Tool: Rubric Evidence: Make sure to include






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1. What is our purpose?

To inquire into the following:

Transdisciplinary Theme

WHO WE ARE

Central Idea
By developing abilities and strengths, and by taking care of the body, human beings construct a healthy self-image that enhances positive relationships.
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?

Children will have a stand in a health fair where they will give out information about how people can be healthy in mind and body.

Prompt: Organize your stand by flexible grouping; each child will be evaluated individually.

Role: You are an exhibitor at a health fair.(Tú eres un/una expositor/a en la feria de la Salud, tienes un Stand en compañía de otros expertos en la Feria)

Audience: Health Fair Visitors

Task: Your team has to explain to your visitors by giving examples from real life how we can develop a positive self-esteem and good relationships.(Tu equipo debe explicarle al los visitantes de la feria, de qué manera el cuidado del cuerpo y el desarrollo de las habilidades físicas, nos ayuda a tener una autoestima positiva y buenas relaciones con los demás).

Format: Present your health plan to the visitors, choosing from, brochure, banner, poster, booklet, Journal or concrete material.

Strategy: Performance Assessment

Tool: Rubric

Evidence: Make sure to include:

  • Beneficios para la Autoestima

  • Beneficios para las Buenas relaciones interpersonales

  • Balance de aspectos del Cuidado del cuerpo






A

B

C

D

Self-esteem

Gives 4 or more examples

Gives 3 examples

Gives 2 examples

Gives just one example

Relationship

Gives 4 or more examples

Gives 3 examples

Gives 2 examples

Gives just one example

Balance

Includes all four aspects: body care

(hygiene, rest, exercise, healthy food) .

Includes three of these aspects: body care

( hygiene, rest, exercise, healthy food).

Includes two of these aspects: body care

( hygiene, rest, exercise, healthy food).

Includes one of these aspects: body care

( hygiene, rest, exercise, healthy food).






Class/Grade: Kinder



PYP Planner

Age Group: 5 AND 6

School: Colegio Colombo Británico

School Code: 700202

Title: Who We Are


Year: 2011-2012

Teachers: Adriana Yepes, Fernando Arce, Pilar Clavijo, Laura Restrepo, Mark Hustad, Claudia Madriñán, Vicente Medina, Margarita Mendoza, Aida Cecilia Meneses, Ivonne Muñoz, Magguie Quiñones & Sidey Viedman

Proposed Duration: 5 weeks



2. What do we want to learn?

What are the key concepts to be emphasized within this inquiry?
RESPONSIBILITY CONNECTION



Ability Body care Relationship

What lines of inquiry will define the scope of the inquiry into the central idea?

An inquiry into

  • How people abilities help them to interact with others

  • How my strengths help me to build a positive self-image

The importance of taking care of my body.


What teacher questions/provocations will drive these inquiries?

How do you take care of your body? How many hours should a 5/6 child sleep? At what time do you get up? What is your morning routine? How can I interact with others?Examples, why should you know your own abilities? Why is it important to have a positive self- image? Why is it important to have positive relationships?

Provocation (Each expert invited to the rotation needs to tell the children what they are and how that has helped them to grow-if they speak- IT WOULD MAINLY BE A DEMONSTRATION OF THEIR ABILITY, NOT PRESENTATION WITH A SPEECH)

Children will rotate for four stations FROM 7:40 UNTIL 8:10 1. Painter (Teresa´s classroom: Ana Margarita 7:30 a.m.BK, ) 2. Gymnast/ Dancer at the PREP Gymnasium 7:30 GK (Laura Royo ) 3. VideoBody care” at the Dome RK (Mayté Nahuel Bookwalter 7:40).The grade bulletin board will be decorated with a bubble map with a big question mark; the extensions of the graph would be images of people showing different abilities. They will play guess what this unit is about.





3. How might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

4. How best might we learn?

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?

Knowledge L1: La maestra simulará haber tenido un extraño sueño: “Se me acercaron dos estudiantes, un niño y una niña. Nunca los había visto. Eran nuevos. Les pregunté: -¿Puedo ayudarles en algo? Respondieron: - ¡Sí! Somos nuevos para la clase de Kinder, y sólo vamos a estar una semana. Los niños ya llevan muchos días en Kinder ya se conocen. Pero no nos conocen a nosotros y nosotros no los conocemos a ellos. Aunque vamos a estar pocos dias quisiéramos que nos ayudaras con dos preguntas:

  1. ¿Qué podemos hacer para unirnos y compartir con ellos?

  2. ¿Qué podemos hacer para que se sientan respetados y felices?

Como era un sueño me metí en la mente de ustedes. ¿Qué creen que les respondí?

Anecdotario

Strategy: Selected response Tool: anecdotal record

P.E: Se utilizará la estrategia de Jigsaw Puzzle en donde los niños responderán unas preguntas como:

¿Cómo podemos cuidar el cuerpo? ¿Cómo cuidan ustedes el cuerpo? ¿Qué hacen ustedes para cuidar el cuerpo? ¿Por qué hay que cuidar el cuerpo? ¿De cuantas formas se puede cuidar el cuerpo?

Strategy: Selected response Tool: Check list

L2- Listening - Listening to others

Children will follow instructions depending on the teachers’ commands, such as, listening to stories, draw according to a song and following directions in the classroom.

Strategy: Selected response Tool: Checklist
Maths- Collecting Data

Children will help gather information based on the fruit they eat everyday on a tally chart designed by the teachers.

Strategy: Selected response Tool: Checklist
Science- Use a variety of instruments to measure data

In a class meeting children will be asked about the different non standard units they can use to measure the length of objects.

Strategy: Selected response Tool: Checklist
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

How my strengths help me build a positive self image

Activity: Children will share what they did in the Me Map

Strategy: Selected response Tool: Checklist
The importance of taking care of my body.

Activity: Children will identify all four aspects of the body care (hygiene, rest, exercise, healthy food) by selecting the healthy habits on a given worksheet.

Strategy: Observation Tool: Anecdotal Record
How people abilities help them interact with others

Activity: On a bubble map, children will draw their abilities and they will have to write or draw how these abilities help them interact with others.

Strategy: open ended task Tool: rubric



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?

Observation and experiences

Experiments and hands on:

Egg experiment: Children will observe and register for several days the results between an egg in a cup of coke and an egg in a cup of milk. They will establish the effect of the substances on the eggs and draw conclusions.

Inquiry in Music class: Children will develop the skill of discriminate/ differentiate or identify sounds, voices and instruments

Inquiry at the library: Children will search books about abilities individually. They will draw and make a list of the different abilities a human being can develop, then, in small groups they will share what they have registered in a bubble map.

Inquiry at the ICT: Children will search information that allow them to answer their own questions related to what they want to learn, afterwards in small groups they will discuss and register in their notebooks what they have found.

Fieldtrip to “Fitness Gym”: The children will have the opportunity to practice two different moments involving exercise and then in a plenary we will discuss the benefits of a healthy life style.

Fieldtrip to Club Campestre: Children will experience a special routine in the club, they will have the opportunity to live a healthy day. They will visit a specific place from the club called: “Apartado de niños” (play zone, swimming pool) and then, they will go to the “Sendero Ecológico”. Afterwards, they will have a healthy lunch and finally a relaxation time. They will discover the importance of having healthy habits: good nutrition, doing exercise, enough sleep time and sharing with others.

Interactive presentations by experts and Expert´s speech:

Caroline Peters (painters/abilities), Maria Liliana Otoya (Yoga, espiritualidad), Alfredo Ágredo ( música), Eduardo Lozano (Administrador de empresas) Diana Camacho (Odontologa) Rocio Perafan (Ingeniera de sistemas)

Children will have the chance to listen to the experts talk about the importance of taking care of the body, as well as how people´s abilities helps them interact with other and build healthy relationships. So they can make connections between the body care and the interaction with others. They will register in a bubble map what they learn for enriching their healthy life style, then they will share with their friends in a plenary.

Interview

Cooperative learning

P.E.: Los niños indagaran en casa cuantas horas debe dormir un niño y luego lo compararan con la cantidad de horas que ellos duermen. Compartiran con sus compañeros las conclusiones encontradas.

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

Transdisciplinary Skills:

Communication:

Listening (L2): Listening to others. Children will listen to others’ reports when they socialize their homework assignments.

L1 – Escucha – escuchar a los demás.Los estudiantes, de manera individual o en parejas, representarán textos poéticos frente a los compañeros quienes desempeñarán los roles de jurado y público a la vez. Finalizada la representación, el público aplaudirá y quienes lo deseen, de entre el público, hablará de acuerdo a la siguiente estructura: “Me gustó la representación porque… Te aconsejo que…”. Luego, repetirá(n) la representación teniendo en cuenta los consejos. Los voluntarios, de entre el público, muy brevemente hablarán en términos similares a: “Mejoraste…”, “Te felicito porque…” o “Sigue practicando…”. Quienes hagan la representación, se expresarán en términos similares a “Gracias”, “Seguiré (mos) practicando”.

Research

Maths –Collecting data- gathering information from a variety of sources.

-Children will interview people around school and register their favourite fruit. They will also gather information about the different people abilities. Then together the data will be gathered on a tally chart. In a plenary they will share their findings.

Self-Management:

-P.E: Health related fitness – Healthy life style

Social

P.S.E - Respecting others – listening sensitively to others. Children will be involved in learning experiences where they will have the chance to develop this skill and reflect about how important it is and how it can let them interact better. –

P.S.E: Identity Self image – la historia de Lentejuela, la consejera leerá la historia de lentejuela, los niños participarán activamente compartiendo sus compresiones del cuento, expresando sus ideas sobre la historia, y relacionando las experiencias de Lentejuela con las propias. Posteriormente elaboraran su Me Map, en el cual se recopila muchos aspectos de sus vidas. En pequeños grupos, los niños compartirán su registro con los demás.

Learner Profile

ATTRIBUTES

Children will be “Open-minded” when they show respect for their friend’s ideas and while they listen sensitively to their partners.

Children will be “Balanced” when they understand the importance of having a positive self-image

.
ATTITUDES

  • Respect: Children will show a Respectful attitude when listening to others´ ideas and points of view, when talking about themselves and during the daily situations lived within and outside the classroom.

  • Tolerance: Children will develop a sense of tolerance when working and playing in teams, following some specific instructions to develop a task or just in fun activities.

  • Appreciation: Children will show respect for their physical differences



5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc. will be available?

Dome and preprimary gymnasium for the provocation, videos related to the three lines of inquiry and the Central idea (you tube source), Ted talk videos, video tapes from the library, fiction and non-fiction books from the library and from teachers personal libraries (Adri & Maggie). Paints/drawings from on the invited experts. Fiction readings from Tumble books online and non-fiction ERA Reading Wings online and ORT fiction books stage 1 (the Magic Page). Field trips: Fitness Gym- Club Campestre.

Fotocopias de textos poéticos.

How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
As the concept to be worked is “Relationships” the classrooms will be the right place to start inquiring about it.




6. To what extend did we achieve our purpose?

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.
Children showed understanding of the concept of body care by expressing and putting into practice what a healthy life style means.

They also understood the concept of “Abilities” being aware of their own abilities and how these could help them to interact with others, and also accepting that some of their friends have their own.

On the other hand, they showed some understanding by mentioning how the abilities and healthy habits enhance positive relationships.

ESPAÑOL: En general, los estudiantes han incorporado el término “habilidad” a la cotidianidad, al referirse a algunas acciones como habilidades, relacionándolas con la necesidad de practicar para hacerlo bien, por ejemplo, “borrar despacio para tener la habilidad de borrar”, y de “practicar en casa para tener la habilidad de escribir con vocales”.


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.

Teacher will continue mentoring the children during the time they are preparing their performance.

Have them practice in the classroom before presenting the Performance Assessment in front of his/her friends.

Provide different kinds of resources for them to use.

Refer to the unit display as a tool for the understanding.

Provide more time for the unit mentory (90 minutes were not enough)

Having a real audience (Prekinder children) was meaningful for the kinder children.

They gave their best and they dedicated a lot of effort and enthusiasm preparing their performance assessment.

Provide a modeling of the different tools-choices that are going to be used for their performance.




What was the evidence that connections were made between the central idea and the transdisciplinary theme?
They showed clear understanding about the central idea in their spontaneous comments about healthy habits, such as; eat more fruits and vegetables and less sweets and sodas.

They showed awareness of having good hygiene habits during the school routine.

They also discovered their abilities and how these help them to have positive relationships by sharing them. Besides, they are taking advantages of others abilities in order to work as a team.




7. To what extent did we include the elements of the PYP?

RESEARCH ON A TOPIC: At the library children were able to inquire and gain more information about the different abilities they can have.

PEDAGOGICAL TRIPS:

-Field trip to club Campestre: Children were able to experience a healthy day at the club were they realized the importance of having a healthy life-style.

Field trip to Fitness Gym: children were able to experience the benefits of doing exercise for having a healthy life style.

HANDS ON: Children observed and drew conclusions about the importance of having healthy habits.

COOPERATIVE LEARNING: Children realized the importance of sleeping 10 hours. They also discovered their friend’s abilities and reflected upon how these differences can help them to help each other.

Transdisciplinary Skills:

Communication

Listening (L2): Following directions, basic commands in the classroom. Children listened to others’ reports when they socialized their homework assignments.

Speaking (L1):Los niños han experimentado diferentes situaciones que les ha permitido estar en diferentes roles, por lo tanto han vivenciado frecuentemente el saber escuchar y el ser escuchado. Los estudiantes manejan el discurso adecuadamente de los beneficios de escuchar para lograr hacer el trabajo adecuado o aprender de los demás.

Research

Maths.

Self-Management

P.S.E. Classroom rules. Children started to reflect upon them daily according to the different situations lived in the classroom.

Safety rules (P.E.):
(P.S.E.) Taller de Afectividad: Children realised about what belonging to a group implies (responsibilities, tasks assigned, roles, etc.)

ATTRIBUTES

Children showed being “Communicators” when they shared their ideas about belonging to different Social Groups and when talking about the Social groups to which their mums and dads belong.

Children were “Inquirers” when they went to the Club Deportivo Cali and interviewed some of the football players to obtain information about some basic elements players should have in mind to have .
ATTITUDES

Respect: Children showed a Respectful attitude when listening to others´ ideas and points of view, when talking about their families accepting the differences among then and during the daily situations lived within and outside the classroom.

Cooperation: Children developed a sense of cooperation when working and playing in teams, following some specific instructions to develop a task or just in fun activities.
ESPAÑOL: Appreciation: Los estudiantes desarrollarán apreciación al reconocer, conectarse y sentirse beneficiado con la habilidad de representar poesías.

ESPAÑOL: Respect: Los estudiantes desarrollarán respeto al desempeñarse como público y/o jurado, guardando silencio, aplaudiendo al finalizar la representación de la poesía de los compañeros y al hacer los comentarios sobre cómo perciben su evolución en esta habilidad.




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.
What student–initiated actions arose from the learning?

Students questions

¿Cómo puedo cuidar más mi cuerpo para que este sano?

¿Qué puedo hacer para compartir mis habilidades y ser mejor amiga?

¿Qué tengo que hacer para que mis huesos sean más fuertes?

¿Qué otras habilidades tengo yo?
Teachers questions

How do you take care of your body? How many hours should a 5/6 child sleep? What time do you get up? What is your morning routine? What is ability? Examples, why should you know your own? Why is it important to have a positive self- image? Why is it important to have healthy relationship? How does being healthy help me build healthy relationships? What happens if I don’t have a healthy lifestyle (eat, sleep,exercise)?

What student–initiated actions arose from the learning?
Manuel Martínez: Su mamá comenta que el día antes de ir al Club Campestre, Manuel le recordó que no debía llevar en la lonchera paquetes porque no eran comida saludable.
Macarena Suso: Un día Macarena nos dijo: “Teachers, por la mañana deben ponerse bloqueador para cuidarse la piel de las manchas que da el sol”.
Stephanie Cardona : Sus padres comentan que después del trabajo de la unidad, la niña empezó a probar las frutas.

Santiago Sanchez : su madre comenta que ha notado como ha dejado de comer dulce, expresando que no se debe comer tanto.
Sofia Ordoñez : la madre comenta que Sofia ha mejorado sus interacción con su hermanita y sus padres. No ha vuelto a tener ¨”pataletas”.
Patrick Govea : la madre comenta que cuando son las 8 de la noche y no se ha dormido se preocupa por que dice que no va a descansar.
Santiago Knobeldorf: la madre comenta que Santiago no quiere volver a tomar cocacola.
Sofia Lama : la madre comenta que es muy juiciosa al momento de acostarse a las 7:00, y poder dormir 10 horas.
Paulina Lopéz : la madre comenta que yap ide jugo y no gaseosa cuando salen a comer.
Eduardo : comenta la profesora de español que al escuchar que los profesores Margarita, Martha Elena, y Mark, junto a la Jefe Claudia, van a interpretar instrumentos en la novena de Navidad dijo: “Yo también tengo la habilidad de tocar piano y puedo participar” y luego la profesora Margarita corroboró que había ido a hablar con ella para que lo incluya.
Alejandro : “Teacher Aída, tú tienes la habilidad de jugar fútbol?. – No. – Mira yo sí, y también Nicolás, entre los dos te podemos enseñar.




9. Teacher notes




  • It is important to make a bubble map with the title: How best will you learn it? And add up the ideas they have of activities, as well as the ones we as teacher plan.

  • At the end of the unit and before the Unit evaluation, it is important to go back and check all the learning experiences to see what we learn from each one of them.

  • Having the fieldtrips apart from another class is a good way to prevent difficulties, such as, noise and classroom management.

  • Just as last year, P.E. specialists gave great support to the unit.

  • It is important to keep on planning P.E. and science teams together.

  • Using some DI strategies, from the On-Line course were an important tool to develop the inquiry, for example the “I search” activity helped them to answer what they wanted to learn.

  • The enduring understandings were evident during the Summative Assessment and the connection between all of the learning experiences was clearly notice in the children’s speech.

  • We must have in mind children’s questions so they can take advantage of the experts visit.

  • Continue assessing the prior knowledge in Spanish and use it for planning the next steps of the inquiry.

  • Provide time to go back and check their own questions about what they wanted to learn at the beginning of every learning experience.




  • P.E. teachers were a great support in this unit; they gave a great idea for our last learning experience.




  • We should have always a real audience, so children can feel committed and enthusiastic with their performance assessment.




  • This performance assessment has been one of the best we have done in Kinder.

  • G.K. needed a bigger space for their performance due to the noise.

  • La profesora de español considera que desde el inicio y a lo largo del año escolar es viable incorporar a la cotidianidad, las expresiones “habilidad de escuchar, habilidad de hablar, habilidad de leer, habilidad de escribir, habilidad de ver y entender, y habilidad de presentar”, tal como lo enuncia el documento PYP en el capítulo dedicado a Habilidades de la Comunicación. Me pregunto, hasta dónde es posible hacer lo propio con las otras áreas.







Created: Latest Revision: Printed 6/24/15

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