Although I haven't included the 'bubble planner' for formatting reasons, I have presented the planner in a way that you can still see each stage as outlined by the IB.
You will find links to blogposts from this unit showing student assessment, slide shows, and activities used in the UOI.
Please feel free to use sections or parts of the planner or to take the whole planner for your own use. If you would like to offer critique or suggestions please feel free to leave a comment.
Happy reading,
Matt
How We Organise Ourselves
School: Berkley Normal Middle School
Age Group: Year 7 & 8
Proposed Duration: 6 weeks (February-March 2015)
1. What is our purpose?
How We Organise Ourselves - An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organisations; societal decision-making.
2. What do we want to learn?
What are the key concepts to be emphasised within this inquiry?
- Function (How does it work?)
- Connection (How is it connected to other things?)
TD Skills:
- Social
- Self-management
Learner Profile:
- Risk Taker
- Communicator
Attitudes:
- Cooperation
- Respect
What lines of inquiry will define the scope of the inquiry into the central idea?
1. The form and function of communities
2. Understanding our roles and responsibilities
3. The impact of different communities on society
What teacher questions/provocations will drive these inquiries?
Room 27 classroom roles & responsibilities
Discussions – BNMS 6 day cycle, promotions, teaming cycle
What is a community? Why are communities formed?
How are communities the same & different?
What are the roles of the different people within a community?
Discussions – BNMS 6 day cycle, promotions, teaming cycle
What is a community? Why are communities formed?
How are communities the same & different?
What are the roles of the different people within a community?
What are my responsibilities within my community?
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?
Task: Design & create a brochure to pursuade others to join an after-school club.
Goal: To promote stronger relationships within our school community
Assessment Rubric:
- Design and research
- Presentation
- Reflection
Reflection: Written – should clearly state what has been learned by completing this task. Children should explain how their chosen club would be appealing to students at Berkley and the impact it will have on the school community – refer back to LOI
Evidence: Check children can:
- accurately describe the purpose & how their club will run
- identify various roles and responsiblities for their club members
- make references to the impact their club will have on the school community.
Possible Action: A child may choose to set up & run their chosen club
3. How might we know what we have learned?
- Class Brainstorm - sort and organise different communities (personal, local, global) - Community; what does it look like? The identified criteria will be used for future reflection and assessment.
- Provocations – spread provocative statements around classroom and invite students to stand near a statement they feel they have an opinion about. Share thoughts in groups and as class. Examples of statements include: we only belong to one community, I can do whatever I want online,
- Children to write personal definitions of community, citizen, individual etc
- Students work in partners to “think, pair, share” their ideas on the connections between community and Berkley Normal Middle School. Gather all of these ideas in a class brainstorm by asking each pair to share their ideas.
- Teacher observes students’ contributions during class discussions etc. This will inform future teaching and learning.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
- Responses to discussions about the structure of the Berkley community
- Class discussion generated from learning experiences and guided reading (anecdotal records).
- Demonstrated knowledge of various communities they belong to (Shield task)
- Summative Assessment Task – use knowledge of concepts, central idea, lines of inquiry (against rubric/outcomes) to:
- identify the needs of the Berkley community with regard to an after school programme.
- Investigate various roles and responsibilities involved in running an after school programme at Berkley. identify and reflect on ways in which the after school club they are promoting will encourage positive collaboration within the school community.
4. How best might we learn?
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?
- Personal/Social/Family Mapping - making connections within our different communities - Complete ‘concentric’ circles to map what ‘communities’ they belong to. Use a New Zealand/World Map to map where they have whanau in NZ/The World - Use thinking routine “What makes you say that?” with students when they identify aspects of various communities.
- Recipe For Learning - Developing a deeper understanding of our roles and responsibilities as learners within our class community. Use the school vision and 4 questions to create a Classroom Recipe For Learning. Also have the students tie in the 5 EE of the PYP - What helps me as a learner? What helps others as learners? What hinders me as a learner? What hinders others as learners?
- In shared reading sessions: use multimedia texts (e.g. digital and print images, videos, online journals, YouTube clips, print materials) to explore various aspects of community (structure, form, function, system). Share findings in expert groups. Generate questions to explore further. Add new knowledge, questions and ideas for action to wondering wall
- In the media: Identify and discuss newspaper articles about the local community. Photo studies: Show photos relating to positive contributions by individuals and groups. Students share their thoughts in groups and with the class.
- Model PYP action cycle: Brainstorm ways in which children could use their summative assessment understandings to host an after school club - find ways to take action about this; reflect on why they chose this action, how they will carry it out and what value it will have.
What opportunities will occur for Transdisciplinary Skills development and for the development of the attributes of the Learner Profile and Attitudes?
Transdisciplinary Skills:
- Social: Listening carefully to one another, accepting responsibility for class roles, acting fairly, sharing materials, taking turns.
- Self-management: organising themselves for the day, having an understanding of the 6 day timetable, planning and carrying out activities effectively, organising their time appropriately
Learner Profile:
- Risk-taker: Year 7’s especially have an opportunity to approach unfamiliar situations and uncertainty with courage. Children will show independence and positive decision making across learning areas and with different members of the Berkley community.
- Communicator: Children will be able to express ideas, thoughts and information in various ways – think pair, share etc – children will be able to work together to collaborate and share information and present final thoughts
Attitudes:
- Cooperation – Being able to contribute positively to the classroom / wider school community – taking on different roles and responsibilities.
- Respect – Classroom experiences will encourage children to value each others opinions, actively listening to different perspective
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
- National library resources
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
- Wonder wall
- Class display / noticeboard,
- Display of CI, LOI etc
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