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As this is my first time to teach Their previous unit is about about food processing by
this unit to students and journeys under TD Theme sharing an awareness to their
having initially seen the central ‘Where we are in place and schoolmates about consuming
idea and lines of inquiry, I time’. This connects on their foods properly. This starts from
thought of having students current unit now on how their house and school during
inquiring of digestive system as people are involved in food snacks and lunch. This will be
it connects on the C.I on supply chain by using ongoing task for them as it is
changes of food. transportation. timely and relevant to the school
now on food wastage.
Since the big concept of this Students have inquired The next unit is all about signs
unit focuses on food, I have previously about purposes of and symbols under TD Theme:
thought of talking about journeys. Students will make How We Express Ourselves.
healthy eathing habits. connection about food Students can make connection
exportation such as spices, on their recent unit by making
rice etc as one of the main signs and symbols rekated to
easons why people foods. For example, what is the
migrate/travel around the logo/symbol used for No wasting
world. food, logos for McDonalds, KFC
or other brand of foods.
Students should make connections about what they’re learning and how it serves a pupose
on their daily lives.
Group effort required, learners accountable to each other, helping and sharing each other.
Before the academic session starts, teachers and the pedagogical team frame the
central idea by considering the trans disciplinary theme, chosen concepts and attributes
of the learner profile, and read curriculum outcomes that must be achieved. We then
work in groups to construct a rich central idea, which is shared with the group. One
central idea is chosen, or a new central idea that uses language from many is settled
upon.
As we reached on finalizing the central idea, teachers and the pedagogical team thinks
if the central idea will be: accessible to children’s language, it connect to other concepts
within future units, relevant to the trans disciplinary theme, globally significant and written
in one sentence that expresses concisely an enduring understanding.
Function Interpretation
Perspective
Forms of signs and symbols How do we know it is a sign? Why are signs and symbols
used?
Interpreting signs and symbols Where can we find signs and How can we use symbols to
locally and globally symbols? express our ideas?
Students
Jh
Jj
jj
Students used Internet sources to find the meaning of different flag symbols,
religion and culture from different countries.
Students were asked to find information how people communicate from before
and after. Venn Diagram will be given to them to document the information
gathered.
Students
Students planted banana in the farm during their fieldtrip. Afterwards, they will harvest and consume
the food.
Students made a pledge on how to consume food properly and how will they help save food wastage
in school.
Students have written a letter to farmers from the farm they have visited as appreciation to them who
are the reason of having foods on our tables.
Students ensure that there is no wastage of food during snacks and lunch in the school.
Students were given a concept map to brainstorm their initial thoughts about
the central idea: People use signs and symbols to communicate. They have
written what they know about signs and symbols and how it is used for
communication.
ss
Students should know their learning When we started the unit, I shared Monitoring- Students should be
goals and areas for improvement. the central idea with the students able to observe, ask and reflect on
This has been documented on their ‘Some food goes through a the learning goals and success
portfolio and shared with their process of change before it is criteria. They are expected to
parents during SLC and PTM. consumed’. I asked the students share it thorugh their oral and
what they think they should know assessments and portfolios.
in order to be able to fully
understand the central idea by the
end of the unit. Each student
made brainstorming list and shared
it in the class. In this, it allows 5
students and 1 teacher to all have
their voices and perspectives
heard. In the process of deciding
what is to be known and
understood at the end of the unit.
At the end of the unit, students will Before reaching the end of the Documenting- Students should be
be assessed during their unit end unit, we have decided as a class, able to plan and identify their
assessments and the conceptual what success criteria will be goals in their portfolios. They should
understanding should be visible. included in the rubric depending also design their own checklist to
This will be assessed through on the presentation they will be have their own evidence of
checklists and rubrics, which will be doing. The rubric was finalized with learning.
shared on Students Portfolio and the help of students on what
E-portfolio (Class Dojo). criteria should be assessed and
how will they present it.
Strategy: Think-Pair-Share
Teacher will post a question on the board: How will your food end up on your table? What was the
process? To learn how foods go through a process, students will make egg salad or any food (student’s
choice) from scratch.
Finding Out:
Sorting Out:
Strategy: Discussion
Students will see what goes into making the dishes different and tasty from one another.
Teacher says: We can achieve varied effects in the foods by performing different activities on them. For
example, a washed carrot or cucumber is tasty to eat, but a washed, peeled and sliced carrot or
cucumber sprinkled with salt-lemon will taste even better. You can cook potatoes whole, with their skin
on or after peeling and cutting them into pieces. Here, the activities like washing, peeling, slicing are
examples of pre-preparation.
Teacher’s resource: http://download.nos.org/srsec321newE/321-E-Lesson-8.pdf
Strategy: A-H-A Moment
Teacher will show them a video about the process or stages of food chain. Students will understand
food chain processes which includes production, processing, distribution, consumption and disposal.
Students will categorise them into 5 and write how people are involved in these processes or stages of
food chain. Teacher needs to guide them as some terminologies will be a bit difficult for them.
Link: https://www.youtube.com/watch?v=ME5oM1o6nb4
Going Further:
Strategy: Pledge
Students will be making a pledge on what are do’s and don’ts on using foods.
Making Connection:
Strategy: Discussion
PE- Students will be taught on healthy eating habits.
Taking Action:
This unit explores how our food—from plants to animal products to seafood—is grown, harvested,
processed, and distributed. http://www.foodspanlearning.org/lesson-plans/unit-2-farmers-factories-
and-food-chains/index.html
BrainPop videos
Inquiry board
Student’s Portfolios which includes the unit assessments (formative and summative).
Choice- This unit, students were given choice boards on their learning. Some examples are: Tic-Tac-Toe,
summative tasks options to choose how they will perform, and open-ended tasks.
Voice- Students made some decisions as a member of the classroom community such as: assigning line
leader, bookkeeper, discipline in the class. Also, I asked them for some ideas for the classroom layout
which things goes where.
Ownership- Students were responsible with their own learning such as: they know their class timetable,
their daily schedule, the information they receive such as circulars and dojo updates, homework to be
finished, summative task in UOI choices they choose to take, etc.
Monitoring- I check the progress of students with strategies such as: observation, questioning, reflection,
discussing learning with peers and teachers and giving feedback. Some tools used are: written and oral
assessments and their portfolio.
Documenting- I compile the evidence of learning through a variety of media forms such as: learning
journals/stories. Some tools used are: checklists, rubrics and portfolios.
Measuring- I have checked what a student had learned to inform learning and teaching using
assessment strategies and tools.
The strategies I use are formal and informal feedback: using Class Dojo to record student learning as a
part of their e-portfolios and learning journey. I post daily written, video, points, and other learning
engagements regularly which helps them to stay on task. I also the attributes of learner profile and skills
from the approaches to learning to help students make stronger connections. I also give constructive
feedback on their notebooks on what areas are to improve in the future.
Since students were very young, Students had the opportunity to visit
they didn’t had that much of the farm and experience on hand,
opportunity to cook foods and do how to plant bananas and harvest
actual food processing such as vegetables. They also fed the animals
cooking. Though, actual viewing such as chickens and cows reflecting
was done through our school chef. on the roles of farmers.
Students need more time to inquire Students inquired on how people from
more about food preservations different places in India export foods
and food exports in different to other countries. They researched
countries, as this is very vast some news articles online and
concept to inquire with at their documented it and shared with their
young age. This can be done with peers.
the help of teacher and parents.
Students had the opportunity to experience on hand how to plant fruits, feed animals
and see actual things on what do farmers do to plant vegetables and fruits in the farm.
Students reflected on their learning experiences such as kitchen tour, where they were
able to witness how foods are processed before it ends up on our tables. They
understood that there is a certain process and changes of food before it’s being
consumed
Students were given open-ended questions sharing their thoughts and views about
their current unit. They given opportunity to wonder, explore, discover and reflect,
which leads them to thinking and pursuing their curiosity about the food process.
Students were given group tasks and pair activities on their inquiries such as research
work, observation and presentations during their assembly, fieldtrip, kitchen tour and
other learning engagements. Home connection is also effective as children and
parents were involved in some collaborative work in cooking food through observation
and food processing.
Exemplars, anecdotal Formative and Students had the Students made
records, rubrics and Summative Assessments opportunity to connect connection on
checklist helped me a lot with the farmers and researching various
in assessing my students’ identify their roles and information online about
understanding of the how they help us to food exportation and
concept. produce food and how it food preservations.
ends up on our tables.
They realized that they
have huge impact to the
lives of people. Sending
letter to the farmers as an
appreciation for them is a
great initiative from
students.
Weekly lesson plans Portfolios Students had the As thinkers and inquirers,
helped me prepare the opportunity to find out students developed their
materials and resources in different people who are curiosity and asked
advance for a smooth involved in food supply queries to other members
process of teaching and chain. of the school community
learning. such as school chef,
parents and other
teachers about their unit
of food process.
Collaborative meetings Observations and I have found out famous One of their actions,
with subject specialists feedbacks from the food products in Tamil which was taken outside
helped us to ensure teacher, subjects Nadu, which are the school, which made
implementation and specialists and PYP exported to different a huge impact to the
integration of the unit of Coordinator countries. students. They were so
inquiry to other subject eager and excited to
areas. harvest their banana in
the coming few months.
Parent-Teacher Meeting Parent’s Feedback during I have found out different As a teacher, I can say
and Student-Led SLC and PTM. ways on how people from that students started
conferences helped me different countries do developing their skills in
to know the progress and food preservation as researching information
achievement of the different places have from friendly websites and
students’ learning. their own ways of started developing their
preserving foods. curiosity in finding
connections on their real
lives. What is the purpose
of why they’re learning it?
How can this help them in
the future?
I realized that at a young age, Collaboration. I find it so essential Students to practice more in their
students should be more involved to strengthen trans disciplinary confidence in sharing their
in open-ended tasks s it helps them connections. I continue thoughts and ideas.
to develop agentic learning- collaborating with other subject
students’ choice, voice and specialists for the current and
ownership. upcoming unit on how we can
integrate their specialty to ensure
transdisciplinary learning.
I realized that more involvement Students should be more involved More exposure with hands-on
and hands-on learning in real-life experiences such as field learning, exposing them to the
experiences would help them to visits, parent involvement/guest real-world.
become more responsible and speaker in classroom or interviews
independent learners. with experts. This helps them with
authentic learning.
I discovered that students should Proper planning of the lesson I will try to use other tools and
be more exposed with UOI which includes teaching methods, strategies in assessing students
terminologies so they can connect skills, actions, concepts and the TD (formative tasks).
and use it on their daily lives. theme which should be visible in
teaching and learning.