PYP PLANNER

Class/Grade: Grade 1 and Grade 2 Age Group: 6 to 7 years old

School: Causa Prima School Code:

Title: My Trip and My Journey Teachers: Farissa Amelia Wahnas, S.Pd

Dates: 20th April 2020 – 5th June 2020

Proposed Duration in Hours: 4 hours/day (120 hours)

Proposed Duration in Weeks: 5 weeks

PLANNING THE INQUIRY

1. What is our purpose?

To inquire into the

following:

- Trans disciplinary Where We Are in Place and Time

theme:

- Central idea: People use maps to explore and navigate different parts of the world.

Enduring Students make and use their own map into their daily basis.
Understanding:

Summative assessment  Making my map

task(s): Students will make their own map in big paper cardboard. It shows
the way from home until school include the buildings and the
roads that they passed by. Explaining the map and record it in the
video.

Strategy: Observation, Open ended questions

Tool: Anecdotal record, checklist

 Essential Elements
Assessed:

Skills: Thinking skill, Research skill and Self-management skill

Concept: Form, Change, Function

Knowledge: Exploring the physical geography with different maps as the navigation.

Profile: Knowledgeable, thinkers, inquiries

Attitude: Independence, curiosity, Integrity

2. What do we want to learn?

What are the key concepts (form,  Form

function, causation, change,
 Change
connection, perspective, and
responsibility, reflection) to be  Function
emphasized within this inquiry?

Related concepts: Location, Discovery, Geography, Orientation

What lines of inquiry will define  Physical geography around the world
the scope of the inquiry into the  The evolution of maps
central idea?  Purpose and importance of navigation

What teacher  What are the examples of physical geography?

questions/provocations will drive  What is map?
these inquiries?  What is navigation used for?
 What are the types of navigation?
 How is the evaluation of maps?

Provocations: Pictures, video, books, presentation, articles, e-books

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?
What are the possible ways of
assessing student learning in the
context of the lines of inquiry?
What evidence will we look for?
Tuning In:
The teacher shows the pictures the geography around the world.
 Pre assessment – The teacher asks the students to read
the articles, books, newspaper or magazine related with
the world geography. Then, students do show and tell
based on the knowledges that they get.
 Evidence – The students know about the geography and
prove it through the pictures or resources that they get.
Finding Out:
 Students show and tell the resources about physical
geography around the world.
 Students explain the history of map.
 Students discuss together about navigation.
They will cover for;
 Class discussions – accurate use of unit vocabulary,
comments which show understanding of unit concepts,
student’s reasoning for categorizations
 Illustrations – Detail which shows understanding of
geography, map and navigation.
 Think/Pair/Share – productivity, cooperation, discussions
using relevant details, stay on topic, knee to knee, eye-to-
eye
 Class Chart - Responding to Read Aloud – identify
connections to their own lives
 Class Graphic organizers – accurate understanding
 Songs and poems – active participation
 Oral presentations – Accurate representation of topic
 Circle Time – participation, active listening, attention,
appropriate vocabulary, complete sentences, staying on
topic
 Craft Activities – fine motor, stay on topic, follow
directions, stay on task, appropriate use of materials and
supplies
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?
What opportunities will occur for
trans disciplinary skills
development and for the
development of the attributes
Of the learner profile?
SORTING OUT
 Finding out different resources related with the topic.
 Sharing the knowledges based on the resources.
 Making the real objects of maps to make learning
experience better.
MAKING CONNECTION
Skills:
- Research skill: Students find out the resources about
physical geography, maps and navigation through books,
articles, newspaper, magazine.
- Thinking skill: Students explain the topic with their own
words based the knowledges from the resources.
- Self-management: Students realize about the importance
and the influences of navigation and map in our live.
Profile and Attitude:
- Knowledgeable: Students get more information from the
resources and know how to deal with the topic.
- Thinkers: Students elaborate the topic with their own
words based on the knowledges.
- Inquiries: Students have their curiosity when learn
geography, maps and navigation.
- Independences: Students show how to deal with the
topic by themselves in order to apply it into the daily
basis.
- Curiosity: Students have interested in learning this topic
to get more better understanding.
- Integrity: Students show their consistently when dealing
with this topic with have strong principles.
5. What resources need to be gathered?
What people, places, audio-visual
materials, related literature,
music, art, computer software,
etc, will be available?
How will the classroom
environment, local environment,
and/or the community be used to
facilitate the inquiry?
REFLECTING ON THE INQUIRY
Author Study /YouTube clips /Drawing Activities / Writing –
Recounts/ Reading eggs
 Power point presentation
 Books
 You Tube:
 North South East West | Cardinal Directions | Geography
for Kids | Geography Games
 Kids vocabulary - Map - Using a map - Learn English for
kids - English educational video
 Learn About Maps - Symbols, Map Key, Compass Rose
 The Geography Song | Globe vs Map Song | Scratch
Garden
 Know Your Globe
 Cartoon for Kids‼️Physical maps. Social studies for
Children
 How to Make a Map | Geography for Kids | Made by Red
Cat Reading
 The Directions Song | The North South East West Song |
Scratch Garden
 How did early Sailors navigate the Oceans?
 How To Navigate Using the Stars
 Maps and Cardinal Directions -Reading Maps for kids
 Learn Reading Maps
 Teaching: How to Teach Young Children to Use the
Compass
 Short Stories for Kids - What's a Compass?
 Parents help students at home
 Students -parents project
 Online learning program
6. To what extent 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 teachers
involved in the planning and
teaching of the inquiry should be
included.

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.
- Make anecdotal record more detail
- Personal approach
- Having mutual conversation

What was the evidence that

connections were made between
the central idea and the trans
disciplinary theme?

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 trans disciplinary skills?

· Develop particular attributes of the learner

profile and/or attitudes?
8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and

student questions and highlight any that were
incorporated into the teaching and learning.

At this point teachers should go back to box 2

“What do we want to learn?” and highlight the
teacher questions/provocations that 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.

9. Teacher notes

Integrated with Art :

Integrated with Math :

Integrated with LA :

Integrated with Fine and gross motor skill:

Weaknesses: