1. What is our purpose?

Class/Grade: Nursery
To inquire into the following:
Age Group: 3-4
• Transdisciplinary Theme
School: Ilmesters Academy
Who we are School Code: 300581 PYP Planner

• Central Idea
Title: Me and my family
Year: 2009-2010
Families are important to us. They are a constant support system in our life.
Teachers: Batool Habib
Summative Assessment Task(s): Proposed Duration:
What are the possible ways of assessing students’ understanding of the central
hours weeks
idea?
What evidence, including student-initiated actions, will we look for? 2. What do we want to learn?
What are the key concepts to be emphasized within this inquiry? (Bold needed concepts)
- Children will complete a “Family Book”. Form Function Causation Change
Connection Perspective Responsibility Reflection
The following evidence will be looked for:
- understanding of members of the family What lines of inquiry will define the scope of the inquiry into the central idea?
- ability to attach pictures with the titles of members of the family
• What is a family? (form)
- ability to identify/pick out family activities
• Why do we need a family?
• How does our family help us in our daily life? (function)
• What is the responsibility of each family member towards others in the family?
(responsibility)
• Do we find families among animals?

What teacher questions/provocations will drive these inquiries?

• Who all live with you in your home?

• What does your mom/dad/brother/sister like to do/eat?
• What does your mom/dad/brother/sister do for you?
• What do you do for them?
• What do you do all together?
• What do baby animals do? Who takes care of them?
• Do animals have families?

Theme Gr. – 20XX/20XX Created: Latest Revision: Completed (Reflected): Printed 3/10/09
3. How might we know what we have learned?
This column should be used in conjunction with “How best might we learn?”
What are the possible ways of assessing students’ prior knowledge and skills? What
evidence will we look for?
• Classroom discussions about family, family members
• Collecting family pictures from students and asking them to tell their partner about
his/her family. Teacher observes and records anecdotal notes
What are the possible ways of assessing student learning in the context of the lines
of inquiry? What evidence will we look for?
• Circle discussions – response from students, summarizing main points.
• Pasting pictures of family member with their titles
• Matching worksheets - animal pictures (mother with baby)
• Students roll play ‘family activities’ with dolls
4. How best might we learn?
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?
• Drawing a family tree
• Drawing of family members
• Pasting pictures of family member with their titles
• Read story books emphasizing the importance of family (kipper family)
• Watch cartoon movies about family (finding nemo, stuart little, the seventh
brother)
• Singing songs n rhymes about family
• Research animals and their babies in library books/internet
What opportunities will occur for Transdisciplinary skills development and for the
development of the attributes of the learner profile?
Transdisciplinary Skills

5. What resources need to be gathered? • Thinking skills

What people, places, audio-visual materials, related literature, music, art, computer • Research skills
software, etc. will be available? • Social skills
• Family member/s as guest speakers Learner Profile
• Songs/rhymes
• Story books
• Various art supplies • Knowledgeable, thinkers and reflective
• Computer with internet access

How will the classroom environment, local environment, and/or the community be
used to facilitate the inquiry?

• Possibly call a guest speaker (family member of a student) to read-aloud a story

about family or just talk about importance of family

Theme Gr. – 20XX/20XX Created: Latest Revision: Completed (Reflected): Printed 3/10/09
6. To what extend did we achieve our purpose?
Assess the outcome of the inquiry by providing evidence of students’
understanding of the central idea. The reflections of all teacher involved in the
planning and teaching of the inquiry should be included.

[Please begin typing here]

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.

[Please begin typing here]

What was the evidence that connections were made between the central idea and the
transdisciplinary theme?

• Students explore information about themselves and about family members.

• Through stories and discussions, they draw conclusions about why a family is
important in our daily lives.

• Family book

Theme Gr. – 20XX/20XX Created: Latest Revision: Completed (Reflected): Printed 3/10/09
7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
• develop an understanding of the concepts identified in “What do we want to learn?”
• demonstrate the learning and application of particular transdisciplinary skills?
• develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection

• Classroom discussion on the elements of a family (family tree). (Form)

• Classroom discussions on how does our family help us everyday? (function)

• Thinking skills through various discussions

• Research skills through finding information about families of animals
• Social skills by learning how to interact with other family members

• Exploring information about families (knowledgeable)

• Thinking about how they can be better family members and applying their
leaning in everyday life (reflective)

(these are just examples).. batool can put in her reflection here

Theme Gr. – 20XX/20XX Created: Latest Revision: Completed (Reflected): Printed 3/10/09
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 teaching and learning. [Please begin typing here]

[Please begin typing here]

What student–initiated actions arose from the learning?

[Please begin typing here]

Theme Gr. – 20XX/20XX Created: Latest Revision: Completed (Reflected): Printed 3/10/09