PYP Planner（1） POI教师备课与反思表 Class/grade班级：ICKA1-3 Age group年龄：5-6 School学校：Guangdong Country Garden School School code学校代码：7905 Title单元题目：Insects Teacher(s)老师：Ryan, Jennifer, Rachael, Dearly, Grace, Pauline, John, Sara, Eva PYP planner Date日期：March to April Proposed duration建议期限： number of hours: 12.5-15 hours over number of weeks: 5-6 weeks 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 ? Transdisciplinary theme 跨学科主题：（提示：既要写主题名称，也要写主题描述） Sharing the Planet 共享地球 An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. 探究努力与他人及其他生物分享有限资源时的权利与责任；群体以及他们内部及之间的关系；机会均等；和平与解决冲突。 ? central idea 中心思想：（提示：中心思想应当用简明扼要的一句话来表述，它将帮助学生对跨学科主题形成自己的理解，并能挑战和扩展学生的已有知识。中心思想对于所有学生来说具有强制性。不同能力不同年龄层次的学生都可对中心思想进行不同深度的学习。） Insects are tiny but interesting creatures. 昆虫是微小而有趣的小动物。 Summative assessment task(s) 总结性评价设计： What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 大概用什么方法来评价学生对中心思想的理解？我们希望用什么形式（包括学生的自发行动）来进行评价？（提示：参考评价策略和评价工具） o The teacher will record every student’s comprehension to the central idea (stories, photos, works, video, drawing, notebook etc.) Compared to the evidence collected at the very beginning of the semester and the teacher will find progress of the students using portfolio evidence. 教师会通过故事、照片、手工、视频、绘画、记录表等方式记录孩子对中心思想的理解程度，对比孩子在单元初收集的证据老师可以利用学生成长档案发现孩子的进步。 Summative Assessment task- Student-Led Conference activities and demonstrations. 总结性评价任务—学生会活动和档案。 Evidence证据： o There will be a record of student ideas and inquiries into the theme such as photos, stories, student work and projects, videos, drawing/writing, journals, KWL etc. We will compare student knowledge of the subject before and after the unit. Students will demonstrate understanding of the theme through the summative assessment. We will also look at the detail and change of student knowledge through the student portfolio. We will have student journals and drawing and writing activities as well as videos, songs, rhymes, books, role-play activities, and other hands-on activities. o 我们将会对学生的想法和探究做一个记录（如：照片、故事、学生作品和展览、视频、绘画、书写，日志和KWL等）。在单元结束后，我们会对比学生各学科所获得的知识。我们将会通过总结性评价去证明学生对主题的理解。我们将通过学生档案去关注一些细节和学生所获得知识的变化。我们将会进行的活动有：学生日志、绘画和书写等活动（视频、歌曲、诗歌、书、角色表演等活动）。 ? Assessment: 评价 o The class will begin with a KWL to discover the student inquiries that will guide our exploration into the unit. 在探究单元开始的时候会用KWL表格来帮助学生进行更深入的探究。 o We will assess their ability to identify an insect and how it differentiates from other creatures. 我们将评估学生是否能区别昆虫和其他虫子。 o We will assess their understanding of the importance of insects, and their role in the environment. 我们将评估他们如何理解昆虫的重要性，以及昆虫在环境中的重要性。 o We will assess their understanding of the insect’s body parts and their life cycle. 评估学生对于昆虫身体各部分的理解以及昆虫的生命循环。 o The teachers will use teacher observation assessment for skills and knowledge. 在学生的评价技能和知识方面，教师运用观察性评价。 o The students will use student self assessment of their performance and growth during the unit. 在这个单元中，学生用自我评价去评估他们的表现和成长。 2. What do we want to learn?我们想学些什么？ What are the key concepts to be emphasized within this inquiry? 本次探究活动要强调的核心概念有哪些？ （提示：只要选取2-3个核心概念，但要思考如何用概念推动探究） 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） Form 形式 What it is like?它是什么样的？ Function 功能 How does it work?它如何工作的？ Causation 因果 Why is it like it is? 它为什么成为今天这个样子？ Change 变化 How is it changing? 它如何变化的？ √ √ Connection 联系 How is it connected to other things?它如何与其他事物相联系的？ Perspective观点 What are the points of view?有什么看法? Responsibility责任 What is our responsibility?我们有什么责任？ Reflection 反思 How we know what we know 如何知道我们知道了什么 √ What lines of inquiry will define the scope of the inquiry into the central idea? 探究范围： （提示：每个探究主题都要包含3-4个探究范围，探究范围要围绕中心思想来设计） ? Characteristics of living things. 生物的特征 ? Our needs and the needs of other living things. 我们的需要和其他生物的需要 ? Our responsibility for the well-being of other living things. 在生物健康方面，我们的责任是什么 What teacher questions/provocations will drive these inquiries? 为推动探究，老师拟设计哪些问题？ 1. What are the differences between an insect and other bugs? 昆虫和其他虫子有什么区别呢？ 2. What important jobs do different insects have in our world? 不同昆虫在这个世界上的重要工作是什么？ 3. Does an insect look the same from birth to death? 每一种昆虫从出生到死都是一样的吗？ 4. Do insects change as they grow up? 在昆虫成长中，昆虫有没有变化？ 5. What does an insect look like? 昆虫看起来是怎样的呢？ 6. How many legs does an insect have? 昆虫有几条腿呢？ 7. How many eyes does an insect have? 昆虫有几只眼睛呢？ 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?” 此栏目应与“我们如何学得最好”结合使用。
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? 大概用什么方法来评价学生的已有知识与技能？我们希望用什么形式来评价？（提示：这是前期性评价） Discussion: We will have a discussion at the beginning of the unit to assess the students’ knowledge of insects. Then we will have a discussion at the end of the unit to see how their points of view have changed and what new facts they have learned. 讨论：我们在单元开始时一起讨论和评估学生在昆虫方面的已有知识，然后我们在单元结束时，我们一起讨论他们观点的转变以及他们所学到的一些事实。 What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 大概用什么方法来评价学生在探究活动过程中的学习情况？我们希望用什么形式来评价？ （提示：这是过程性评价） ? KWL (this will help us assess student background knowledge as well as determine what they have learned during the unit). KWL（这将会帮助我们去评估学生他们的知识背景，也就是说衡量他们在这个单元中学到了什么？） ? We will have journal writing about insects. 我们将会制作有关昆虫的日志作品。 ? The summative assessment will be a research project and presentation. 总结性评价将会是一个研究设计项目和报告。 ? We will have pictures, journals, artwork, and the summative assessment as evidence of learning. 我们将一些照片、日志、艺术作品和总结性评价作为学习的证据。 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? 什么是来自老师和学生建议学习经验去鼓励学生去探究和说出驱动的问题？ Week one (pre-assessment )- 第一周（前期评价） ? The students will do a KWL chart in order for us to identify what background knowledge they have on the subject and to drive student inquiry. 学生将会按次序地为我们做一个KWL的跟踪以认识一些学科知识背景和驱动学生去探究。 ? The teachers will provide some videos about insects and songs (Butterfly, Butterfly) to encourage student learning. 教师将会提供一些视频和歌曲鼓励学生去学习。 Week 2 and 3 (Explore and Explain) 第二周和第三周（探究和解释） ? During these two weeks students will be given many different resources to help answer their questions and drive their inquiries, for example various educational videos on insects, songs, rhymes, and books. ? ? ? Videos- Bees in the beehive, Ants in the anthill. Graphs- Favorite insect Song- The Ants Go Marching Out 在这两周中，学生将会借助所提供的很多资源去找出问题的答案和驱动他们去探究，比如：各种各样有关昆虫的教学视频、歌曲、诗歌和书。 视频-在蜂窝里的蜜蜂、在蚁丘里的蚂蚁 表格-喜欢的昆虫 歌曲- The Ants Go Marching Out Week 4 (Extend) 第四周（延伸） ? During this week students will be using new concepts and testing theories regarding insect life cycles and the daily lives of insects by role-playing, reading books, doing research, and watching videos about insects. 在这周中，学生将用新的概念和通过角色表演、阅读、研究和观看有关昆虫视频验证原理——昆虫的生长周期和日常生活。 Week 5 and 6 (Evaluate) 第五周（评估） ? During this week students will be researching and completing their final project (summative assessment) and then presenting to the class. 在这周中，学生将进行研究和完成他们最后的活动（总结性评价） What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 什么机会将会产生超学科技能发展和学习者概况态度的发展。 ? Reflective- Students will reflect on the human impact on insect communities. The students went on a field trip and observed insects and reflected on the importance of insects and their function in our world. 反思—学生将反思昆虫家族对人类的影响。学生到户外远足和观察昆虫以致回忆昆虫的重要性和昆虫在世界的功能。 ? Caring- Students will consider all life, including insect life as valuable and important. The students became more caring towards insects, for example, when the students played outside they would find insects and observe the insects. Before the unit students would race to kill the insects and now had learned to respect insects as living things. 关爱—学生将考虑整个生命，包括昆虫生存的价值和重要性。学生学会关爱昆虫，如：当学生在出去玩时，他们会寻找昆虫和观察昆虫。在这个单元之前，学生会冲过去搞死昆虫，而现在学生学会了像尊重其他生物一样尊重昆虫。 ? Inquirer- Students will create and come up with questions through this unit. The students helped create a KWL chart during the unit. At the end of the unit the students discussed if their questions were answered or if they had new questions.
insect昆虫(Unit Palnner) - 图文
