Class/grade: GRADE - 2 Age group: 8 TO 9 YRS

School: HARVEST INTERNATIONAL SCHOOL

School code:

Title: WHO WE ARE

Teacher(s): SUDHA RAMACHANDRAN

Date:

Proposed duration: 6 WEEKS

1. What is our purpose? 2. What do we want to learn?

To inquire into the following: What are the key concepts (form, function, causation, change,
connection, perspective, responsibility, reflection) to be
- Transdisciplinary theme: -- Who we are?
emphasized within this inquiry?
Central idea:
Key Concpets-
Children are a part of the human society and have rights and
responsibilities  How do members in the familyfunction
 Connectionbetween people in the society,
Summative assessment task(s):  Responsibility of each person in the environment
What are the possible ways of assessing students’ Related concept:-
understanding of the central idea? What evidence, including cooperation, communication
student-initiated actions, will we look for?
 Make a collage/PPT to show your rights and
responsibilities towards the human society and present What lines of inquiry will define the scope of the inquiry into the
the same in the class (rubrics). central idea?
Lines of inquiry-
1. My family is an integral part of the society.
2. How I connect to the society
3. My roles, rights and responsibilities in the society.

What teacher questions/provocations will drive these inquiries?

1. Who do you live with?
2. How does each member in your family help you?
3. Why do people need friends and families?
4. What is my role and responsibility towards my family and
friends
5. Who is a good friend?
6. How are families different?
7. What are the golden words you would use to show that you
are polite?
8. What is a society ?
9. What are your rights and responsibilities towards your
society.
3. How might we know what we have learned? 4. How best might we learn?
What are the possible ways of assessing students’ prior What are the learning experiences suggested by the teacher
knowledge and skills? What evidence will we look for? and/or students to encourage the students to engage with the
inquiries and address the driving questions?
 Speak about your favorite family activity.
 Mind map on why we need a family.
 Group discussion and brain storming using post-it  Students to make a family tree and write one thing they like
notes and teachers generated questions. about each family member.(Parents to be involved)
 Frayer model on my society, my rights and  Who do we live with?
responsibilities towards it(Any one).  As a part of society what are Do’s and Don’ts. (Venn
Diagram)
What are the possible ways of assessing student learning in
the context of the lines of inquiry? What evidence will we look
for?
 Understanding and reflecting on rights and
responsibilities through different means (Reading,
writing, story, PPT etc.)
 Making connections between people in the society.

 How does each member in your family help you?

On each colour paper stuck the child can write/draw how each
member helps them.

Story on a family (video)

https://www.youtube.com/watch?v=rjnxA2QvWbI

Story review through creative writing

 Students narrate about and write on an occasion where they
got to show that they care for their family member(s).
 What are the golden words you would use to show that you are
polite.
Flash cards with a few golden words are kept. Each child is
given a situation where they need to use the right golden word
to sort out a difficult situation

 My rights and responsibilities – Mind Map

  Field trip to the nearby locality

What opportunities will occur for transdisciplinary skills

development and for the development of the attributes of the
learner profile?
 Essential agreements
 Children learn to be responsible by deciding on the rules to
be followed in school.
 Communication skills through reading and speaking
practice.
 Caring for the family, friends and society.
 Communicating effectively.
 Probing the children to think on various societal needs.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
Flash cards, videos, story books, drawing activities, writing recounts.
Website :https://www.youtube.com/watch?v=rjnxA2QvWbI

How will the classroom environment, local environment, and/or the community to used to facilitate the inquiry?
Inquiry corners in the class
Gallery walk
Field trip to understand how in a community people depend on each other.
Involvement of the parents to facilitate the inquiry.
6. To what extent did we achieve our purpose? 7. To what extent did we include the elements of the PYP?
Assess the outcome of the inquiry by providing evidence of What were the learning experiences that enabled students to:
students’ understanding of the central idea. The reflections of all ● develop an understanding of the concepts identified in “What do
teachers involved in the planning and teaching of the inquiry we want to learn?”
should be included. ● demonstrate the learning and application of particular
transdisciplinary skills?
 Children took a while to get used to reflect their views.
● develop particular attributes of the learner profile and/or
 They showed great enthusiasm while speaking about their
attitudes?
family members.
 The mind map on their responsibilities made the children In each case, explain your selection.
think on what more they could do for their community.  Function : The children learnt the role and function of
 The field trip made the children realise how each person in people in the society. The understood that many people
the society have a role to play and how responsible(or not) played a key role in their lives and hence learnt to
they act to the society. appreciate it.
How you could improve on the assessment task(s) so that you  Connection : Children understood how the various people
would have a more accurate picture of each student’s and places in the community work collaboratively. This
understanding of the central idea. brings harmony in the society.
 Responsibility :Children learnt about their rights and
 More activities as a group as that would also bring in the
responsibilities at home as well as in the society.
responsibility of coping with each other’s beliefs and
values. The learner profiles that were discussed were
 Include an activity for children to create a story.
 Caring
What was the evidence that connections were made between the  Communicators
central idea and the transdisciplinary theme?  Thinkers
 House activity and Story - Children realised that their Transdisciplinary skills
family members play a major role in their day to day lives.
 Booklets and research activity - They understood their role  Social Skills: Children exhibited qualities of respect and
in the society and they reflected on what responsibilities cooperation with their peers
they have towards their family and society.  Communication skills :The writing activities and the
 They are making efforts to use golden words to show speaking sessions helped the children to a great extent.
compassion and empathy.  Research skills : The children are learning to use the media
to research on topics.
8. What student-initiated inquiries arose from the learning? 9. Teacher notes
Record a range of student-initiated inquiries and student
questions and highlight any that were incorporated into the
 The children showed great enthusiasm when they reflected
teaching and learning.
on the story. They were able to connect the characters to
their own family.
 Why do we say that books are our friends ?  The narration of the favourite family activity was
 Why are some people not throwing garbage in the dustbin? interesting and showed how much a family meant to them.
 Golden words flash cards could be an activity that could
be conducted more often with inclusion of new words to
widen the scope of the children’s social skills.
 Children understood that water bodies are to be kept clean.
At this point teachers should go back to box 2 “What do we want
They also learnt their responsibility towards keeping the
to learn” and highlight the teacher questions/provocations that
society clean.
were most effective in driving the inquiries.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups
showing their ability to reflect, to choose and to act.

 Children decided on the class room rules as it was their

responsibility.
 It was noticed that children started to help their peers with
work as they started appreciating friends better.
 More use of the golden words
 They agreed to reduce and reuse natural resources as it
was their societal responsibility.

© International Baccalaureate Organization 2011