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单元计划表PYP Planner

(2011-10-20 22:35:47)


分类: PYP部分有关知识

Class/grade班级: ICKC           

Age group年龄:3-4                               

School学校:Flowery Country Garden School     School code学校代码:IBO

Title单元题目:I am growing up

Teacher(s)老师:Joanne, Queenie, Joanna,Andy                

Date日期:  Sept 7 to Oct 21, 2011                        

Proposed duration建议期限:number of hours  14小时over number of week 7周


Planning the inquiry备课阶段

1. What is our purpose? 我们的目的是什么?

To inquire into the following 探究以下内容:

        Trans-disciplinary theme 跨学科主题

 Who We Are 自我认识

An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.



        central idea 中心思想

Every day I can learn who I am and what I can do.



Summative assessment task(s) 总结性评价目标

What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 如何评价学生对中心思想的理解程度?用何种证据(包括学生的自发行动)?

1. Children introduce themselves and talk about different stage of growing up, show photographs to their classmates.


2. Some of the children will made questions about their changes.


3. Children collect some clothes, toys and photos to bring to the class.



2. What do we want to learn?我们想学些什么?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? 本次探究活动所强调的概念有哪些?(形式、功能、因果、变化、联系、观点、责任、反馈)

Connection, Function ,change

联系,   功能,  变化

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

        Where am I from? 我来自哪里?

        I am growing up everyday我每天的成长变化.

        How I can help myself? 我是怎么自我服务的?

What teacher questions or provocations will drive these inquiries?


1.Who are you? 你是谁?

2.Do you recognize yourself? 你了解你自己吗?

3.Do you know where do you come from? 你知道自己从哪里来的吗?

4.  Do you recognize the parts of your body? 你认识你身体的每一个部位吗?

5.  What is the difference about you in the past and now?  以前的你与现在你有哪些不同的地方或有什么样的变化吗?

6.  What can you do now? 你学会了做一些什么事情?


3. How might we know what we have learned? 我们如何知道我们学到了什么?

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


What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? 如何了解学生的已有知识与技能?用何根据?

Discussion: The children talk about who is he/she and how he/she came to the world, talk about what's the difference when he/she was a baby until become a child and in the future a grown up as an adult.


What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 如何评价学生对探究范围的学习?用何根据?

Children observations and responses during the class; what they say, how they react and their willingness to the part.


Children’ discussion and opinion during sharing activity.幼儿分享他们的观点和看法

Children enthusiasm and participation during each activity.幼儿参与每个活动的热情和兴趣

Outcome of Children artworks and worksheets. 幼儿的美术作品和作业的成果。

Conclusion of each session. 每个单元活动的总结。


4. How best might we learn?我们如何学得最好?

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? 有哪些活动能推动学生参与探究并提出相关问题?


Would make experiments about who are they and how their bodies change to the past of the time, will know about the facial features and difference kind of faces and bodies.



The teacher provides the context for inquiry教师为探究提供环境


Collect the relevant stages of the children growing up, supplies and clothing for use on the subject. The children at each stage of the picture is show on the wall, the children can also help collect about the growth of information and charts, and books on the subject into the topic. Through sports in the work of the race, let the children showed himself the effort of themselves to their parents see.

Leading and facilitating student inquiry引导并推动学生探究

What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?  可以设计哪些活动培养学生的跨学科技能及十种基本素质?



Activity<Where do I come from>-- Thinking skills, Communication skills—Thinker, inquirer..



Make my face activities-- Self-management skills, Thinking skills,---Risk- Taker, Thinker, Reflective.



handprints and footprints—Social skills, Self-management skills-- Risk- Taker, Thinker.



Activities of babies tree—Research skills, Thinking skills—Thinker, Risk- Taker, Reflective.



Activities of Labour competitions--- Self-management skills, Social skills-- Risk- Taker, Open-Minded, Reflective.


5. What resources need to be gathered? 我们需要哪些资源?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? 哪些有关人、场所、视听资料、文学作品、音乐、美术、电脑等资源可以使用?

1.《我从哪里来》视频课件。Videos, power point about<Where do I come from?>

2.孩子们从家里带来有关自己每个不同成长阶段的资料和物品,如:照片、录像、衣服、鞋子等。The family brought materials about the students, such as : Clothes, shoes, familiar videos, photos, toys, etc.

3.认识自己身体和感受的图书。Books about the parts of the body and what is their function.

4.人体生长和不同阶段变化的挂图Posters of body parts (hands, legs, faces etc).

5、有关“我”的儿歌。Sing some songs about me.


How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? 如何使用教室、学校、社区等公共资源?

1、在班级课室里贴上孩子们的照片,并摆放孩子们所收集回来有关于不同成长阶段用过的衣服和物品等。Have stickled some children’s photos in the classroom, and the children collected have on the back of different growth stage of clothes and goods, etc.


Invitation one of the kindergarten teacher, let the children through touch i feel the baby in her mother's.

3、在班级进行一次劳动竞赛活动。In the class on a labour competitions.

Reflecting on the inquiry反馈阶段

6. To what extent did we achieve our purpose? 我们的目标达到了什么程度?

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. 通过学生对中心思想的理解所提供的根据,从而对其探究进行评价。包括所有相关教师参与备课和探究教学的反馈。

When we are having the game put the tail to the donkey, we blindfolded the kids to know what are the feelings when they are in complete darkness, Most of them just can resist a few seconds with the shade eyes on it, but after made the example with the teachers and try to play the game the children get more enthusiasts to try again with the shade eyes , so they cover they are eyes and star to play the game, many of them complete the task to put the tail to the donkey not so near to the tail suppose to be, but if it was not perfect it was really fun for them. They understand the concept about the important of the eyes and their function and the importance of the ears which could only hear the sound of the voice of the teacher to complete the task.


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. 如何改进评价从而更加清晰地了解学生对中心思想的理解程度?

Assessment was ongoing throughout the unit and was all relevant all of the time. We would add the following two criteria to the rubric for next time:评价一直贯穿整个单元,我们下一次可以在评价量表中加上以下两点:

More games could be more attractive to the children and the will understand better the concept of the central idea. For other examples like the experiments and the audio-visual material I think is successful and adequate enough.


What was the evidence that connections were made between the central idea and the transdisciplinary theme? 体现本单元中心思想与跨学科主题之间的联系的证据是什么?

The evidence that connects the central idea (how I grown up ) to the trans disciplinary theme (Who we are) Is the question in our minds where do we come from, how do we came here and what can I do for myself, how can something so tiny like a seed can turn in a baby then to a child then to a teenager and finally to an adult. Is process of every living thing in the planet, and know what we are able to made, our strengths and weaknesses. In the end growing up is a natural stage in the life and we continue changed all our lives.



7. To what extent did we include the elements of the PYP? 我们对PYP基本要素的体会达到了什么程度?

What were the learning experiences that enabled students to: 哪些学习经验可以使学生:

develop an understanding of the concepts identified in “What do we want to learn?” 培养对“我们想学些什么”中所提及到的概念的理解?

Connection: Children can know who they are and where they came from , and they know how link between people .


Function: Through activities could clearly understand that their children are there different parts of the body, while the part of the functions and importance.


Change: Children know from a baby grow up to now, each of the growth of different stages of the change process.


        demonstrate the learning and application of particular transdisciplinary skills? 展示对某种跨学科技能的学习与运用?


By the experience of operation and games, the children to himself and the different partners to know more about it, and other partners to communicate and play games.


In every campaign through exchanges and discussions, can train the children to their mutual communication skills.

        Develop particular attributes of the learner profile and/or attitudes? 培养学生十项基本素质或十二种态度?

²        学生十项基本素质:Student’s ten basic quality

Thinker: Children will actively thinking in the activities , as well as physical from where they are in the process of growth occurred in the change .


Risk-Taker: The children have the courage to try to use different materials and different ways of making a graphic work.


Communicator: The children to their peers and the teacher to express their ideas and feelings, between lines of communication.


²        学生的十二种态度:

Confidence: In about the children to be generous, and show yourself, build up to his self-confidence.


Independence: In art activities, can be completed the independence of the works. On the labour  competition , children will complete its mission with their own independence .


Respect: By understanding of yourself and others, let the children can learn to respect himself, and others. respect  all the difference growth and personal views.



8. What student-initiated inquiries arose from the learning? 学生在探究过程中有哪些自发的探究?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning. 记录学生自发采取的探究活动、学生提出的问题、并标注出与教学有关的部分

学生自发的问题: The student’s questions

1、  我在妈妈的肚子里是什么样子的?How your mother does looks like?

2、为什么我和其他小朋友有着相同的地方也有不同的地方?Why I and other children are different?


Will I continue to grow up? What can I do in the future?

老师的问题:The teacher's questions

1、Do you know where do you come from? 你知道自己从哪里来的吗?

2、What is the difference about you in the past and now?  以前的你与现在你有哪些不同的地方或有什么样的变化吗?

3、What can you do now? 你学会了做一些什么事情?


What student-initiated actions arose from the learning? 学生在探究过程中有哪些自发的行动?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 记录个人或小组在反思、选择和行动中展示自我能力的自发行动


I grew up in the activities of the children from the description of the characteristics of his own as a child and now.


In the topic of my face, most of the children they able to recognize the parts of the face and their function.


To make my face, except to use the material together in her loving and is in the face, and offered to give himself with some crayons to draw a picture self-portraits.

9.Teacher notes 教师备注




On the subject, we want to let the children to think he's origin, and know how to grow up in every stage in their life, ant to know what’s happen in the process. Through a series of activities, the children will know where do he or she come from and will be able to present himself , the material will use is their collection of pictures, video and memories  etc. In this process, the children began slowly to the observation and comparison, and made questions, and try to search for answers. But as the children are relatively minor matter, to understand and accept, it may not be immediately to have expected, so our teacher took some more time to introduce to them, give them more inspire and guide. The mid-from the children's behaviour in that they are subject to participate in activities of the more interested in, and actively participates in the game, and express their thoughts and feelings , the teacher show how trough examples and healthy games.

In the class When we are growing up, We were wondering the best option to teach the subject. So what we come up, it was show some PowerPoint’s slides, videos, pictures and objects and even we made a little show about the pregnancy It was fun for the children and they understand about where they come from and start to be more interesting in the subject and the process around the matter. In our activities, we tried to show to the children good attitudes: thinker, communicator, reflective, confidence, independence, respect. We hope this examples bring the children to be better and have more respect for others and affection.

In our activity each of the parents had to cooperate with some information about their children, at home they helped the child how to be better and teach them how important is the activities they made everyday. I’m sure every child could be better every day through hard working, study and make themselves stronger with the help of their parents and teachers as their educators.


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