Unit Title: Migration

Transdisciplinary Theme Central Idea Integration

Where We Are In Place And Time Human migration involves Math (data)
An inquiry into orientation in place and time; personal histories; homes and challenges and opportunities.
journeys; the discoveries, explorations and migrations of humankind; the Writing (autobiographies)
relationships between and the interconnectedness of individuals and Reading (biographies – A Long to
civilizations, from local and global perspectives. Water)
Mandarin (autobiographies,
biographies)
Lines of Inquiry Key Concepts Related Concepts Teacher Questions
An Inquiry into Causation Diversity  Why do people migrate?
1. Reasons people migrate Connection Conflict  What are the positive and negative effects of
2. The effects of migration Perspective Stereotype migration?
3. People’s perspectives on Misconception  What different perspectives do people have about
migration Adversity migration?
Assimilation
Approaches to Learning Learning Profile Attributes Action
RESEARCH SKILLS Reflective ADVOCACY
Pg. 34, Learning and Teaching Open Minded Pg. 31, The Learner
Sub-Skills: -Sharing ideas with others,
1. Information Literacy for example, peers, school
FORMULATING & PLANNING leadership, local or global
-Ask or design relevant questions of community organizations
interest that can be researched -Presenting reasoned
-Outline a plan for finding arguments on behalf of
necessary information others
-Initiating, or being part of, a
DATA GATHERING & campaign for positive
RECORDING change
-Gather information from a variety
of primary and secondary sources SOCIAL JUSTICE
-Record observations by drawing, -Exploring issues of fairness
note taking, charting, tallying, from different perspectives
writing statements, annotating -Challenging assumptions
images. and generalizations
-Being aware of, and
EVALUATING & inquiring further into,
COMMUNICATING challenges and opportunities
-Draw conclusions from in the local and global
relationships and patterns that community
emerge from data
-Present information in a variety of
formats and platforms
Understand Know Do
1. People migrate for different reasons 1. There are push and pull factors that cause 1. Locate on a globe or map his or her place in
2. The challenges and opportunities of migration people to migrate. the world, and its relationship to various other
3. Family and culture impact the individual 2. There are many challenges and opportunities places
4. Individuals respond differently to conflict and of migration. 2. Explore how families influence the individual
adversity 3. Family values and history have an impact on 3. Compare and contrast current family
Migration trends can be shown and analyzed experiences with those of a previous
5. the individual.
generation
through data 4. Migration can cause misconceptions and 4. Reflect upon how beliefs affect the individual
adversity within a community. and society
5. Surveys can be used to collect data. 5. Identify reasons why people migrate
Math
6. Data can displayed in different ways to 6. Analyse ways that people adapt when they
1. Data can be collected, organized, displayed
communicate and interpret information move from one place to another
and analyzed in different ways. Different graph
7. Identify the long-term and short-term effects of
forms highlight different aspects of data more
migration
efficiently.
8. Assess settlement patterns and population
distribution in selected regions, areas or
countries
9. Compare and contrast two or more different
human migrations
10. suggest ways in which an individual can
overcome adversity
11. Reflect on his or her own misconceptions
about people (for example relating to age, race,
gender, disability)
12. Document examples of conflict (local and
global) and identify the causes and
consequences
13. Explore how cultures may have certain
expectations of how to act and dress, and the
ways this may differ according to private and
public contexts
14. PYP LS 3.1 Listen attentively and speak
appropriately in small and large group
interactions
15. NB LS 1.1 Describe, share and discuss
thoughts, feelings, and experiences and
consider others’ ideas
16. PYP VP 3.9 Realize that text and illustrations
 in reference materials work together to convey
information, and can explain how this
enhances understanding
17. NB VP 4.3 Use pictorial, topographical, and
organizational features of written texts to
determine content, locate topics and obtain
information
18. NB VP 5.1 Answer, with assistance, their own
questions and those of others by seeking
information from a variety of texts
- Identify their own personal and learning needs for
information
-Generate their own questions as a guide for
research
-Use a range of print and non-print materials to
meet their needs
-Use basic reference materials and a database or
electronic search
-Reflect on their own research process
19. NB VP 6.1 Make personal connections to text
and describe, share, and discuss their reactions
and emotions.
20. NB VP 7.1 Question information presented in
print and visual text.
-Use a personal knowledge base as a frame of
reference.
21. NB VP 7.2 Identify some different types of
print and media texts
-Recognize some of their language conventions and
text characteristics
-Recognize that those conventions and
characteristics help them understand what they read
and view
22. PYP R 3.1 Develop personal preferences,
selecting books for pleasure and information
23. PYP R 3.7 Recognize and use the different
parts of a book, for example, title page,
contents, index
24. NB R 4.3 Use pictorial, typographical and
organizational features of written texts to
determine content, locate topics, and obtain
information
25. NB R 4.4 Use and integrate, with support, the
various cueing systems (pragmatic, semantic,
syntactic and graphophonic) and a range of
strategies to construct meaning
-Use after-reading/viewing strategies such as
· Reflecting about the text
· Responding to the text (through talking,
writing, or some other means of representation)
· Asking questions about the text
26. PYP W 3.7 Use increasingly accurate
grammatical constructs
27. NB W 8.2 Explore, with assistance, ways for
making their own notes.
28. NB W 10.5 Select, organize, and combine
relevant information, with assistance, from at
least two sources, without copying verbatim, to
construct and communicate meaning

1. PYP DH 3.1 Understand that data can be

collected, displayed and interpreted using
simple graphs, for example, bar graphs, line
graphs
2. PYP DH 3.2 Understand that scale can
represent different quantities in graphs
3. PYP DH 3.4 Understand that one of the
purposes of a database is to answer questions
to solve problems

Transferring:
4. PYP DH 3.6 collect, display and interpret data
using simple graphs, for example, bar graphs,
lines graphs

Applying:
5. PYP DH 3.10 Design a survey and
systematically collect, organize and display
data in pictographs and bar graphs
6. PYP DH 3.11 Select appropriate graph form(s)
to display data
7. PYP DH 3.12 Interpret range and scale on
graphs

Enduring Understandings (Students will understand that…)
8. NB W 8.2 Explore, with assistance, ways for
making their own notes.
9. NB W 10.5 Select, organize, and combine
relevant information, with assistance, from at
least two sources, without copying verbatim, to
construct and communicate meaning
Guiding Questions (Factual, Conceptual & Debatable questions)

People migrate for different reasons F: What is a refugee?

F: What is human migration?
F: What is an immigrant?
F: What is a push factor?
F: What is a pull factor?

C: What are the causes of migration?

C: How do people migrate?
The challenges and opportunities of migration F: What are misconceptions? (race, disability)
F: What is diversity?
F: What is discrimination?
F: What is the difference between challenges and opportunities?

C: How can migration provide opportunities?

C: How can migration cause challenges?
C: How to people perceive migration?
Family and culture impact the individual F: What is culture?
F: What is a generation?

C: How do families influence migration?

C: How does your family influence you?

D: Is there differences between school and home values?

Individuals respond differently to conflict and adversity F: What does adapt mean?
F: What is assimilation?
F: What is conflict?
F: What Is adversity?

C: How do people adapt when they move from one place to another?
C: How can migration effect the individual short-term? Long term?
 D: Should you adapt to another culture or maintain your own?
Migration trends can be shown and analyzed through data F: What is population?
F: What is settlement?

C: How can you effectively draw conclusions about migration from data?
C: Why is population distributed differently throughout different regions, areas or
countries?
Enduring Understandings for Integrated Guiding Questions
Subjects/Units
Math: Data can be collected, organized, displayed and analyzed in F: What are different types of graphs?
different ways. Different graph forms highlight different aspects of F: What is a scale?
data more efficiently. F: What is range?

C: Which graphs are best used to display different types of information/relationships?

C: How can we collect data?
C: Why are scales used in graphs?
C: How do we interpret graphs?
C: How do you design a survey?

Provocation Planning
Students will travel around the room and look at different objects and pictures Resources
related to migration. They will think of connections between the objects and Suitcase
record 10 words that they think of throughout the process. As a class, students Bag of clothes
will share their words and create a word cloud of all the words thought of by the Migration books
class. Students will view their word cloud to determine if they can guess the Photos (passport, country flags, map, natural disasters, refugee camps)
new unit title.

Formative Assessment Planning

Formative assessment Task Success Criteria Assessment Tool

Name of task: Push and Pull
Factors
Due date: March 2nd
Students will choose between two
different tasks:
 Create a poster for the push and
pull factors of migration
 Write a 2.6 paragraph explaining
the difference between push and
pull factors of migration
Teacher expectations: Students will Anecdotal Notes
 Use their research skills to:
o Make a plan
o Organize their information
o Present their information
 Identify 3 or more push or pull
factors

Name of task: Short-Term
and Long-Term Effects of
Migration Keynote
Students will choose one of three young
immigrants on the Scholastic website to
complete this task. They will gather
 Use their best effort
 Review their work before
submitting
Teacher expectations: Students will Checklist
 list 3 possible short-term effects of migration for the young
immigrant they chose.

Due date: March 17th information and determine the short-  list 3 possible long-term effects of migration for the young

term and long-term effects for that immigrant they chose.

young immigrant. They will then  have a title slide on keynote for their presentation.

present their information using Keynote.
 have a Short-Term Effects slide on their keynote
presentation.
 have a Long-Term Effects slide on their keynote presentation.
 use their best effort.
 review their work before submitting.

Name of task: Perspectives on
Migration Reflection
Due date: March 19th
Students will answer three reflection Teacher expectations: Students will Anecdotal notes
questions in response to Dreamers by  answer each question in a complete
Yuyi Morales after completing a circle sentence.
of viewpoints.  use details from the text to support
1. What adversity did Yuyi face? their answer.
2. How did Yuyi’s perspective of  use their best effort.
migrating to a new country change?
3. Do you think she is happy with her
decision to move to the United
States and stay there? Why or why
not?

Summative Assessment Planning (follow the 3 steps – WHAT, WHY & HOW)
What: investigate…  Why: in order to understand that… How: engaging scenario performance

Two parts: Two parts: Two parts:

1. Students will create a graph using the family
migration data collected by grade three
students. They will analyze and interpret their
graphs by drawing strong conclusions.
2. Students will investigate connections between
mentor texts read over the unit and the central
idea. They will explain connections to the
1. In order to understand that data can be
collected, displayed and interpreted using
simple graphs.
2. In order to understand that human migration
involves opportunities and challenges.
1. By creating a graph on paper or using the
online graphing website. They will post a
picture of their graph to Seesaw and record or
write strong conclusions they can make from
the data they displayed.
2. By writing or recording their connections and
explaining their thinking.
 transdisciplinary theme.
Task Success Criteria Assessment Tool

1. Students will chose a graph that best displays
the migration data they have chosen. They will
create their graph on paper or using the
graphing website. They will then upload a
picture of their graph to Seesaw and interpret
the data by making strong conclusions about
the data represented.
2. Students will choose a mentor text we have
read over the unit. They will then record their
answer in their notebook or record their
answer using the Seesaw recording tool to
explain how their chosen book connects to the
central idea: human migration involves
opportunities and challenges. Students will
then explain connections to the
transdisciplinary theme.
Students will be able to 3 Point Rubric (Self-Assessment and Teacher
 create a graph that clearly represents the Assessment)
migration data chosen.
 make strong conclusions from the data in
her/his graph.
 use key information from the unit to show
his/her understanding of the central idea.
She/he will use details from the book to
explain his/her thinking.
 make connections to the transdisciplinary
theme.
 use her/his best effort.

Migration Learning Experiences

Learning experience Key and ATLs Learner Profile
Related Concepts Attribute
Mapping
F: What is human migration?
Students will view a Brain Pop Jr. Video about reading maps. They will Research (Information
then be asked to complete a Seesaw activity where they use a map to Literacy): Data
Connection Reflective
answer different questions. (Example: What is a country that is north of Gathering and
China? They will then be shown an example of a teacher migration. Recording
Afterward, they will be asked to show on the map the migration of another
teacher.
Goal Setting
Students will explore the different research sub skills using student-
friendly posters for each. They will be asked to turn and talk and reflect on
Self-Management
which research skills they feel they do well. They will then be asked to
(Organization):
consider which they need to work on and create a goal that they will keep Set goals that are
Reflective
in their UOI notebook and reflect on throughout the unit. They can then challenging and realistic
post a picture of their goal on Seesaw. At the end of the unit, students will
have the opportunity to reflect on their goal to determine if they met it
and/or how they will continue to develop this skill in the future.
 What is Migration?
F: What is human migration?
F: What is an immigrant?
C: What are the causes of migration?
As a class, students will explore the stories of young immigrants on the Perspective Research (Information
Scholastic website. They will be asked to take notes as they go (facts and Literacy): Formulating Reflective
information, questions, thoughts, new/important vocabulary). Once all of Assimilation and planning
the young immigrants have been explore together, students will be given
some extra time on their own to explore the videos accompanying each
immigrant's story. Students will choose one question they had from
today’s lesson and add it to the class wonder wall.
Why People Migrate
C: What are the causes of migration?
Students will be encouraged to take notes throughout today’s lesson about
reasons people migrate. They will be shown some different examples of
Research (Information
how to organize their notes and choose a method that is efficient for them. Causation
Literacy): Data
Students will then listen to the read aloud Paper Son by Helen Foster
Gathering and Open-Minded
James and Virginia Shin Mui Loh. Students will take notes as the book is Conflict
Recording
read aloud. Students will then be asked to think back to the immigrants Adversity
they read about in the last lesson and add to their notes. They will then
think about what they have read so far in A Long Walk to Water and add
additional thoughts to their reasons people migrate notes. The class will
then come together and share the ideas to make a class chart.
Push and Pull Factors
F: What is a push factor?
F: What is a pull factor?
C: What are the causes of migration?
Students will think about the reasons people migrate notes they made Research (Information
during the last engagement. They will consider how they could group Causation Literacy): Data
these reasons. Students will then be taught about push and pull factors. Gathering and Reflective
Students will think about different sources they could use to research. Conflict Recording
They will be shown some examples of primary and secondary resources.
As a class, students will explore 2 books: Middle Eastern Migration and
Jewish Migration. Afterward, students will be asked to complete the Push
and Pull Factors Formative Task. They will have the next class lesson
time to work on this as well.
Drawing Conclusions from Migration Data Connection Research (Information Open-Minded
F: What are different types of graphs? Literacy):Evaluating
C: How do we interpret graphs? Conflict and Communicating
C: How can you effectively draw conclusions about migration from data Adversity
represented in graphs?
Students will review how data can help them draw conclusions,
particularly during this unit. Students will begin by watching a Brain Pop
Jr. Video. Students will review a growth mindset and how to persevere
even when things are challenging. Students will then review parts of a
graph by looking at a migration map as a whole class. Students will
participate in a gallery walk of graphs and will be asked to answer a
variety of questions about each graph that will help them draw
conclusions.
Population, Opportunities, Challenges
F: What is population?
C: Why is population distributed differently throughout different regions,
areas or countries? Research (Information
Students will explore a read aloud as a whole class called Graphing Causation Literacy): Data
Open-Minded
Migration (Real World Data) to explore the effects of migration on Gathering and
population. Students will then take on the role of a policy maker. They Conflict Recording
will need to consider themselves in charge of a country and create policies
about who can come into the country and who cannot. They will then need
to create a t-chart that outlines the opportunities and challenges that their
decision presents.
How Families Influence Migration
C: How do families influence migration?
C: How does your family influence you?
Students will think about how families can influence migration. They will Research (Information
listen to a text read aloud titled “How to Write an Interview”. Students Causation Literacy): Formulating Reflective
will brainstorm questions in their table groups to ask their families to gain and planning
information about their migration stories. Together, a class list of
questions will be generated. Using the questions from all classes, a survey
for students to take home to complete with their parents will be generated.
Adapting to Migration
C: How do people adapt when they move from one place to another? Research (Information
Students will consider how people have to adapt when migrating. They Literacy): Data
Connection
will listen to a read aloud titled “My Two Blankets.” They will also view
Gathering and Open-Minded
two videos of two different children’s migration stories. Students will then
Conflict Interpreting
be asked to create a T-Chart listing the positive effects of migration and
the negative effects of migration. They can also use information gathered
from sources from previous lessons to add to their t-charts.
Culture Causation Research (Information Reflective
F: What is culture? Literacy): Data
Students will view a video describing culture. They will be asked to Diversity Gathering, Organizing
record some aspects of their culture in their notebooks (food, holidays, and Presenting
values, beliefs, clothing, etc). As a class, the students will listen to an
EPIC read aloud text about Ghana. Together, the class will create a Venn
Diagram comparing their culture to the culture of Ghana (some Venn
Diagrams will differ depending on individual students’ cultures). Once an
example is completed as a class, students will then choose an additional
book to read on EPIC about another culture. They will complete their own
Venn Diagram comparing their culture to that culture.
Short-Term and Long-Term Effects of Migration
F: What are misconceptions? (race, disability)
C: How can migration effect the individual short-term? Long term?
Students will think back to the T-Charts they created to outline the
positive and negative effects of migration. They will then consider if these Causation Research (Information
effects happen right away and/or if they last over time (short-term, long- Literacy): Data
term). Students will then listen to a read aloud of My Name is Sangoel. Stereotype Interpreting and Reflective
They will turn and talk with a peer to discuss how migration affected him Misconception Presenting
right away (short-term) and how it might affect him in the future (long
term). Students will share their answers with the class. Students will then
complete a formative task that has them outline the short-term and long-
term effects of migration for one of three young immigrant stories on the
Scholastic website.
Perspectives on Migration
F: What Is adversity?
C: How to people perceive migration?
Students will revisit the concept of adversity which they learned during
the Active Citizens unit of inquiry. They will listen to a read aloud of
Dreamers by Yuyi Morales. They will then complete a Step Inside Perspective Research (Information
Literacy): Observing Open-Minded
thinking routine where they will write from the perspective of the author
Adversity and Interpreting
about what she saw, thought, felt and wondered. In the second part of this
lesson, students will then complete a Circle of Viewpoints to outline the
perspectives of other characters in the book that may have had different
perspectives than the author. Students will first complete a Circle of
Viewpoints with the teacher using A Long Walk to Water as the example.
Family Migration Comparing
C: How can you effectively draw conclusions about migration from data?
Research (Information
Students will help organize data from their family interviews in a Grade
Connection Literacy): Data Reflective
Three overall excel sheet. They will then analyze data by working with a
Interpreting
peer to compare and contrast their family interview data using a Venn
Diagram.
Taking Action Connection Research (Information Reflective
Students will be asked to consider how their Raz-Kids star donations for Literacy): Presenting
clean drinking water for families around the world connects to the Findings
migration unit. They will then use their new Keynote presentation making
skills to create a slide for the announcements to promote Raz-Kids star
donations for other grades. The class will vote on which slide will be
submitted to use in the announcements.

Writing Learning Experiences

Learning experience Key and ATLs Learner Profile
Related Concepts Attribute
New Writing Unit Provocation Research Skills - Reflective
Students will listen to the book titled “When I was 4” and the discuss what Perspective DATA GATHERING
they think the new writing unit will be. Students will them fill in the “All & RECORDING
About Me” graphic organizer with information about themselves. -Gather information
from a variety of
primary and secondary
sources
1st Person Perspective Research Skills - Reflective
Students will turn are talk with a partner to discuss about what they Perspective FORMULATING &
remember about the 1st person perspective. Students will then look at PLANNING
examples of 1st person perspective words. Next, they will listen to an -Ask or design
excerpt from the book ‘I am Amelia Earhart’ by Brad Meltzer. After the relevant questions of
reading students will explore some mentor sentences from the book. interest that can be
Using these sentences, they will create their own sentence starters and researched
they will finish these sentences with details from their own lives.
Important Events Research Skills - Open Minded
Students will begin to reflective on important events in their lives. They Connection DATA GATHERING
will explore examples of important events that might connect to their & RECORDING
lives. They will then look at an example of an ‘Important Events’ graphic -Gather information
organize. Students will then create their own ‘Important Events’ graphic from a variety of
organizer for the important events in their lives. primary and secondary
sources
Order of Events Research Skills - Reflective
Students will be asked to think about all the things they did the day before Perspective DATA GATHERING
and discuss it with a partner. Students will then share some of their ideas. & RECORDING
Students will then look at a way they can better organize their ideas. -Gather information
Students will learn about the concept of chronological order and what is a from a variety of
timeline. Students will then explore different methods of creating primary and secondary
timelines that all have the same key features. Students will then create sources
their own timelines using their ‘All About Me’, ‘Important Events’
graphic organizer as well as photos.
Quotations Day 1 Form Research Skills - Thinker
Students will explore an excerpt from the book ‘Judy Moody Predicts the Function EVALUATING &
Future’ by Megan McDonald. Student will share what they notice about COMMUNICATING
the paragraph. Students will then learn the big idea of the lesson being -Draw conclusions
how to proper use quotation marks. Next, they will compare two different from relationships and
quotes for how they are the same or different. Finally, students with patterns that emerge
teacher support, will create more examples of sentences using quotations from data
properly.
Quotations Day 2 Form Thinking Skills - Thinker
Students will write down the big idea about quotation marks in their Function ACQUISITION OF
writer’s notebook. Next, they will explore 3 different versions of a KNOWLEDGE
sentence using quotation marks and discuss how each version sounds and -I can find out facts. I
if the meaning of the sentence changes depending on how the quotations can learn about new
are used. Finally, students need to extend their thinking and try to create a ideas. I understand and
rule about how to properly use quotation marks from the past two days use new vocabulary. I
using their observation and thinking skills. can remember what I
have learnt.
Autobiography Hooks Form Research Skills - Knowledgeable
Students will turn and talk about the different ways they have learned how Function PLANNING
to hook their audiences. They will then decide which one would work best Perspective -I think about what I
for an autobiography. Students will then explore 4 different options with am going to do. I can
examples. Next, with teacher support they will create 4 hooks using the write an outline (plan)
different methods. Finally, students will try to write 2 different hooks for what I am going to
using the different methods and pick which one they want to use in their do. I can think of way
autobiography. to get the information I
need.
Autobiography Body Paragraph Day 1 Research Skills - Reflective
Students will explore the function of their body paragraphs in their PLANNING
autobiographies. Next, they will learn the form of their autobiographies. -I think about what I
They will write 4 paragraphs (Three 1.4 paragraphs and one 2.6 am going to do. I can
Form
paragraph). Then, they will compare using a Venn diagram the similarities write an outline (plan)
and differences between a persuasive paragraph and an informational Function for what I am going to
paragraph. Next, they will review some student exemplars from the year do. I can think of way
before. Finally, students will be given time to draft a body paragraph and to get the information I
share. need.
Autobiography Body Paragraph Day 2 Form Thinking Skills - Thinker
Students will review the form of their autobiographies. Next, students will Function ACQUISITION OF
look at different examples of transition phrases we can use to connect our KNOWLEDGE
2 body paragraphs. Students will then be show exemplars of past students -I can find out facts. I
work and the 3 paragraphs written by the teacher. Finally, students will can learn about new
review what chronological order means so they can start their
autobiographies from the beginning of their lives to the present. Students ideas. I understand and
will then be given time to draft their 2 body paragraphs and time to share use new vocabulary. I
at the end. can remember what I
have learnt.
Autobiography Conclusion Research Skills - Reflective
Students will review the form for a 1.4 paragraph. Students will then look PLANNING
at the function of the conclusion and how the 4 parts tell the reader that -I think about what I
this is the end of their autobiography. Next, they will review different am going to do. I can
sentence starters/transitions phrases they can use to start their conclusions Reflective write an outline (plan)
and begin to wrap up their writing piece. Then they will explore 3 for what I am going to
different examples of conclusions written by students from the past. do. I can think of way
Finally, they will be given time to draft their conclusions and conference to get the information I
with teachers. need.
Plural Review Day 1 Thinking Skills - Thinker
Students will begin the lesson by turning and talking to discuss what they ACQUISITION OF Knowledgeable
remember about the word “Plural”. After this discussion they will be KNOWLEDGE
shown 4 groups of words that have similar plural spelling and students -I can find out facts. I
will have to come up with a rule that fits each group. Next, students will can learn about new
inquire into irregular vs regular plurals by looking a sentence taken from ideas. I understand and
Function
the book “A long walk to water” and students will be asked what do they use new vocabulary. I
notice? After a short discussion, the focus phrase for the day will be Form
can remember what I
introduced. Then, students will compare and contrast two sentences to have learnt.
show their understanding of the focus phrase. Finally, as a group, students
will write a few sentences together using the new knowledge they have
acquired. Time will then be given for drafting, editing, revising, and
conferencing with teachers.
Plural Review Day 2 Thinking Skills - Thinker
Students will explore collective nouns. Using the book “The Watsons go ACQUISITION OF Knowledgeable
to Birmingham” we will see what we notice about the sentence pulled KNOWLEDGE
from the book, remembering the lesson from the day before. They will -I can find out facts. I
then be introduced to the concepts of collective nouns and the function Function can learn about new
that they server in our writing. Students will then compare and contrast Form ideas. I understand and
two sentences that contain collective nouns in them. Finally, as a group, use new vocabulary. I
students will write a few sentences together using the new knowledge they can remember what I
have acquired. Time will then be given for drafting, editing, revising, and have learnt.
conferencing with teachers.

Reading Learning Experiences

 Learning experience Key and ATLs Learner Profile
Related Concepts Attribute
Long water to water read aloud Research skills: Open-minded
Students will listen to a fiction that based on a true story—A Long Connection, Formulating Reflective
Walk to Water and work on some comprehension strategies such Perspective, questions and
as asking questions, reflecting about text and responding to the Diversity collecting data
text and reflecting about text. A weekly seesaw activity will be Conflict
assigned to check students’ responses.

Math Learning Experiences

Learning experience Key and ATLs Learner Profile
Related Concepts Attribute
Types of Graphs
Students will explore how graphs and charts help show and present data. Form Research (Information
Some graphs are better than others to show certain kinds of data: line plot, Function Literacy): Evaluating Thinker
bar graph, pie chart, and pictographs. Students will inquire how to and Communicating
determine appropriate scale and create a graph to show data from class
survey.
Collecting Data Research (Information
Students will explore how to collect data and then practice collecting data. Literacy): Formulating
After collection, students will sort out the data to prepare to make a graph. and Planning; Data
Connection Thinker
Students will also have to make decisions about their graph like scale, Gathering and
Function
type of graph, etc. Recording

Graphing Data
Research (Information
Students will create a graph to present their data from the previous lesson. Reflection
Literacy): Organizing
Students will also take time to share their findings and what they learned Function Thinker
and Presenting
from the data. Students will reflect on the data collection process to see
how successful they felt during the process and what they learned.

Outcomes
PYP Scope & Sequence NB Outcomes

There are no PYP Science Outcomes for this unit. There are no NB Science Outcomes for this unit
PYP Social Studies Outcomes: There are no NB Social Studies Outcomes for this unit.

Human systems and economic activities

-Continuity and change through time
Ages 7-9 years, pg. 26
 Locate on a globe or map his or her place in the world, and its relationship
to various other places
 Explore how families influence the individual
 Compare and contrast current family experiences with those of a previous
generation

Ages 9-12 years, pg. 35

 Reflect upon how beliefs affect the individual and society (LOI 3 –
Perspective)
 Identify reasons why people migrate
 Analyse ways that people adapt when they move from one place to
another
 Identify the long-term and short-term effects of migration
 Assess settlement patterns and population distribution in selected regions,
areas or countries
 Compare and contrast two or more different human migrations
 Suggest ways in which an individual can overcome adversity (not listed)
 Reflect on his or her own misconceptions about people (for example
relating to age, race, gender, disability)
 Document examples of conflict (local and global) and identify the causes
and consequences
 Explore how cultures may have certain expectations of how to act and
dress, and the ways this may differ according to private and public
contexts
PYP Math Outcomes: NB Math Outcomes:
Pg. No-13-15 Pg. No-94-101
Phase 3:
Conceptual Understandings:  NB SP 1 Demonstrate an understanding of many to one correspondence
 Data can be collected, organized, displayed and analyzed in different  NB SP 2 Construct and interpret pictographs and bar graphs involving
ways. many to one correspondence to draw conclusions (similar to PYP DH
 Different graph forms highlight different aspects of data more efficiently 3.11)

Learning Outcomes:
Constructing:
 PYP DH 3.1 Understand that data can be collected, displayed and
interpreted using simple graphs, for example, bar graphs, line graphs
 PYP DH 3.2 Understand that scale can represent different quantities in
graphs
 PYP DH 3.4 Understand that one of the purposes of a database is to
answer questions to solve problems
Transferring:
 PYP DH 3.6 collect, display and interpret data using simple graphs, for
example, bar graphs, lines graphs

Applying:
 PYP DH 3.10 Design a survey and systematically collect, organize and
display data in pictographs and bar graphs
 PYP DH 3.11 Select appropriate graph form(s) to display data
 PYP DH 3.12 Interpret range and scale on graphs (reasonableness)
PYP Listening and Speaking Outcomes: NB Listening and Speaking Outcomes:

 PYP LS 3.1 Listen attentively and speak appropriately in small and large  NB LS 1.1 Describe, share and discuss thoughts, feelings, and experiences
group interactions and consider others’ ideas

PYP Viewing and Presenting Outcomes: NB Viewing and Presenting Outcomes:

 PYP VP 3.9 Realize that text and illustrations in reference materials work
together to convey information, and can explain how this enhances
understanding
 NB VP 4.3 Use pictorial, topographical, and organizational features of
written texts to determine content, locate topics and obtain information
 NB VP 5.1 Answer, with assistance, their own questions and those of
others by seeking information from a variety of texts
o Identify their own personal and learning needs for information
o Generate their own questions as a guide for research
o Use a range of print and non-print materials to meet their needs
o Use basic reference materials and a database or electronic search
o Reflect on their own research process

 NB VP 6.1 Make personal connections to text and describe, share, and

discuss their reactions and emotions. (Will assess in reading)

 NB VP 7.1 Question information presented in print and visual text.

o Use a personal knowledge base as a frame of reference.

 NB VP 7.2 Identify some different types of print and media texts

o Recognize some of their language conventions and text
characteristics
o Recognize that those conventions and characteristics help them
understand what they read and view
PYP Reading Outcomes: NB Reading Outcomes:

 PYP R 3.1 Develop personal preferences, selecting books for pleasure and
information
 PYP R 3.7 Recognize and use the different parts of a book, for example,
title page, contents, index
 NB R 4.3 Use pictorial, typographical and organizational features of
written texts to determine content, locate topics, and obtain information
 NB R 4.4 Use and integrate, with support, the various cueing systems
(pragmatic, semantic, syntactic and graphophonic) and a range of
strategies to construct meaning
o Use after-reading/viewing strategies such as
 Reflecting about the text
 Responding to the text (through talking, writing, or some other
means of representation)
 Asking questions about the text

 NB R 6.1 Make personal connections to text and describe, share, and

discuss their reactions and emotions. (Will assess in reading)
 PYP R 3.10 Discuss personality and behaviour of storybook characters,
commenting on reasons why they might react in particular ways

PYP Writing Outcomes: NB Writing Outcomes:

 NB W 8.2 Explore, with assistance, ways for making their own notes.
 NB W 10.5 Select, organize, and combine relevant information, with
Phase 3: Learners assistance, from at least two sources, without copying verbatim, to
 PYP W 3.7 Use increasingly accurate grammatical constructs construct and communicate meaning

Brainstorm/Thoughts/Ideas

Student Questions
Why do we migrate? (Eva)
What causes us to lose our homes? Why do we migrate? (Sofia)
3 Green What is the function of human migration? (Theresa)
Does migration help the environment? (Renne)
How many people migrate in one year? (Lena and Emma)
 Why do humans still cause human migration on purpose? (Will)
Why do we need to learn about human migration? (Muriel, Vaness)
How can we stop migration? (push factors?)(Mika, Wynn)
What are reasons people migrate? (Emma)
Are there a lot of human migrations? (Elsa L)
3 Blue
How do poor people travel when they must? (Elsa F)
Are there a lot of people migrating during Covid-19? (Elsa F)
Will people migrate just by walking? (Elsa F)
How do we pack things different from travelling? (Mingol)

3 Red

3 Purple