GRADE 1 UOI - COMMUNITIES

Transdisciplinary Theme:
How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems
and communities; the structure and function of organizations;
societal decision-making; economic activities and their impact
on humankind and the environment.

Unit Title: Communities

Central Idea: A community is a shared space where members
work towards a common purpose.

Lines of Inquiry:
Different types of communities.
How communities meet the needs of its members.
The different roles in a community.

Key Concept: Form, Function, Connection

Essential/ Teacher Questions: (Directly connected to the line

of inquiry and the key concept it relates to)

Related Concept: Roles, Interactions, Order, Systems

Skills:
• Communication Skills :Speaking, Listening, reading,
presenting
• Social skills cooperating, group decision making, adopting a
variety of group roles

Attitudes: Co-operation and Respect

Learner Profile: Open-minded and communicator

Subject Integration: PE, Music and Art

Unit Vocabulary:
Decision-making
Cooperation
Roles
Interactions
Order
Systems
Community
Participation
Responsibility

KNOW: (FACTUAL REAL WORLD EXAMPLES)

Use the PYP outcomes and NB outcomes from the curriculum
documents.
Students will know….
• There are different types of communities (schools, families,
teams, neighbourhoods, cities, countries, the world)
• Examples of the various members of a community
• The components of the local community (Hospital, school,
grocery shop, market, bus stations, metro etc,.)
• They can contribute
A. At home (Listening
B. Classroom (Communication –Listening; Participation,
Social- accepting responsibility, cooperating
C. School
D. Teams (Social – Group Decision making; Adopting a variety
of group roles)
• Rural and urban communities have different needs

UNDERSTAND: (CONCEPT) Create the enduring

understanding CI, LOI, TD Theme descriptor.
• Students will understand ...
• That a community is a shared space where members work
towards a common purpose.
• We belong to more than one kind of communities
• Members of a community follow rules
• communities meet the needs of its members
• Every member contributes to the community through their
actions

PSPE Connection:
1. Connections and interactions with other team members are
important for the success of the team
2. Our ability to perform our role is a key for the function of the
team

DO: (SKILL)
Students will be able to…
- describe and compare the various communities to which he or
she belongs
- recognize the components of a local community
- identify the contributions of different members of a community
- create and share his or her own story about being a community
member
- demonstrate how various public places serve the needs of
people in a community
• Explain and describe the consequences of having no rules
Building Factual, Conceptual and Debatable Questions:
Enduring Guiding Questions
Understandings
(Generalization)
Students will Factual - F, Conceptual - C, Debatable - D
understand that... (also called provocative) Keep D questions
to maximum 2 per unit
1. That a F: What is a community?
community is a F: What does purpose mean?
shared space F: What does common mean?
where members F: Why is it important to share?
work towards a F: What is a shared space?
common C: How do communities help us?
purpose. C:

2. We belong to F: What are the different kinds of

more than one communities?
kind of F: What are the communities that you
communities belong to?
F: How is home a community?
F: What does it mean to belong?
C: How do communities differ, and why are
these differences important?

3. Communities F: What is a need?

meet the needs of F: What is a want?
its members F: What is the difference between a need a
want?
C: Do we have all the same needs and want?
F: What are the needs in a community?
D: Do our needs and wants change? If yes,
how?
4. Members of a F: What are rules?
community F: What are some rules we have in the
follow rules classroom/school/home/Shenzhen
C: How do rules help our community?
C: What might happen if community
members don’t follow the rules?

5. Every member F: What does contribution mean?

contributes to the F: What is action?
community F: What kind of actions can you take?
through their C: How can our actions help the
action community?
C: How can our actions hinder the
community?

PSPE connection:
Connections and interactions
with other team members are
important for the success of
the team
F: What is a Team?
F: What is the purpose of the team?
F: How does team work?
C: Why connections are important in a team?
C: How do we create positive
connections and interactions?
C: how do we define success?
D: is it better to work as a team or do it all by myself?

Our ability to perform our role
is a key for the function of the
team
F: what is a role?
F: why do we need roles in a team?
C: What will happen if we won’t have roles in our team?
D: are roles always necessary when we work as a
team?

FORMATIVE ASSESSMENT PLANNING:

Formative Assessment FA # 1 (different types of

communities): Concentric circle of the communities
students belong to 1.

Yes No
Students could
describe 5+
communities they
belong to
Formative Assessment FA # 2 (How communities meet the
needs of its members):
• Students dress up as a member of a community, and
explain how their roles in meeting the needs and the
wants of the community members
Formative Assessment FA # 3 (The different roles in a
community):
• Students dress up as different community members and
will explain their role.
• Characters – Lego grid – each group responsible for a
hospital, fire station etc,.

SUMMATIVE ASSESSMENT PLANNING:

Follow the 3 steps (What, Why & How)

WHAT: INVESTIGATE…..(Unit Title or Major Topic here)

Communities in the real world
WHY: In order to understand that…. (1-2 unit
generalizations)
That a community is a shared space where members work
towards a common purpose.
HOW: Engaging Scenario performance (performance to
meet the WHY generalizations chosen above)

Task:
• Process-based whole group community development project
• Teacher poses a pretend scenario: Scientists have
discovered there is too much pollution in the world. The
members of Shenzhen have been chosen to populate a new
community on another planet! Our class has been chosen to
create the new community.
• After each stage of inquiry has been engaged in, we will
provide opportunities to add more to our community.

Success Criteria:
• Determine what the needs and wants will be on the new
community.
• Identify which community members will need to be part of
the community to meet its needs and wants.
• Identify the facilities the community will need.
• Establish rules that will be helpful to the community.
How do we ask questions in a way that encourages students to
make connections to the central idea and trandisciplinary
theme?
Success Criteria:

Monday Tuesday Wednesd Thursda Friday

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Provocation – Expeditions on Google Earth

Learning experiences from MB from 2018 Unit :

Homeroom:
Tuning In Learning Experiences:
Students write what they 'wonder' about a community on a
sticky note, and post their sticky notes on the whiteboard, under
the heading "wonder". Students then share some of their
questions.
Students take a walk around their school community. Prior to
going for the walk they predict what they think they'll see. After
going for their walk they write down what they actually saw.
Discuss what they saw, and create a 'community' book together,
creating one picture each of something they saw in their
community. (Connection, Function)
Reflect on the walk on Friday. Talk about what we saw. Ask
what is the purpose of the things in the neighbourhood? What is
the purpose of the hospital? What is the purpose of the security
guards? What is the purpose of the bus stop ? Etc. Now would
be a good time to also reflect on our responsibilities in the
classroom and in the community . Students can record their
thinking on the circle map/bullseye thing (to be sent out).
MUSIC - 1. Students will sing a community song and be guided
to think what is the most important thing in an community. 2.
Music appreciation activity: students will listen to a song which
including the nature sounds and peaceful feeling. Students will
be guided to use different colour and different shapes to
represent their feelings for the different nature sounds. After we
finish this activity, the teacher will post all the students' work on
the board and students will have a clear sense that even we are
listening to the same music, different people have different
perspectives. So in this class, everybody have many things in
common but also something unique and special. Then we talked
about people play different roles in a community. 3. Students
will brainstorm what are the important elements in a school
community. Then they explore what are the important elements
in a music community. Finally students will get to the point
where instruments community has a positive impact on people's
life.
Finding out Learning Experienc
Students walked around the school to look at how our school is
organized, physically, the different roles of people in the school.
They recorded their observation and discussed and reflected
about what they saw. Talk about how each thing/person they
saw meet the needs and wants of our school community.
Introduce urban, suburban, rural. Show one/many pictures of
each community at a time. ask the students to observe the
picture and talk about what they see. Repeat for all three
pictures. Do a grafitti walk listing all their observations.
MUSIC -
1. School community - Students will be encouraged to
brainstorm as many important elements as possible within a
school community. Then students and teachers will discuss
together that does any connections between two, three or among
more elements, why do they have connections. If we got a
conclusion that people/things in the community definitely have
connections with each other, then how about in an instrument
community? If we change people to instruments, does this
statement still effective?
2. Instrument community - The teacher will introduce the four
instrument families to students and explain the most important
feature of each family. Instruments are unique as us, they have
families as well as belong to a small or large community. In this
process, students will discover instruments' family names,
features and sounds.

Sorting Out Learning Experiences

Connect classroom community with neighbourhood
community. We know the purpose of the commuity is to
meet the needs/wants of the people, just like our classroom.
We have things that we are all responsible for like putting
garbage in the garbage can, etc. then there are things that
we need help with like keeping the safety of the
neighbourhood. Have class think of all the needs and wants
our neighbourhood may have. Class: Go and brainstorm.
Then share their responses.

Yesterday, we created a list of our needs and wants of our

neighbourhood community. Now let's think of who is
responsible for the needs and wants. Then get into the different
roles in our neighbourhood (commuity helpers). This is a good
opportunity to explore with the community helper toys.

Come up with some interview questions to ask the different

people in our school and split into different groups to interview
different people. Potential people that they can interview: guard,
cleaners, food service provider, Mr. Swanson, Mr. Russel, Ms.
Purti, front desk helpers, IT, etc. The rest of the class can do
classwork (reading, writing, math).
Now that we know about the roles of people in our school
community, let's look at the things and how they meet the needs
and wants of our community. Have half the class walk around
the school to look at things around the school and half the class
look at classroom materials. complete chart on things they see
around the school and how they meet the needs and wants of the
community.
Look at our classroom. Use your eagle eyes. Try to find both
big and little things that we are using in our classroom to meet
our needs and wants. Give student same sheet we used for
entire school, and have them fill it out for our classroom. (this is
formative for some. You are free to have your student create a
maker space, if you feel this is at their level).
Picture walk of the different types of communities (rural, urban,
different schools around the world, etc.) think about the different
needs/wants of the community. We did class Venn diagram
about the similarities and differences of the different
needs/wants between two communities.
MUSIC - Students will learn an instrumental song which
including four different instruments, Trumpet, Timpani,
Clarinet, and Horn. We will invite Ms. Godkin, the ISNS Band
conductor to come and demonstrate the melody on the real
instrument. Students will need to sing each part of the song
along with the instrument and then tell Ms. Godkin which
family does Ms. Godkin's instrument belongs to.

Going Further Learning Experiences

Based the list of commuity helpers from yesterday (plus some

teacher input), students choose which roles they want to inquire
into. Then students can individually or in groups, learn about
these roles.

Student’s select from a choice of CH roles. Do presentations in

groups, and assessment formative while they are presenting.

- Materials we can use in this assessment: costumes,

figurines, books,
MUSIC - Students will be guided to watch a few orchestra
pieces and will be observed to see whether they can identify the
instrument's name, seating and feature.
Making Conclusions Learning Experiences:

1. Students will show their understanding by illustrating and

writing the various communities they belong to such as ISNS,
students, China etc. (Connection)
2. Students focus on “how I can help in my classroom
community” – Students create their own personal goal and 3
action steps for how they will meet their goal. Each day, they
will reflect and rate how well they did at achieving their actions
by coloring in 1, 2 or 3 stars. They take a picture of their goal
sheet on Seesaw and record what their goals and actions were.
(Responsibility)
3. Students will look at the IB attitudes and choose what are the
qualities a good citizen should have and explain why it is
important to possess these attitudes.(Responsibility,
Connection).

MUSIC - After watching the orchestra pieces, the entire class

will discuss the reason why some people love to listen to
orchestral music, what the orchestral music make them feel, how
can we make more people love orchestral music.
What opportunities will occur for transdisciplinary skills
development and for the development of the attributes of the
learner profile?
Homeroom:

Attitudes: Integrity & Appreciation

Opportunities for Development:
Students will interview different people around the school.
This will enable them to appreciate their roles in the school
community.
Through discussing responsibilities inside and outside of the
classroom and taking on classroom roles, students will gain
an understanding of what it means to be a good citizen and
understand the meaning of integrity.

Skills: Social Skills & Thinking Skills

Opportunities for Development: Building communities in
groups while participating and listening to each other will
build their social skills.
Discussing which elements should be included in their
summative assessment will further develop their thinking
skills.

Learner Profiles Attributes: Balanced & Communicator

Opportunities for Development:
We hope to encourage the students to understand that one
person can "juggle" different roles and still be balanced.
Discussions related to the importance of communities
working together will help students see the importance of
being a communicator, read alouds and watching videos of
communities around the world will prompt discussions and
help students be a good communicator to express their
views.

MUSIC:
Attitudes: Appreciation - Students will listen to the guest
musician Ms.Godkin playing instruments for them and share her
experiences of playing instruments. Students will gain an
understanding of how strong relationship it could be between a
person and her/his instrument. This will help enforce students'
thinking that instruments are our friends and we need to show
our appreciation to the instruments and the people who play
them.

Skills: Thinking Skills, Social Skills and Communication Skills

- Brainstorming about the school community, music community
and instruments community should help them develop their
thinking skills. Exploring different instruments as a circle format
and share ideas with each others will help develop their social
skills and communication skills.

Learner Profiles Attributes: Caring & Communicator -

Discussions related to the instruments' family and community
will help students understand the most strong part and weakness
part of each instrument. The way the teacher guid students to
understand is that instruments are our friends and we need to
show caring to them. Also within this unit, how can we
communicate our idea to the teacher and other students is also
another task we will focus on this unit.