Tool: Rubric Evidence: Make sure to include






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títuloTool: 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 una expositora 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: 5-6 years old

School: Colegio Colombo Británico

School Code: 700202

Title:

Year: 2011- 2012

Teachers:, Fernando Arce, Pilar Clavijo, Mark Hustad, Claudia Madriñán, Vicente Medina, Aída Cecilia Meneses, Yvonne Muñoz, Magguie Quiñones & Sidey Viedman, Teresa Velásquez, Diana Moreno, Alexander Marulanda, Laura Restrepo y Adriana Yepes.

Proposed Duration: October 18 to November 26



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? What is ability? 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

Children will rotate for four stations: 1. Painter (Teresa: Ana Margarita) 2.Gymnast (Laura Sterling) 3. Dancer (Diana) 4. Body care (todos responsables video)

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?





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?

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 gather information based on the everyday weather in a bar graph.

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 identify their physical characteristics by drawing themselves in a worksheet given.

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?

Research on a Topic:

Inquiry in Music class: Children will develop the skill of discriminate/ differentiate or identify sounds, voices, instruments and different kinds of groups (instrumental or vocal).

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.

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.

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.

L2: Children will observe and take notes about the pictures of their friends abilities.

Pedagogical Trips:

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.

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.

Interactive presentations by experts and Expert´s speech:

:

Caroline Peters (painters/abilities), Malili Otoya (Yoga, espiritualidad), Alfredo Ágredo ( música), Alejandro Posada (odontólogo) Eduardo Lozano (Dermatólogo)

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.

Speaking (L1): Escuchar. Escuchar la información Biografías y autobiografías: Lectura de biografías breves de personajes conocidos por los estudiantes y autobiografías de maestros especialistas de la sección de Preprimaria ¿Quiénes son? ¿En qué querían ser buenos y desde cuándo (edad, época) ? ¿Qué necesitaron hacer para lograrlo? ¿Cuánto tiempo pasó entre los fracasos, las prácticas y el éxito? ¿Cómo llegaron a sentirse en diferentes oportunidades y por qué? ¿Qué les decía la gente, los amigos? ¿Qué deseaban que les dijeran? ¿Qué les dicen ahora? ¿Cómo se sienten ellos ahora? ¿Qué piensan, sienten sobre esos personajes?
Research

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

-Children will interview people around school and register their favourite fruit. Then together the data will be gathered on a bar graph.
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 – Lentejuela (afectividad)

Learner Profile

ATTRIBUTES

Children will be “Caring” when they share and respect their ideas about themselves and others.

Children will be “Open-minded” when they respect other´s ideas and shows respect listening sensitively to their partners.

Children will be “Knowledgeable” when they share what they know about how to have a healthy life style and its benefits.
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 prep 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
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 teachers 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 their self-image.


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)

Have 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.



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 better 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?

What were the learning experiences that enabled students to:

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 eating healthy food.

COOPERATIVE LEARNING: Children realized the importance of sleeping 10 hours. They also discovered their friends 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): “Función expresiva y emotiva de la lengua” through narrative rhymes children shared their own experiences making connections with the text worked.

Research

  • Formulating questions (L1): Modalidad oracional-interrogación. Children learn t some key words and intonation to ask questions and put them into practice during daily routine activities.

Self-Management

  • Codes of behaviour (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.E. Children started to put into practice the rules for swimming class.

Social

Adopting a Variety of Group roles (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 belong to that Social group.
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.




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 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?

What student–initiated actions arose from the learning?
Gabriela Ortega: Cuando vio a su mamá en la cafetería tomando gaseosa, le dijo que eso no era una bebida saludable.
Daniel Domínguez: Prometió en frente de su clase, no volver a comer muchos bombones al día y a cambio, sólo uno al día.
Antonio Molinari: Sugirió a sus padres no comer tantos dulces porque son dañinos para el cuerpo.
Sebastián Murgueitio: Por su propia iniciativa realizó el experimento del huevo en casa y le explicó a sus padres que la gaseosa era perjudicial para la salud.
Alejandro Villegas: contó muy emocionado en casa cómo le había explicado a los niños de PK que comer sanamente, dormir bien y hacer deporte eran cosas saludables para el cuerpo. También les explicó a sus padres cómo hacerse respetar a sí mismo y a los demás.
Luis David Piñeres: dijo a sus padres en un restaurante que la piel del pollo no era tan saludable.
Ana Sofía García: Estando en una reunión infantil prefirió tomar agua que coca-cola. Dicen sus padres que para ella es claro que la gaseosa no es saludable. También reconoce la habilidad de hacer amigos y dice: “Yo soy muy amable con las personas”.
Rosario Carranza: Sus padres manifiestan que ella se la pasa afirmando que todos tenemos distintas habilidadades, a veces para justificar lo que no puede o no quiere hacer bien.
Juanita Palacio: Sus padres comentan que está cambiando de actitud frente a lo que debe llevar en la lonchera (Fruta-jugos naturales).
María Emilia López: Sus padres comentan que se ha mostrado interesada en saber cuáles son las habilidades de sus hermanos, mamá y papá, haciendo preguntas y sacando sus propias conclusiones. Le preocupa más su alimentación, reconociendo la importancia de las frutas.
Isabella Hernandez : Sus padres comentan que prometió en casa sólo comer dulce una vez a la semana, aún cuando le encantan y solía comer uno diario.
Juan López : Sus padres comentan que en casa está señalando que alimentos son saludables y cuáles no.
Manuela Molina : Sus padres comentan que en casa ha dejado de consumir alimentos que no son saludables y está teniendo más cuidado de su cuerpo.
Valeria Royo : Sus padres comentan que se preocupa y está pendiente de su aseo personal, especialmente de cepillarse los dientes antes de salir al colegio.






9. Teacher notes

  • We need to take some time to work on: How best will you learn it?

  • Each class should have the fieldtrips apart from another class. Going two groups together causes some difficulties, such as, noise and classroom management.

  • P.E. specialists gave an important support to the inquiry.

  • 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.

  • We had better work on Self-esteem concept instead of Self-image concept because last one is very complex for the children´s age. The second one is more understandable, thus the central idea should be changed: How Healthy Habits contribute to have better self-esteem and relationships.

  • We need to take into account to contextualize the presentations by Experts. The children must think of questions about what they would like to know from them.

  • The Sodexho Nutritionist presentation was cancelled.




  • The enduring understandings were evident during the Summative Assessment.




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




  • 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 enthusiasm with their performance assessment.




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




  • Para el próximo año escolar podría pensarse en filmar a algunos maestros especialistas o homeroom de la sección de Preprimaria presentando sus autobiografías donde incluyan las preguntas y las respuestas enunciadas anteriormente.






Created: Latest Revision: Printed 6/24/15

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