Académique Documents
Professionnel Documents
Culture Documents
Class/grade: Year 6
transdisciplinary theme
Title: Organisations
PYP planner
Teacher(s): Matt Baron, Kim Cassell, Tanya Surawski
central idea
Date:
Proposed duration: 60 hours over 6 weeks
What lines of inquiry will define the scope of the inquiry into the central
idea?
The purposes and functions of organisations
The impact of organisations on human-kind and the environment
Opportunities for action and service in our community
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?
What are the possible ways of assessing students prior knowledge and
skills? What evidence will we look for?
Listen to a variety of guest speakers (DB Green, World Vision, Cross Roads, Charles Chan, Discovery
College PTA) and use thinking tools to reflect on the ideas, issues, causes, actions etc.
Identify what makes the perfect DC student? giving evidence connected to Learner Profile attributes
and attitudes
During the exhibition:
Reflect on how the five essential elements of the PYP can be demonstrated throughout the exhibition
Discuss how organisations can be structured and identify the roles within them, making connections to
transdisciplinary social skills (E.g. adopting a variety of roles).
Classify issues and their causes relating to humankind or the environment and identify organisations
and their actions that address the issues.
Form smaller groups based on student interests (Eg poverty, animal welfare, illiteracy, pollution etc.)
Write a central idea, lines of inquiry and formulate questions related to the PYP key concepts
for their newly formed organisations.
Use primary and secondary resources to research the issues relating to their groups topic and identify
opportunities for service in our local community.
Identify degrees of action and rank them. (direct, indirect, advocacy, fundraising)
Groups decide on their purpose and identify the impact/effect they want to have on the community
Ask students to describe what an organisation is and list those that they know.
Categorise the organisations. Identify those which relate to serving human-kind
and the environment. Construct a flow chart of how one of these organisations
may be structured. Describe its purpose and how it works. Use DB magazine
and newspapers to group organisations.
What are the possible ways of assessing student learning in the context of
the lines of inquiry? What evidence will we look for?
Classify issues and their causes relating to humankind or the environment and identify
organisations and their actions that address the issues.
Teachers will interview the students about the key concept questions developed at the
beginning of the unit.
Students can summarise the key concept questions relating to their organisations in written
form.
Evidence of action is presented to teacher managers and mentors at various stages of the
collaborative inquiry process.
Mentor feedback (Moodle and reflection sheets after each meeting) will be collated.
Mid-point assessment (checklist).
Parent feedback from the exhibition evening.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Pin-up boards prior to unit displaying newspaper articles, exhibit examples, organisations we know. Pin-up boards of each organisation in the shared area to show student progress, collaborative
learning displays in the classrooms, publish the e-invite in the local community, invite representatives from HK Resorts, DB Management, the community centre etc. to the exhibition.
Display boards exhibited findings for the student questions in the form of photos
and text. As well as the exhibition boards, students presented their findings
through media presentations and quizzes, posters, songs and drama
performances.
Students formed an organization and took a variety of roles in developing their
presentations for Exhibition night.
Students identified the big issues they were interested in inquiring into and then
wrote Central Ideas and questions for each IB key concept relating to their
issue. The two or three most important questions were used to write the student
lines of inquiry and student questions. The findings of these questions were
presented at the exhibition.
Students wrote self reflections each week. Some of the reflections were not
detailed enough so it was difficult to use them for assessment.
How you could improve on the assessment task(s) so that you would have a
more accurate picture of each students understanding of the central idea.
Lesson on taking a variety of group roles and using each other skills.
Students investigated the different roles and had to identify which roles they
would take each week
What was the evidence that connections were made between the central idea
and the transdisciplinary theme?
-
Student journals
Student reflections
Student blogs
9. Teacher notes
Idea for assessing trans skills: do an inquiry into all of the skills
(sorting and organizing components into their skill set e.g social
skills). Students self assess against these skills (perhaps like the
laptop user agreement using smiley faces). We need a way for
teachers to input somehow.
At this point teachers should go back to box 2 What do we want to learn? and
highlight the teacher questions/provocations that were most effective in driving the
inquiries.
**Need to ensure that the Math unit which runs concurrently is not a
particularly difficult one.