “ Uno para todos y todos para uno” y generará un espacio de
discusión para que los niños puedan compartir sus comprensiones y conclusiones acerca del texto.
Printed 8/10/17
Demonstrate the learning and application of particular transdisciplinary skills?
RESEARCH:
OBSERVING: USING SENSES TO NOTICE RELEVANT DETAILS (VISUAL ARTS):
Los niños observaron una obra de dos loros a fin de observar sus caracterísiticas y detalles y poder
plasmar lo observado con vinilos.
COMMUNICATION:
-READING: READING A VARIETY OF SOURCES FOR INFORMATION AND PLEASURE (L1).
Después de establecer las pautas para una lectura de aprendizaje, que les permitiera obtener información
detallada acerca del texto, la mayoría de los niños realizaron una lectura más detallada y reflexiva, teniendo en
cuenta las estrategias dadas para este tipo de lectura. Un grupo de niños mostró mayor interés por hacerse
preguntas frente al texto antes y durante la lectura. La información obtenida se evidenció cuando los niños
lograban concluir el tema del libro, los conocimientos e ideas principales de éste y compartirlas con sus
compañeros.
-SPEAKING: GIVING ORAL REPORTS TO SMALL AND LARGE GROUPS (L2).
CHILDREN USED LEARNT VOCABULARY USING STRUCTURED SENTENCES TO SHARE THEIR IDEAS, FINDINGS, KNOWLEDGE AND
OPINIONS.
-WRITING: KEEPING A JOURNAL OF THE INQUIRY (L2).
Using the journal as a tool for keeping information children were able to write in English using Spanish phonics
their findings of their inquiry.
SOCIAL
-ADOPTING A VARIETY OF GROUP ROLES:
Children reflected upon the idea of adopting a variety of group roles and how each one of us can either be a
follower or a leader, depending on the circumstances.

Develop particular attributes of the learner profile and/or attitudes?
PROFILE:
Inquirer: They explored and showed curiosity about concepts and ideas worked during the unit.
Knowledgeable:
Thinkers: Children were able to give reasonable explanations about why is important to work as a team
Communicators: They showed understanding of the new information and were able to communicate their findings
and ideas.
Open-minded:
ATTITUDES:
Appreciation: They have shown interest in learning about animals and caring for them.
Enthusiasm: They have been amazed with the new things they have learnt about animals.
Created:
Latest Revision:
Printed 8/10/17
8. What student-initiated inquiries arose from the learning?
Record a range of student-initiated inquiries and student questions and highlight
any that were incorporated into the teaching and learning.
Students questions
¿Cómo hago para aprender a trabajar en equipo?
¿
9. Teacher notes
Fue importante reflexionar con el equipo sobre la apropiación del planeador como instrumento que
facilita el trabajo colaborativo.
Los profesores de P.E. compartieron en la planeación transdisciplinaria, que en una actividad de
juegos, escucharon la utilización por parte de los niños de algunos de los conceptos que se están
trabajando ya.
La experiencia de aprendizaje de la visita al Molino fue espectacular, pues proveyó de mucha
comprensión de los conceptos planteados para desarrollar la actividad.
La experiencia de aprendizaje del CIAT estuvo muy bien organizada pues mientras un grupo estaba
en el hormiguero el otro veía un video acerca de las hormigas y del CIAT lo que hizo que los niños
estuvieran muy motivados y atentos.
Teachers questions / provocations
What student–initiated actions arose from the learning?
En una clase de P.E. , donde los niños debían realizar un juego al ganar uno de los grupos
conformados libremente el profesor Vicente escucho el comentario de que los que habían ganado
habían trabajado en equipo. Esto sucedió pasado una semana de haber comenzado la unidad.
En el recreo algunas niñas de kínder muy emocionadas miraban un hormiguero que estaba al lado
de un árbol y dialogaban entre ellas como era que se organizaban las hormigas para trabajar en
equipo y poder lograr su meta que era cuidar los huevitos.
Unas niñas en el momento de la ludoteca jugaban a como los animales y una de ellas dijo: “Yo
quiero jugar a los animales que están en vía de extinción”.
Al resolver una situación de conflicto entre todos debido a un niños en particular, los comentarios de
algunos fue con una mirada más tolerante y objetiva, no solo viendo las cosas que el niño en
mención hacia sino la contribución de todos para que él se comportara de esa manera.
Created:
Latest Revision:
Printed 8/10/17