OVERVIEW Grade/Year level: 5th Grade (10-11 yr olds) Collaborative teaching team: Ms Asima Raffad, Ms Ayesha Ejaz , Ms Olga, Ms Hira Saleem Date: 30th August8th October Timeline: (continued investigation, revisiting once, or numerous times, discrete beginning and ending, investigating in parallel with others) Six Weeks Transdisciplinary theme (Type Transdisciplinary theme here.) Who We Are Central idea Personal experiences, beliefs and values can shape people’s identity and are reflected in our behaviour and actions towards others. Lines of inquiry ● ● ● ● Kinds of experiences emotional, physical, intellectual changes that go on in our own lives at every stage of our lives that alter our belief's, values behaviour How our families' value and belief structure affects our behaviour How to cope with transitions in our lives (link with transition from Primary to Middle/secondary school) How to reconcile Similarities and differences among belief systems within our communities and to keep our identity intact ● The influence of beliefs and spiritual traditions on society in general Key concepts Perspective, connection, reflection Related concepts Social values, religion, diversity, identity Learner profile attributes Reflective, Open-minded Balanced Approaches to learning Research and Social skills Social-Accepting responsibility, Respecting others, Cooperating, Resolving conflict, Group decision making, Adopting a variety of group roles Research-Formulating questions, Observing, Planning , Collecting data, Recording data, Organizing data, Interpreting data, Presenting research findings © International Baccalaureate Organization 2019 International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional® Action Students will create a personal “Identity Box”, using understandings of their own beliefs and values and how to visually represent them.. This is to be presented as a personal mission statement and can include what they wish to achieve in life, also representing their identity. Develop personal mission/vision statement; Potential requirement – present in graphic/visual form. When possible, transferring ideas formulated in the classroom to provide stimulus. Collaborative rubric will be formulated to focus students’ attention on the essential elements. PYP 5| Unit of inquiry planner (Primary years) | Page 2 REFLECTING AND PLANNING Initial reflections This unit will be topical with current events How can we make connections to Exhibition? Global Goals? Connections will be made through social skill development. Prior learning STARTER ACTIVITIES: Students create a graphic organizer based on “Who they are”. Do they know all the different parts their identity is made up from? Graphic organizer will be made up of their own silhouette, with aspects that contribute to their identity, including beliefs and values that are tangible/visible to be represented outside the silhouette, while aspects that are not tangible/visible, to be represented inside the silhouette. Connections: Transdisciplinary and past Communication skills: Making connections with the previous level to the current one identify themselves perceive the influence of belief and values on each others behavior and making connections with what their behaviour is like now make connections how their beliefs affect or influence others and on themselves Learning goals and success criteria Learning Goal: I am learning that respecting beliefs and values help create a peaceful and inclusive society. Success Criteria: I can: ● ● ● ● work with others harmoniously understand other perspectives from other groups discuss decisions and their consequences based on actions explain examples of inclusivity in society Learning Goal: I am learning to investigate a real world problem and advocate for a solution in my school or community. Success Criteria: PYP 5| Unit of inquiry planner (Primary years) | Page 3 I can: ● ● ● ● ● ● Research the problem, solution, and action for my topic Work collaboratively with my classmates and teachers during the Exhibition Apply the IB elements to my inquiry and exploration Influence other classmates, school mates, community members to make a change in their choices or views Influence innovation and technology to solve problems that affect the community or world Create and present my findings with my team Teacher questions ● ● ● ● ● Have you ever felt excluded? What made you feel excluded? What were the actions or non-actions? What would you have liked them to do to make you feel included? How are your beliefs tied to how you treat others? Why do we observe so much pain, turmoil, conflict in our society? Why is that the focus? Is it an accurate picture of who we are as a society? What does the phrase, “History repeats itself” mean? How can this apply to what we are studying? If it is true, how can we change it so that we don’t repeat our mistakes? What is your responsibility to ensure a peaceful and inclusive society? Student questions PYP 5| Unit of inquiry planner (Primary years) | Page 4 DESIGNING AND IMPLEMENTING Unit of inquiry and/or subject specific inquiry (inside/outside programme of inquiry) Transdisciplinary theme/Central idea: Who We Are; Personal experiences, beliefs and values can shape people’s identity and are reflected in our behaviour and actions towards others. Collaborative teaching team: Ms Asima Raffad, Ms Beenish, Ms Olga, Ms Hira Saleem Grade/Year level: 5th (10-11 yrs) May 10-June 18 Designing engaging learning experiences Provocation: Images related to the unit including historical conflicts that can be connected to current events. Reveal the pictures in groups without sharing the theme or central idea at the end. Ask questions like, “What do these images have in common? What theme do you think we are moving to? What could be the central idea? What will you be studying for the last 7-8 weeks?” Planner with all activities/learning engagements Provocation: Images related to the unit include historical conflicts that can be connected to current events. Reveal the pictures in groups without sharing the theme or central idea at the end. Ask questions like, “What do these images have in common? What theme do you think we are moving to? What could be the central idea? What will you be studying for 6 weeks?” Tuning in: Broad inquiry into the definition of key words (identity, belief, value) within the CI and LoI, small and large group brainstorms , making connections and identifying categories ; development of group definition of ‘belief’, exploring beliefs and values in reference to forming essential agreements e.g What kinds of classrooms help us learn? Making connections with Essential Agreement and the concepts of beliefs and values; Graphic organizer – what I believe, what I think I believe, what I don’t believe. Worksheet activity attached Finding out: Students will complete a T-chart with on one side values/beliefs they had and on the other side actions and behaviors that spring from/are a consequence of those values/beliefs.; Use Cornell template to take notes and summarize main points ; Beliefs homework – students interview parents about beliefs and how their behavior shaped their personality(4 key questions) and share responses with class; using results of interviews , students categorize, survey and create bar graphs using this qualitative data; students describe graphs then identify the scale, mean, median and mode; beliefs, values, identity line-up game – making connections in relation to perceptions of each others beliefs ; Sorting out: Beliefs homework – students make connections between beliefs and actions/behavior (table and summary); sort beliefs on a continuum of agree-disagree and justify their stance; My Code for Living , My Point of View template for developing own mission statements; Recount writing process – series of recounts over the course of the unit (related to tuning in, finding out, sorting out and going further. Read-aloud The Really Big Beliefs Project – making connections between various religions and identifying similarities and differences, plus making conclusions. Going further: students will be asked to bring two pictures of theirs. One as a 5-6 year old one and one recent one. They will be asked to write a comparison of change that has taken place. Worksheets will incorporated to help them assess what they actually feel about themselves as reaching the age of 10-11. Making conclusion: mind map of unit as a whole; summative assessment procedural steps, creation of graphic organizer/display, description of graphic organizer Students recall and discuss Beliefs from homework and where their beliefs now lie. Deeper discussion on where the beliefs may have originated and why they have changed or might/not change. Students were encouraged to consider how attitudes open-mindedness, appreciation and empathy affect the individual. They completed a mind-map demonstrating their key values and beliefs. Note: Activities are attached to the planner which have different handouts which students will be asked to fill as a provocation or as a reflection in every lesson and then proceed with the lesson. Social Studies: Unit 6: Settlements( geo )- Learn the reasons for Development and the conflicts over land use. Learn how to redevelop the old sites into new cities. PYP 5| Unit of inquiry planner (Primary years) | Page 5 How are planning decisions made and what is their importance in redevelopment of the cities. History: Muslims expansion Learn about how Muslims affected the lifestyle of people through their action and what choices were given to the people Integration with Islamiat Time lines P.E: YOGA Exercises to develop body. Exercises to develop memory. Yoga(pranayama, meditation). Art: Mosaic work with mix media showing personal identity. Islamiat: using Ethical Values to bring a change in oneself and the society Supporting student agency Voice, Choice, Ownership: Ownership of the central idea through the learning goal and success criteria. Decision making with, action items, reflection. Facilitate choices on lessons and studies to complete. Incorporate menus and stations in class for small groups, reteach, and self driven studies Teach back in classes (videos, live teaching, small groups) or student presentations of learning based on content needed to cover Teacher and student questions Ongoing assessment Use the teacher questions to assess ● Have you ever felt excluded? What made you feel excluded? What were the actions or non-actions? What would you have liked them to do to make you feel included? ● How are your beliefs tied to how you treat others? ● Why do we observe so much pain, turmoil, conflict in our society? Why is that the focus? Is it an accurate picture of who we are as a society? ● What does the phrase, “History repeats itself” mean? How can this apply to what we are studying? If it is true, how can we change it so that we don’t repeat our mistakes? ● What is your responsibility to ensure a peaceful and inclusive society? Reflections and quick writes about current event topics Making flexible use of resources Virtual trips, sharing, group decision-making PYP 5| Unit of inquiry planner (Primary years) | Page 6 Student self-assessment and peer feedback Teach back in classes (videos, live teaching, small groups)-Peers give feedback on the teaching and presentations -What did you understand? -What did you like? -What is your big take-away? Reflect on the Learning Goal and Success Criteria and decide if the goal was learned or success was met Ongoing reflections for all teachers Additional subject specific reflections PYP 5| Unit of inquiry planner (Primary years) | Page 7 REFLECTING Transdisciplinary theme/Central idea: Who We Are; Personal experiences, beliefs and values can shape people’s identity and are reflected in our behavior and actions towards others. Collaborative teaching team: Ms Asima Raffad, Ms Beenish, Ms Olga, Ms Hira Saleem Grade/Year level: 5th (10-11 yrs) May 10-June 18 Teacher reflections Student reflections Assessment reflections Notes PYP 5| Unit of inquiry planner (Primary years) | Page 8
