加载中…
个人资料
ICKC
ICKC
  • 博客等级:
  • 博客积分:0
  • 博客访问:38,190
  • 关注人气:8
  • 获赠金笔:0支
  • 赠出金笔:0支
  • 荣誉徽章:
相关博文
推荐博文
谁看过这篇博文
加载中…
正文 字体大小:

单元计划表PYP Planner

(2011-10-20 22:35:47)
标签:

教育

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.

     探究-个人的天性;我们的信仰和价值观;个人身体上的、心理上的、社会和精神上的健康;我们的家庭、朋友、社区和文化;我们的权力和责任;人性的意义。

 

        central idea 中心思想

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

每天我都在不断地认识自己,每天学会做一些事情。

 

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.

孩子们能向同伴介绍自己和不同阶段的成长照片。

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

孩子们提出有关于自己成长和变化的问题。

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

孩子们按照老师的要求收集有关自己每个成长阶段的物品带回幼儿园。

 

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?

推动探究的老师问题

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?”

这栏将连接“我们怎样学得最好?”

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.

讨论:幼儿讨论他、她是谁?以及他、她如何来到这个世界的?我们还可以谈论他、她从一个婴儿到小孩到长大成人的变化。

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.

幼儿在活动中的观察和反应,他们说了什么,他们的反应和参与活动的兴趣。

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.

幼儿将进行体验活动,关于他们是谁,从以前到现在到以后,他们的身体有什么改变,脸蛋和身体的不同之处和差异。

 

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

收集有关孩子各个阶段成长的照片、用品和服饰以供开展主题时使用。把孩子每个不同阶段的照片张贴在教室的墙面上,孩子也可以帮助收集有关成长的资料和挂图、书籍等放在主题探究区域内。通过运动会中的劳动竞赛环节,让孩子们展示自己能干的一面和劳动的能力给父母看。

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?

 

《我从哪里来》活动——思考技能、沟通技能——善于思考的人、善于交流的人、勇于探究的人。

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

 

制作我的脸谱活动——自我管理技能、思考技能——敢于尝试的人、善于思考的人、勤于反思的人

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

 

手脚印画活动——社会技能、自我管理技能——敢于尝试的人、善于思考的人

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

 

宝宝树(比较高矮、测量身高)活动——研究技能、思考技能——善于思考的人、敢于尝试的人、勤于反思的人

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

 

劳动竞赛活动——自我管理技能、社会技能——敢于尝试的人、胸襟开阔的人、勤于反思的人。

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.

2、邀请幼儿园一位怀孕的老师,让孩子通过触摸感受宝宝在妈妈肚子里活动的感觉。

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.

当我们玩驴子的游戏时,我们会用眼罩蒙住幼儿的眼睛,让他们在完全黑暗的情况下,感觉一番与平时有什么不一样。大多数幼儿刚开始都不喜欢玩,知道教师示范了一会儿后,孩子们才喜欢玩。可是,幼儿还是不太喜欢被蒙住眼睛的感觉,那感觉不太好。通过这个游戏,幼儿懂得了眼睛和耳朵的重要性以及功能。

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.

我们设计更多的游戏,动手操作以及借助有声读物,可以吸引幼儿更深入地明白本单元的中心思想。

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.

本单元的中心思想“我在成长”很好地体现了跨学科主题“我是谁”。我们从我来自哪里?我是怎么来到地球的?我是如何服务自己的?为什么我们从一颗小小的种子变成一个婴儿再变为成人。地球上的所有生物,我们都知道它们的力量和弱处。最后,自然界的万物都会改变。

 

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 .

联系:幼儿能够了解他们是谁以及他们来自哪里,并且知道人与人之间有着怎样的联系。

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

功能:通过活动幼儿能清楚地明白他们身体有哪些不同部位,同时还知道这些部位的功能和重要性。

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

变化:幼儿知道自己从一个婴儿长大到现在,每个的成长阶段都有着不同的变化过程。

        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?

自我管理,社交技能:通过活动中的体验操作、游戏等活动,孩子们对自己和班上的不同伙伴更加了解了,也愿意与其他的伙伴们进行交流和游戏。

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.

沟通技巧:在每个活动中通过交流和讨论,可以培养孩子们相互间的沟通技能。

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 .

善于思考的人:孩子们能在活动中积极思考自己是从哪里来的,以及身体在成长过程中所发生的变化。

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

敢于尝试的人:孩子们敢于尝试使用不同的材料以及不同的方式制作美工作品。

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

乐于交流的人:孩子们能乐于向同伴和老师表达自己的想法和感受,并且尝试与同伴间进行相互的交流。

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.

自信:在介绍自己的环节中,孩子们会大方地表现自己,展示自己,增强了对自己的自信心

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 .

独立:在美工活动中,能独立的完成作品。在劳动竞赛会上,孩子们能自己独立地完成任务。

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.

尊重:通过了解自己和他人,让孩子能学会尊重自己以及他人。尊重大家之间不同的成长差异和个人观点。

 

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?

3、我以后还会继续长大吗?我长大以后可以做些什么事情?

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

1、在“我在长大”活动中,孩子们能根据老师描述的特征找出自己小时候和自己现在的照片。

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

2、在讨论我的脸上有什么器官部位时,孩子大部分都能说出五官等各部分的名称与位置,并且能向老师说出这些部分的作用和功能。

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

3、在制作我的脸谱活动中,幼儿除了想用材料拼凑出自己可爱且有个性的脸以外,他们还主动提出想用蜡笔再给自己画一幅自画像。

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

在本次主题中,我们是想通过活动,让孩子们思考自己是从哪里来的,然后再进一步的认识自己,了解自己,知道自己是怎么长大的,以及在每个阶段里,我们在身体或能力等方面会发生哪些不一样的变化和改变。通过一系列的活动,孩子们对自己多了一层的认识,会思考自己是从哪里来的。并且能向同伴介绍自己,和父母一起收集关于自己成长的照片、视频和物品等。在这个过程中,孩子们也开始慢慢地学会了观察、比较、提出疑问,大家一起在活动中找寻答案。不过因为孩子们年龄还比较小的关系,在理解和接受能力方面,可能没有办法马上就达到预期的效果,所以我们老师也用了更多一些的时间去向他们介绍,给予他们的更多的启发和引导。在活动的中后期,从孩子们的表现中发现,他们对参与主题活动也开始显现出了更多的兴趣,能积极地参与游戏、操作和表达自己的一些想法和感受,努力地向老师和同伴们展示自己已经长大,并且显示出独立的一面。

不过随着活动的逐渐深入,我们老师在开展活动时也遇到了一些问题和困惑,例如:我们应该怎样才能让孩子清楚地感受到自己在成长中的明显变化,以及用什么方式来体现我们在不断成长的这些过程等。因此,我们老师也针对这些问题和孩子们的活动表现,进行了讨论和分析。最后我们选取了许多有关于这些方面的媒体课件、图片、照片和物品来体现这些变化,让孩子们能更直观地去感受和观察到自己在每个成长阶段的变化过程。而在这些活动中,我们老师也逐步地培养了孩子的一些良好的素质和态度,如:善于思考、乐于交流和勤于反思的素质,以及自信、独立和尊重的态度等。希望这些素质和态度的培养能对孩子以后的成长、生活和学习带来更多的帮助和影响。

如果在整个活动中,每个家长都能配合我们提供一些关于自己孩子成长的资料,或在家多让孩子帮助家里做些力所及的事情的话,相信每个孩子都能更好地对自己的成长有更深刻的认识和感受,更好的肯定自己。

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.

0

阅读 评论 收藏 转载 喜欢 打印举报/Report
  • 评论加载中,请稍候...
发评论

    发评论

    以上网友发言只代表其个人观点,不代表新浪网的观点或立场。

      

    新浪BLOG意见反馈留言板 电话:4000520066 提示音后按1键(按当地市话标准计费) 欢迎批评指正

    新浪简介 | About Sina | 广告服务 | 联系我们 | 招聘信息 | 网站律师 | SINA English | 会员注册 | 产品答疑

    新浪公司 版权所有