Year Plan

Grade 1

2013-2014

Aug / Sept
Transdisciplinar y theme: Where we are in place and time An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. Guest speaker formerly Peshmerga, (Mr. Hameed) to speak about personal history

Oct / Nov
Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

Dec/Jan
How we express ourselves An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Jan / Feb
How the world works An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment. Photos of Mashka (for making butter), Lanik (rocking crib), and videos

March / April
How we organize ourselves An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment.

May/ June
Sharing the planet An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.

International Mindedness Personal/local Resources

Interviewing school staff including locally hired and international staff.

Story of Nawruz Mina Guest Kurdish author/story tellers Majid Magazine/comic

Field trip to local small shops and shopping malls.

Visit from lady who makes cotton items using traditional tools and techniques. Accompanied video about sweets and sweet samples.

Unit

Personal Histories Concepts: Change\

connection\ reflection

Related concepts: adaptation Central Idea: Our personal histories tell about our past. An Inquiry into: What history is How I have grown and changed over the years How I know I changed How I can tell my personal history

Our school, our World Concepts:Responsib ility, Connection, Function Related concepts: interdependence, identity, roles, relationships Central Idea: Everyone at our school has a job. An Inquiry into: Jobs we do at school People who work at our school How the people at our school help us to learn

Stories in pictures, pictures in stories Concepts: Function, Form, Connection Related concepts: structure, similarity/difference Central Idea: Stories include characters and a plot that develops and takes place in a setting. An Inquiry into: Characters in a story Development of plot Where stories happen How the elements work together when we tell a story.

Let the force be with you! Concepts: Causation, Change, Reflection Related concepts: forms of energy, transformation of energy, mechanics Central idea: A force can make things move. An Inquiry into: What makes things move Push and pull forces Different kinds of forces How forces affect how things move

Lets shop Concepts: Form, Function, Responsibility Related concepts: choice, communication roles Central Idea: Shoppers make choices. An Inquiry into: What shopping is Why we shop What we can buy Where we shop The choices we have when we shop

Made by Man Concepts: form,

change

Related concepts:
structure

Central Idea: We process natural resources to meet our needs. An inquiry into: Natural resources How we process natural resources How we use natural resources How our use of resources changes the environment

Language

Text form: Multimodal chronological report time line

Biographical recount

Text form: Oral Interviews Multimodal - ppt describing peoples jobs in the school

Text form: Recount - Narrative To tell stories Describe events, characters, places

Text forms: Explanation/procedur e labelled diagram or flow chart (writing captions for photos) Explore non-fiction books about forces Read fiction books that include situations with forces, discuss which forces played a role in the story. Create a playground book with photos and captions illustrating which forces play a role when using the playground.

Text form: Recount field trip Shopping lists, bills, labels, receipts, adding up prices

Text form: Instructions Procedure flow chart

Library

Biographies read some examples, then children will find out about a significant person (science, politics, art etc) and write a biography using a graphic organiser. Thinking Routine Before reading biography, do a see, think wonder about the person in the biography. Display in library. Make a personal notes survey of your friends and record for revisiting later (in a higher grade) to compare changes in tastes or ideas. Stories with historical artefacts in e.g. Fannie in the Kitchen children to find stories. See think wonder of pictures of the historical artifacts.

Books: Is this my classroom? My School discuss comparisons to our class and school The Librarian Librarian talks about own job students When I grow up and Hands are used as a discussion starter for jobs and as a starting point for book making by students. Read other books about people in schools and discuss how these people help students learn.

Using picture book (Peep) to write a story and make class book. Read a story without pictures and students illustrate it. Then show the pictures of that story and compare their illustrations with the real ones. Read Little Red Riding Hood and look at story elements, make story map.

English: Read fiction books about people who go shopping and emphasise the structure (in car, arrive, shop, different departments, pay, go home). Students order pictures of a shopping trip and make a book about their own / Librarians shopping trip. Using visuals of shopping situations, discuss shopping dilemmas and questions.

Begin to identify key words to find information. Looking carefully at photos/pictures in non-fiction books and describing in more detail what you can see and what they tell you. Relate to resources in the school environment and using them most effectively. Make a book about caring for library resources use photos of children making different actions to illustrate instructions form for text.

Maths integrated

Data handling: Some events in daily life are more likely to happen than others. Measurement: Standard units allow us to have a common language to identify, compare, order and sequence events. (time)

Maths: IT

Shape and Space: Data handling: Shapes are classified Information can be and named expressed as according to their organised and properties. structured data. Some shapes are Objects and events made of parts that can be organised in repeat in some way. different ways. Some vocabulary can Measurement: be used to describe Standard units allow an objects position us to have a common in space. language to identify, Measurement: compare, order and Standard units allow sequence objects. us to have a (Mass and Capacity) common language to identify, compare, order and sequence objects. (length, distance) Number: The operations of addition and subtraction are related to each other and are used to process information to There are many mental methods that can be applied for exact and approximate computations. The base 10 place value system is used to represent numbers and number relationships. Number operations can be modelled in a variety of ways. Put clip art in Students make a Book reading and Match photos with Students use sequence in order to presentation of discussing text (push or pull). voice recorder to tell a story. people in the school. characters, and Find pictures online record their Students learn to plot. that we push or shopping list Paint to make a click, copy, paste, pull. Use Kerpoof Draw a shopping picture of something drag and drop, program for list in Paint Science clip on from their own past. finding pictures on creating stories. Make wordle BBC website the internet. Use iPad to share clouds of shopping http://www.bbc.co Read stories on animated stories. items .uk/schools/scienc computer/iPad. eclips/ages/6_7/fo Possibly use online rces_movement.s computer games html that sequence Brain Pop Jr. stories. website for videos about forces (push & pull). Draw diagrams of experiments carried out in homeroom and label the forces involved. Study family photos in different cultures and how artists represent families through different Students explore the tools and materials in the Art room. They look at art products that have been made Study illustrations in childrens books (Eric Carle). Focus on shape, technique (brush stroke) and Create Art with techniques that use push and pull e.g. blowing paint with straws, marble art, Different packaging designs The elements that are used in packaging designs

Data handling: We collect information to make sense of the world around us

Pattern and function: Patterns can be represented using numbers and other symbols. Whole numbers exhibit patterns and relationships that can be observed and described.

Data handling: Information can be expressed as organised and structured data. Objects and events can be organised in different ways.

solve problems.

The natural materials that are used in the manufacture of technology products. Grouping materials, using IT to sort and classify materials. Make a flow chart to show processing of natural material to final product. Research about recycling / reusing, or alternative waste disposal. Brain Pop Junior activity on recycling.

Art

Making collage to study features of different materials.

media e.g. paintings, sculptures. Make copies of an existing family photo and create artistic variations of the photo by applying materials on the photo, adding detail, changing background. Make a sculpture of a family.

PE

Gymnastics unit Balances, rolls and jumps are important elements of a gymnastic performance. Movement patterns and music can support each other. Make patterns in our movements. What gymnastics is Different balances, rolls and jumps Working in a way that is safe for ourselves and others Combining elements into sequences Working as a group towards a performance Combining elements into sequences with music to express ourselves creatively

through the use of very specific tools. Look at videos of artists while making art and using tools. Students make observational drawings of tools. Make a collage using tools as templates to cut shapes out of paper and make a design. Ball games (integrated) how we can refine our ball handling skills how practise can improve our skills Roles and responsibilities in a sports team. Number of players in a team. Individual sports vs team sports.

colour used in Eric Carles illustrations and create an illustration for a book read or written in class.

rollers, paint brushes

How elements are combined to create designs

Dance Children listen to a variety of types of music and watch how people dance differently to different music. Then they create their own dance to a piece of music.

Athletics (integrated) Study how we start and stop in running and jumping and how we throw objects (ball, frisbee, javelin). Study how we propel ourselves on objects like bikes and scooters.

Adventure Challenge Orienteering: collaboratively explore the campus (read maps, making signs, reading signs, create barriers, use a compass). Orientation: Read sun and shade patterns, make a sundial. Explore different surfaces and how they affect us differently. Tools: how can we use tools in outdoor activities (compass, ropes, knots, clothes and shoes) Pitching a tent Building different stations by using climbing ladders, hoops, bars, planks, trestles. Different courts with different sizes and lines

Ball games how we can refine our ball handling skills how practise can improve our skills Roles and responsibilities in a sports team. Number of players in a team. Individual sports vs team sports.

Music

Central Idea: We can tell our personal history through music and dance. An Inquiry into: The music we like How music plays a role in our daily lives and special events How we can share our musical memories

Central Idea: An orchestra is a community An Inquiry into: The layout of the orchestra The different roles within the orchestra The systems of communication in the orchestra The relationship between the composer, the orchestra and the audience

Central Idea: Music can tell a story Lines of Inquiry: What lines of inquiry will define the scope of the inquiry into the central idea? How music can match pictures How music can match stories How we can compose music

Creating sounds through hitting, scraping, blowing, tapping, body sounds, percussion, using same instrument to create sounds in different ways. Study how we use forces when we play an instrument.

Central Idea: Our voice is an instrument that can be tuned.

How we can develop vocal control in singing How we can use singing to explore concepts such as pitch, rhythm, tempo, volume

Make instruments out of recyclable materials. Make a composition with own instruments. How songs can convey a message