Where in The World Am I The Five Themes of Geography-1

Global Jaya School
MYP Interdisciplinary Unit Planner
Individuals and societies:

Humanities
Thomas Bravo, Patrick Sweeney, Aryoseko Martaki
Where in the World am I? The Five Themes of Geography
MYP
Physical and health education:

Physical Education
Duration
Year
weeks
IB MYP Humanities (Year 7/MYP Year 2) A-TOM
Start Date
24
hours
W1
Aug
Semester 1
(Aug 2016 - Dec 2016)
Inquiry: Establishing the purpose of the unit

Key concept
Time, place and space
Related concept(s)
Global context
Individuals and societies

Culture
Resources
Orientation in space and time

Natural and human landscapes and resources
Humanities: Students learn how geographers create
models to understand the world.
Statement of inquiry
The world can be understood through models.
Inquiry questions
Factual
Conceptual
Debatable
Humanities
Humanities
Humanities
What are the Five Themes of Geography
How do we understand our world?
To what extent should we sacriEce the

environment for economic and social progress?
October 25, 2016 IB MYP Humanities (Year 7/MYP Year 2) A-TOM by Thomas Bravo
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Global Jaya School
Humanities
What do Geographers Do?
Summative assessment interdisciplinary performance(s) of understanding

Interdisciplinary Criteria
A
Disciplinary
grounding
N/A
Tasks in all classes

C
Synthesizing
Communicating
Thu
RePecting
15
Sep
2016
N/A
N/A
N/A
Fri
16
Sep
Task
QR
9:00 PM
Place. Combine all the items to one text document or PDF

Place_concept_map_2016.docx
Task
3:00 PM
Submit Planner
2016
Class mean of assessed Interdisciplinary Criteria
Fri
16
Sep
Task
3:00 PM
Submit Planner
2016
Fri
16
Sep
Task
3:00 PM
Submit Planner
2016
Mon
31
Oct
Task
9:00 PM
Five Themes Webpage
2016
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Approaches to learning (ATL)

A Knowing and understanding
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-speciOc content and concepts, through descriptions, explanations and examples.
I Communication skills
Exchanging thoughts, messages and information effectively through interaction
Use appropriate forms of writing for different purposes and audiences
Interpret and use effectively modes of non-verbal communication
Reading, writing and using language to gather and communicate information
Take effective notes in class
Make effective summary notes for studying
Use a variety of organizers for academic writing tasks
Organize and depict information logically
Structure information in summaries, essays and reports
VI Information literacy skills

Finding, interpreting, judging and creating information
Create references and citations, use footnotes/endnotes and construct
abibliography according to recognised conventions
Learning Experiences
The student will have "Writing Frames" and "Sentence Stems" to develop expositoryexplanatory writing. This will be used each week whith a paragraph explaining the
product they created, and in the Onal extended paragraph. Research shows that
modeling structured writing with rules and guidelines increase learning signiOcantly
(Marzano, classroom instruction that works)
Students will use a variety of media to create visual models and representations,
graphs, maps, etc.
Ibu Helena will be visiting the classes to teach MLA.
Action: Teaching and learning through inquiry
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Objectives
A Knowing and understanding
i. use a range of terminology in context
ii. demonstrate knowledge and understanding of subject-speciOc content and concepts, through descriptions, explanations and examples.
C Communicating
i. communicate information and ideas in a way that is appropriate for the audience and purpose
ii. structure information and ideas according to the task instructions
D Thinking critically
i. analyse concepts, issues, models, visual representation and/or theories
ii. summarize information to make valid, well supported arguments
Related concept(s)
Culture
Resources
Standards
Physical and health education
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Global Jaya School
Standards
Knowledge & Skills

The students will have the concept of time place and space represented in a concept organizer. This will be used to help them explain the concept, and explain how
geographers create understandings of the world in the Onal part of the web page assessment task
Learning process
The Unit Week by week. What will the students learn and do each week.
At the end of each
week the students will submit the work they did in the form of a Portfolio to
demonstrate their continuum of learning. The weekly activities will be the
basis for the assessment activity, (Assessment For Learning). The learning and
assessment will be Chunked into smaller sections to help create a continuum
of learning.
Week 1 .
By the end of the week students will be
able explain the concept of Time, Place and Space, and the Geography Content of
the Five Themes of Geography
Week 2 By
the end of the week students will be able to explain Location and will have
produced a map of their home country demonstrating Absolute and Relative
location, Latitude, Longitude
Week 3 By
the end of the week the students can explain place, and have produced diagrams
and charts showing physical and human characteristics of place
Week 4 By
the end of the week the students can explain region and have produced a map
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Global Jaya School
showing the political and economic units of the region. Boarders and trade
agreements.
Week 5 By
the end of the week students will be able to explain movement and have produced
maps showing imports, exports, and origin of religion.
Week 6 By the end of the week the student will be
able to explain Human Environmental Interaction HEI and provide an example of
an environmental issue and an example of how the environment beneOts the
country.
Week 7-8. Students get 3 full class days to turn the
information in the planner into a weebly web page.
The assessment will be an web page showing the 5 themes of geography with examaples from the students chosen home country. Criteria A C D with citation in C.
Formative assessment will be the creation of the cornel notes to record inforamtion as we go and interim chunked submissions of the work.
The content will be chunked weekly. Each week the student will create one "Artifacts" for the web page. At the end of Ove weeks they will have the work that will comprise the
web page. These artifacts will be gathered in a student portfolio to demonstrate a continuum of learning. This will help them develop the assessment task in stages so they can
exhibit achievement against the objective at different stages- Assessment for Learning.
Instruction will also include development of text types for Explanatory writing using sentence stems and writing frames.
Interdisciplinary learning process

RePection will be linked to the 3 stepts rePection the students are leanring in PHE.
They will apply this to the Jogya trip, and use the 3 step rePection on the Service
Action journal
Formative Assessment
Tue
30
Aug
Task
QR
8:00 PM
Location Paragraph Deconstruction
2016
Thu
Sep
2016
Fri
Sep
Task
8:00 PM
Location map and concept map.

SAMPLE_Location.docx
Task
8:40 PM
Prere4ection planner and paragraph
2016
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Global Jaya School
Tue
13
Sep
Task
QR
7:30 AM
Planner Submission 1
2016
Tue
13
Sep
Task
7:30 AM
2016
Tue
13
Sep
Task
7:30 AM
2016
Sun
Oct
2016
Wed
Oct
Task
9:00 PM
HEI Homework
conceptmap.docx
Task
11:10 AM
Submit planner with all sections and concept organizer
2016
Thu
Oct
2016
Fri
Oct
Task
9:00 PM
HEI Analysis (Combined)

conceptmap-4.docx
Task
12:15 PM
2016
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Global Jaya School
Fri
Oct
Task
QR
12:15 PM
2016
Fri
Oct
2016
Mon
10
Oct
2016
Tue
11
Oct
Task
9:00 PM
MOVEMENT WALKABOUT
Walk_about_activity_Movemen...
Task
9:00 PM
Movment Paragraph Planner

paragraph_simple_go2.docx
Task
3:00 PM
Submit planner with all sections and work cited
2016
Tue
11
Oct
Task
3:00 PM
2016
Wed
12
Oct
Task
3:00 PM
2016
Sat
15
Oct
Task
9:00 PM
Five Themes Combined: Location/Place/HEI/Movement/ Region
2016
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Differentiation
Describe how you will differentiate teaching & learning for this unit?
Value prior knowledge/AfOrming Identity:
1. KWL,
2. "Think Pair Share involves posing a question to students, asking them to take a few minutes of
thinking time and then turning to a nearby student to share their thoughts."
3. THINK / PUZZLE / EXPLORE A routine that sets the stage for deeper inquiry.
What do you think you know about this topic?
What questions or puzzles do you have?
What does the topic make you want to explore ?
4 .Students will be given opportunities to take active control over the learning process. For example they will have teacher mediated choice of topic. The student will have the
opportunity to choose different examples, and to create a product using a variety media.
5. Cross-curricular integration
Note*
We will continue develop our tool box for AfOrming Identity and valuing prior knowledge.
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Global Jaya School
Resources
Summary index
Journal
Website
Video
File
Photos
Journal
Journal
journal
journal
Added on June 20, 2014
Added on June 20, 2014
A collection of maps now being looked after by Pak Aryo
Text Book
Books
Humanities Alive 1 Chapter 7 Geospatial Skills
http://worldmap.org
Website
Added on May 28, 2014
ReFection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit
What do students already know, and what can
they do?
What have students encountered in this discipline
before?
Students know how to make an Work Cited.
However we need to teach them in-text citation,
end-notes and Work Cited. They have studied
history for the last two years of MYP they are
familiar with the skills and concepts e.g. NOPVL.
During teaching
What difOculties did we encounter while
completing the unit or the summative assessment
task(s)?
What skills need more practice?
How can we scaffold learning for students who
need more guidance?
Time was shorter than last year because the trip was
earlier, we only did Location and Place. It would be
better if the trip were 1 or 2 weeks later, to also
develop the rePection and content
Students did do a rePection the Orst week about
learning last year, PYP exhibition or other.
After teaching the unit

TIME! The trip was earlier this year than last and we
had to truncat what we tuaght. See if the trip can be
later next year. We also can make better use of
citation, They are doing it on the web page, but we
can highlight it more since the students comming
from year 6 are already strong in it, just jump in and
expect it.
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Global Jaya School
RePection and paragraph writing both need more

development
The three steps can scaffold can be improved by
Orst having the students write the narrative "Story",
then apply the three steps.
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Global Jaya School
Appendices: Assessment Index

Assessment Tasks
Calendar Summary
Summative
Formative
Semester 1
Aug
Sep
Oct
Nov
Dec
Apr
May
Semester 2
Jan
Feb
Mar
Jun
IB MYP Humanities (Year 7/MYP Year 2) A-TOM

Assessment Criteria
Tasks
Tue
30
Aug
QR
Task
8:00 PM
Location Paragraph Deconstruction
2016
After you have deconstructed the paragraph upload the whole Ole.
Thu
Task
Sep
2016
8:00 PM
Location map and concept map.

Combine both to one Ole and upload. See the sample attached if you
need.
SAMPLE_Location.docx
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Global Jaya School
Assessment Criteria
Tasks
Fri
Sep
QR
Task
8:40 PM
Prere4ection planner and paragraph
2016
Knowing and
understanding
4/8
Investigating
Communicating
Thu
Thinking critically
15
Sep
2016
N/A
5/8
4/8
Task
9:00 PM

1. Paragraph of Place
2. Add your models = climate map and photos.
3. Add your Concept Map
Upload to Managebac.
Place_concept_map_2016.docx
Sun
Oct
2016
Task
9:00 PM
HEI Homework
Complete your Paragraph and concpt-map for HEI.
conceptmap.docx
Thu
Oct
2016
Task
9:00 PM
HEI Analysis (Combined)

Hi 7A,
Combine the HEI paragraph, the HEI concept map and a few HEI
photo examples from the Walk-about or Jogja trip.
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Global Jaya School
Assessment Criteria
Tasks
QR
Remember if your photos match the examples from the paragraph or
concept mp you get extra points!
Make PDF and upload.
conceptmap-4.docx
Fri
Oct
2016
Task
9:00 PM
MOVEMENT WALKABOUT
Complete as many as you can. Take some photos.
Walk_about_activity_Movemen...
Mon
10
Oct
2016
Task
9:00 PM
Movment Paragraph Planner

Use the GO2 planner
paragraph_simple_go2.docx
Sat
15
Oct
2016
Knowing and
understanding
Investigating
Communicating
Task
9:00 PM
Five Themes Combined: Location/Place/HEI/Movement/ Region

Combine everything and make a PDF Ole.
Thinking critically
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Global Jaya School
Assessment Criteria
Tasks
Mon
N/A
N/A
N/A
N/A
31
Oct
2016
QR
Task
9:00 PM
Five Themes Webpage

Create a text document with the link to your webpage. MAKE SURE
IT IS THE CORRECT ONE.
IB MYP Humanities (Year 7/MYP Year 2) D-PJS

Assessment Criteria
Tasks
Tue
13
Sep
QR
Task
7:30 AM
2016
Knowing and
understanding
5/8
Investigating
Communicating
Fri
Thinking critically
16
Sep
Task
3:00 PM
Submit Planner
2016
N/A
5/8
5/8
Wed
Oct
Task
11:10 AM
2016
Page 15 of 18
Global Jaya School
Assessment Criteria
Tasks
Tue
11
Oct
QR
Task
3:00 PM
2016
IB MYP Humanities (Year 7/MYP Year 2) B-PJS

Assessment Criteria
Tasks
Tue
13
Sep
QR
Task
7:30 AM
2016
Knowing and
understanding
5/8
Investigating
Communicating
Fri
Thinking critically
16
Sep
Task
3:00 PM
Submit Planner
2016
N/A
4/8
4/8
Fri
Oct
Task
12:15 PM
2016
Page 16 of 18
Global Jaya School
Assessment Criteria
Tasks
Tue
11
Oct
QR
Task
3:00 PM
2016
IB MYP Humanities (Year 7/MYP Year 2) C-PJS

Assessment Criteria
Tasks
Tue
13
Sep
QR
Task
7:30 AM
2016
Knowing and
understanding
6/8
Investigating
Communicating
Fri
Thinking critically
16
Sep
Task
3:00 PM
Submit Planner
2016
N/A
5/8
5/8
Fri
Oct
Task
12:15 PM
2016
Page 17 of 18
Global Jaya School
Assessment Criteria
Tasks
Wed
12
Oct
QR
Task
3:00 PM
2016
Page 18 of 18

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Global Jaya School

MYP Interdisciplinary Unit Planner

Individuals and societies:

Thomas Bravo, Patrick Sweeney, Aryoseko Martaki