KG Enhanced Planner-Who We Are-UOI 1

Unit of inquiry planner
(Early years)
© International Baccalaureate Organization 2019

International Baccalaureate® | Baccalauréat International® | Bachillerato Internacional®
OVERVIEW
Grade/Year level: KG Collaborative teaching team: Ms. Poonam, Ms. Kalyani
Date: Timeline: (continued investigation, revisiting once, or numerous times, 8 weeks

discrete beginning and ending, investigating in parallel with others)
Transdisciplinary theme
(Type Transdisciplinary theme here.)
Who We Are
Central idea
Our senses help us discover the world around us.
Lines of inquiry
 My senses and sense organs

 Senses are connected to one another
 My responsibility towards my sense organs
Key concepts Related concepts Learner profile attributes
Form--Our five senses have recognizable features that can be identified Wellness, Role, Body System
and described. Knowledgeable- Students will gain knowledge about their five senses and
sense organs
Function- Understand the specific role of each sense
Responsibility- Will become more responsible in taking care of their Communicators – Students will communicate their knowledge to their
sense organs peers and teachers. As well, during many of the activities.
Principled – Students will be aware of the importance of taking care of

their senses organs as they keep us safe
© International Baccalaureate Organization 2019 PYP | Unit of inquiry planner (Early years) | Page 2
Approaches to learning
Thinking skills- students will know about the role of their body parts, sense organs
Self-management skills – Students will work on different gross and fine motor skills during this unit while doing different activities in each class.
Communication skills- Students will speak about their five senses
Action
Lifestyle Choices, Participation, Advocacy
Lifestyle Choices
Students will be given an opportunity to use their learning and become more confident in taking care of their sense organs by taking a bath every day , keeping it clean. Wearing clean clothes.
Participation
Through group discussions, students will get an opportunity to participate individually as well as in a learning community. Students will apply their learning in their real life by talking to their parents about washing
hands frequently and using hand sanitizers in today's time.
Advocacy
Through a focus on the role of senses, what-if questions, discussions, and experiments, students will get an opportunity to reflect on the importance of their senses and think of ways to protect them. They
will become more mindful of their five senses and explore their immediate environment with a new perspective.
REFLECTING AND PLANNING
Initial reflections
How can our initial reflections inform all learning and teaching in this unit of inquiry?
 This Unit of Inquiry will be focusing on My senses and sense organs. We thought of taking it as Our body parts are taken by the Nursery Grade and to take the inquiry further and to gain a deeper
understanding of our body we took this unit.
Prior learning
How are we assessing students’ prior knowledge, conceptual understandings, and skills?
Prior knowledge can be assessed in the following ways:
 Setting up an inquiry table using flashcards of our sense organs.

 The children will share their thoughts about the uses of their body parts.
 They will have a discussion on which parts are used the most and how.
 They will further have an engagement where the children are not made to use a sense organ and would share their experience.
 The children will connect to the five senses and share about the same.
How are we using data and evidence of prior learning to inform planning?
 The students’ drawings and questions can help us identify what they know about senses in order for us to modify our teaching, thus the whole inquiry will revolve around what they want to know, and
what they need to know in order to have a deeper understanding of the central idea.
How does our planning embrace student language profiles?

 Ample opportunities will be given to the students by including sentence stems in the planning to develop their communication skills.
Connections: Transdisciplinary and past
 Connections can be made during snack or lunchtimes, noises we hear, what we feel, and touch during playtime.
 The learning engagements encouraged them to see themselves as scientists and to make observations and predictions using the information that they take in through their senses. Students will be able
to extend their learning by reflecting on their actions in daily life and changes they can make in everyday life to make a difference.
 Students will use mathematical concepts of data handling while making a Graphic organizer and mind maps collecting data related to different senses.
 Oral and written language will be used to communicate their observation and analysis.
ARTS- Students looked in the mirror and drew their face , while exploring sense of touch they did leaf rubbing activity
MUSIC/DANCE- Students learned the senses song “ I have five senses” and danced to the tune of “ I have 2 eyes”
PSPE- To encourage mindfulness students did breathing exercises
Learning goals and success criteria
Students will be able to
1. Names the five senses.

2. Uses the five senses to discover properties and compare objects in the environment.
3. Names a body part used for each sense.
4. Classifies objects using only one sense.
5. Becomes aware of various physical impairments.
6. Describes how the five senses work together.
7. Describes ways to show proper care of eyes, ears, skin, tongue and nose.
8. Describe how each sense works.
9. Practice safety procedures relevant to the five senses.
Teacher questions
1. What are the five senses?

2. What body part do we use for sight?
3. What body part do we use for touch?
4. What body part do we use to taste?
5. What body part do we use to smell?
6. What body part do we use to hear?
7. Can we use more than one of the five senses at a time to make an observation?
8. When might you use each of your senses?
9. Did each of your senses give you the same kind of information?
10. How can people communicate if they can’t hear or see?
11. How do our senses and body parts help us learn about our world?
12. How can our senses keep us safe?
13. What are the five senses? Sight, touch, smell, taste, and hearing.
Student questions
1. What will happen if we don't blink our eyes at all?

2. What is barefoot?
3. What if we didn't have eyes, how will we see?
DESIGNING AND IMPLEMENTING
Transdisciplinary theme/Central idea: Sharing the Planet - Plants are essential for sustenance of life
Collaborative teaching team: Ms. Poonam, Ms. Kalyani Grade/Year level: KG Date:
Designing engaging learning experiences
Play, symbolic exploration and expression, learning spaces
Play
What opportunities are there for uninterrupted play, indoors and outdoors?
 Students will do the nature Walk in the school garden
 Different learning engagements will create awareness related to their five senses.
 A special corner/display board is set up in each class to show pictures, sight words and vocabulary related to our senses and enhance their knowledge by bringing any new cutout from home
What opportunities are there for student-initiated experiences?
 Ample opportunities will be given to the students through different learning engagements and experiments about our five senses
How can we create authentic opportunities for students to develop and demonstrate approaches to learning and attributes of the learner profile?
Approaches to Learning:
 Thinking skills- Observe carefully, Organize information, Draw conclusions, and Reflect on their learning. Comprehension – Children will sort and paste pictures under the relevant heading and will
speak some lines about it.
 Communication skills- Listening - Listen to information, Ask for clarifications, and Listen actively and respectfully to others’ ideas. Speaking - Express oneself using words and sentences, Participate
in conversations. Reading and writing- Document information and observations in a variety of ways, Make inferences and draw conclusions
 Research skills- Data gathering and documenting - Use all senses to observe and notice details, Data gathering and documenting, Synthesizing and interpreting - Sort and categorize information
IB learner Profile:
 Inquirer: They will ask questions and demonstrates curiosity and will find information related to different types of senses and their function.
 Knowledgeable: They will gain knowledge about the different senses and sense organs, Students will demonstrate their learning through Show and Tell and activity worksheets
 Communicators – Students will communicate their knowledge to their peers and teachers. As well, as during many of the activities.
 Principled- Students will learn to take care of their sense organs by taking a bath every day, brushing, and cleaning their tongues. By not putting anything in their ears or nose..
Symbolic exploration and expression
What opportunities are there to support the development of language and mathematical understanding?
 Math-Students can look for pentagon shapes in the garden and explore their characteristics.
 Language-Senses puppets will be made and students will use the sentence stem to describe the senses organs and their function.
How will students express their ideas, make connections and consolidate their understandings in different contexts?
 Students will make a Graphic organizer to record observations, collect data, do sense sorting and keep records and drawings of the same.
 They will be exposed to hands-on activities to add to their knowledge.
How are we integrating languages to support multilingualism?
 In Hindi sessions students will be made familiar with the related vocabulary words.
 They will learn a rhyme about their five senses.
Learning spaces
How will flexible learning spaces promote exploration, wonder, creativity, risk-taking and learning through play?
 Whenever a particular sense was taken a corner was created in the class for the children to do the exploration independently.
How are resources and materials organized to support student choice and agency?
 Students were given puzzles, sorting cards, and actual objects to explore their five senses in their own way.
What opportunities are there to involve students in the co-design and co-construction of learning spaces?
 Students helped in creating and setting up the senses corner in the class.
Supporting student agency
How do we recognize and support student agency in learning and teaching?

 Students will be given voice and choice while undertaking any assessment- By sorting the senses cards or by speaking about it
Teacher and student questions
Teachers Questions
What additional teacher questions and provocations are emerging from students’ evolving theories?
 Why do we need our senses?
 What can your senses tell you about a flower? A do?
 Can you use more than one sense at a time?
 How can your sense of smell keep you safe?
Student questions
 What student questions are emerging from students’ evolving theories?
 Do we only have five senses?
 What sense do we use the most?
Ongoing assessment
What evidence will we gather about students’ emerging knowledge, conceptual understandings and skills?
 Ancedotal Records
 Open ended questions
 Formative Assessment 1- Senses sorting

 Formative Assessment 2 - Senses Checklist
 Summative assessment- Senses Graphic Organizer
How are we monitoring and documenting learning against learning goals and developmental milestones?
 Through Rubric
 Ongoing Observation
Making flexible use of resources
How will resources add value and purpose to learning?
 PPT / Videos based on five senses

 Rhymes based on five sense organs
Student self-assessment and peer feedback
What opportunities are there for students to receive teacher and peer feedback?
 Timely reporting of feedback will be given
 Through regular parent-teacher interactions
How do students engage with this feedback to develop as self-regulated learners?

 Through the end of UOI reflection
Ongoing reflections
How are we responding to students’ emerging questions, theories, inquiries and interests throughout the inquiry?
How are we supporting opportunities for student-initiated action throughout the inquiry?
 Students discussed with their parents about taking care of senses organs like cleaning their tongue and taking bath every day, not putting anything in their nose or ears, and how our sense organs can keep us safe.
How can we ensure that learning is purposeful and authentic and/or connects to real-life challenges and opportunities?
 Students now are aware of their five senses and sense organs and that they are connected to each other. Now they are more mindful when they are eating and telling which sense are they using while doing a task.
How are we nurturing positive relationships between home, family and school as a basis for learning, health and well-being?
 A health check-up was conducted by doctors of Manipal hospital and few tips were shared with by their senior paediatrician about taking care of eyes and oral care.
REFLECTING
Transdisciplinary theme/Central idea: Plants are essential for sustenance of life
Collaborative teaching team: Ms. Poonam, Ms. P.Kalyani,Ms.Meenu Grade/Year level: KG Date:
Teacher reflections
How did the strategies we used throughout the unit help to develop and evidence students’ understanding of the central idea?
Tuning In:-
‘Feel boxes’ for children to work on developing touch skills. • Cooking to develop taste skills and smell • Creating sound effects in the music room to explore sound including using instruments and playing with our voices. • My
Five senses – Exploring each senses separately. Mystery Box- Students will touch and feel items and explore how five senses work, Story- Listening walk, Poem – Eyes to see the world
Finding Out:-
Various activities on how our sense of sight, hearing, smell, taste and touch help us explore the world around us.
Sorting Out:- Students will use a checklist to identify the five senses and understand that using the senses help people to explore the world around them. They will tick the senses they would use for each given object.
Students will fill a senses organizer where they will draw what they feel, taste, hear, smell, touch.
They will also do a senses matching activity. Students will analyze, make meaning and will express new understandings.
Going Further:- Students will explore even person without sense of sight or hearing can do the normal work. It will sensitize them towards the people with disabilities. How our senses keep us safe and how we should take care
of it.
Making Conclusion:- Students will identify the five senses, reflect on the knowledge gained and relate the five senses with their surroundings in the activities done in the class.
Taking Action:- Students will reflect on their new learning and will take proper care of their sense organs. They will apply their learning to other domains and connect with real-life situations by using their sense of hearing when
crossing the road, sense of smell and sight to learn if the food has spoiled etc.
What learning experiences best supported students’ development and demonstration of the attributes of the learner profile and approaches to learning?
 Children naturally use their senses to explore the world around them. In this Unit, students had the opportunity to develop a wide variety of skills by using his/her senses in hands on learning and play. Together we
worked on developing children’s abilities to take in information about the world through sight, hearing, smell, taste and touch. They went on scavenger hunts in the school and engaged in many other activities where
children used their senses. The learning engagements encouraged them to see themselves as scientists and to make observations and predictions using the information that they take in through their senses.
We also used our senses to stay safe and talked about this throughout the study. We learned about being careful and remembering not to touch sharp objects, things that are hot or things that are very dirty and might
make us sick.
 In addition to staying safe, we talked about how to keep our hands, feet and skin clean and healthy. We also talked to the children about how life might be different for people who do not see or hear well. We talked
about Braille, for example, and introduced a few words in sign language.
What evidence do we have that students are developing knowledge, conceptual understandings and skills to support the transfer of learning across, between and beyond subjects?
 Students became more confident in taking care of their sense organs by taking bath every day ,keeping it clean. Wearing clean clothes.
 Students were observed talking to their parents about washing hand frequently and using hand sanitizers in today's time.
 They became more mindful of their five senses and explored their immediate environment with new perspective.
To what extent have we strengthened transdisciplinary connections through collaboration among members of the teaching team?
 Students danced to the tune of a song on senses- I have got five….
 They also learned a song related to their five senses- When I use my eyes I can see the sunshine
What did we discover about the process of learning that will inform future learning and teaching?
 This time the students were not very receptive and open to the discussion. So how senses keep the animals also safe was not taken up with them. Maybe in the future we can take it.
Student reflections
What student-initiated inquiries arose and how did they inform the process of inquiry? What adjustments were made, and how did this enrich learning?
 Questions about What if we didn't have eyes, how will we see?
 Which body parts help me to taste,hear,see,feel and smell?
 How can a person with no sense of sight can walk?
 How can our senses keep us safe?
According to the questions raised by the students we explored about how blind people can read and do daily work.
How are students supported in having voice, choice and ownership in the unit of inquiry?
 For their assessment few students chose to do senses sorting while few spoke about it.
Assessment reflections
How effective was our monitoring, documenting and measuring of learning informing our understanding of student learning?
 Most of the students were able to understand the concept explored as graphic organizer, checklist, sorting activities were included as assessments tools.
What evidence did we gather about students’ knowledge, conceptual understandings and skills?
 Anecdotal records, Informal observations, worksheets, Pictures of students in action, reporting of assessment.
How will we share this learning with the learning community?

 Through Reporting of Formative and summative assessment
 Through parent teacher meetings
Notes
KG-A- Poonam Katoch
Throughout the unit, students enjoyed a lot as they learned new things like, people can be without any sense organs but still they can do normal work. We have used all the resources to the maximum extent. The best part of
the inquiry was children started exploring their sense organs and what all we can explore with it. They enjoyed the activity when they were exploring the sense of taste and they were asked to taste different tastes like
sweet,sour,salty,bitter. They also enjoyed it when they went out and used a magnifying glass to look for small insects and ants. They liked the leaf rubbing activity when they rubbed the crayon magically the leaf impression came
out. This time we could not do the senses in animals and how it can save them. It can be taken up in the next session.
KG-B – P.S.Kalyani
Students enjoyed this unit very much. They enjoyed the activity of sense of hearing where they got their toys that make sounds and came to know that they hear different sounds. They also liked the chips activity where they were
very curious to explore how all the five sense organs are being used. They were also able to say that while eating biscuits also they use all the five sense organs. They also replaced the words of their own choice in the song “When
I use my eyes” They enjoyed singing the song of their own choice for different sense organs. They enjoyed using the magnifying glass to explore tiny insects like ants. We were planning to take the senses in animals and how it
protects them as the students were not ready for discussion to understand about the same. Might be in the next session we will take it up in the next session.
Ms.Meenu-Music & Dance
I started my session with some provocation such as - Do you know about senses and how they work? Most of the kids were aware of the topic already. Then I explained to them how senses allow us to observe and
understand the world around us, for instance, when we are learning a dance step, our eyes help us to observe, our ears help us hear. In this way they were able to understand the topic easily. Also, the selection of songs
were good for them. They really enjoyed singing and dancing throughout the unit.

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Unit of inquiry planner

© International Baccalaureate Organization 2019

Date: Timeline: (continued investigation, revisiting once, or numerous times, 8 weeks

Our senses help us discover the world around us.

 My senses and sense organs

Key concepts Related concepts Learner profile attributes

Principled – Students will be aware of the importance of taking care of

Lifestyle Choices, Participation, Advocacy

 Setting up an inquiry table using flashcards of our sense organs.

How does our planning embrace student language profiles?

Connections: Transdisciplinary and past

PSPE- To encourage mindfulness students did breathing exercises

Students will be able to

1. Names the five senses.

1. What are the five senses?

1. What will happen if we don't blink our eyes at all?

Symbolic exploration and expression

How are we integrating languages to support multilingualism?

Supporting student agency

How do we recognize and support student agency in learning and teaching?

Teacher and student questions

 Formative Assessment 1- Senses sorting

Making flexible use of resources

How will resources add value and purpose to learning?

 PPT / Videos based on five senses

Student self-assessment and peer feedback

 Timely reporting of feedback will be given

 Through regular parent-teacher interactions

How do students engage with this feedback to develop as self-regulated learners?

How will we share this learning with the learning community?

Ms.Meenu-Music & Dance

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