Class/grade: Kindergarten
transdisciplinary theme
An inquiry into the nature of the self; beliefs and values; personal, physical,
mental,social and spiritual health; human relationships including families, friends,
communities and cultures; rights and responsibilities; what it means to be human.
central idea
Self-awareness contributes to personal development
What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
What are the key concepts (form, function, causation, change, connection,
perspective, responsibility, reflection) to be emphasized within this inquiry?
Goal: To show one's abilities, interests and characteristics and explain how they
developed them
What lines of inquiry will define the scope of the inquiry into the central idea?
Who am I?
Why do we have different abilities?
How do we interact with others?
What are our responsibilities for ourselves and others?
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 learning experiences suggested by the teacher and/or students to encourage the students to
engage with the inquiries and address the driving questions?
Pre-unit assessment:
Task #1. Students will do a self-assessment by accomplishing a How Do I Know Myself? booklet
which will include checklists and reflection journals. The students will identify the things that
describe himself/herself, things they I like and dislike and those that they can and cannot do.
Task #2. Give each child a cut out of a shield. Explain that warriors use shields to protect themselves
in a warfare and they need to make a shield to show people who they are. The shield is divided into
four areas:
1. My qualities (I am)
2. Things I want to change about myself
3. My abilities (I can)
4. Things I want to learn more
Ask the children to draw a picture, a design or a symbol in each of the four areas. Afterwhich, the
children explain their completed shields to the group.
1. Character Profile- Have students create a character profile. First, provide drawing or construction paper,
crayons, markers or paint along with any other craft materials that the students will need to make a selfportrait. Once done, the students will fill-out a template which will show facts about themselves (e.g. name,
gender, birthdate, age).
What are the possible ways of assessing student learning in the context of the lines of inquiry?
What evidence will we look for?
3. Me Bag- Students will be bringing in a brown bag containing their 3 things that they most and least like
and they will present it to the class for show-and-tell.
Line of
Inquiry
What will be
assessed?
Our concept
of self
Students
understanding that
each person is an
individual
with
distinct
characteristics,
abilities
and
interests.
Our
capabilities
and
limitations
Students will
understand that
recognizing our
strengths and
limitations help us
develop our physical,
social and and
emotional well-being
Tuning-in:
2. What I can do Timeline- Students will continue their character profile by creating a timeline which will
include their own photos. They need to show the development of their physical abilities by putting a caption
in each photo. When I was 1, I can When I was 4 I can
Guide questions:
What are the things that you can do at this age?
What are the things that you learned from your family/friends during that time?
Guide question:
If this is what you like, what can you do to further develop it?
4. What I like about myself- Students will be given a small outline of a person and they need to identify the
things that they like about themselves. They will write their answers on strips of paper (If this is still difficult
for them to do, they may just draw symbols instead) and they need to stick them on the outline.
Guide question:
Whats special about you?
5. Who is a kinder student?- Students will consolidate the information they have gathered by creating a big
character profile. The students will draw symbols and write words to answer the following questions:
A. Transdisciplinary Skills
Thinking Skills:
Acquisition of Knowledge- Students will be able to gain new knowledge about who they are, what they like
to do, what they can and cannot do through self-awareness activities.
as follows:
Comprehension- After doing these engagements, they will be able explain how knowing oneself affects our
approach to learning and how we interact with other people.
Social Skills:
Accepting responsibility- Students will be encouraged to work together through group play and teambuilding activities and assume different roles in order to accomplish tasks.
Respecting others- After identifying their distinct interests and abilities, they will understand that each one
of us is different from one another. They will be able to show respect in the manner of how they deal and
approach their peers.
Research Skills:
Formulating questions- Students will be given opportunities to ask questions to different resource people
in and out of the school to be able to know how they pursue their interests and how they learn and develop
their skills.
Observing- Students will be given the chance to visit places such as basketball gyms, dance studios,
restaurants and explore different fields of interest.
B. Learner Profile
Knowledgeable- Students will be able to develop their self-awareness and discover about their
characteristics, interests and abilities.
Balanced- After knowing ones strengths and limitations, students will be able to reflect on how they can
take care of their body and develop their physical, social and emotional well-being.
Places
Trumpets
Playshop
(acting,
performing)
UFL football
clinic
(football)
Enderun
Colleges(coo
king)
Movement
Dance Studio
(dancing)
Literature
Head to Toe by Eric Carle
I Aint Gonna Paint No More by Karen
All ABout You (Picture Puffins) by Catherine Anholt
Beaumont
The Important Book by Margaret Wise Brown
Leo The Late Bloomer by Robert Kraus
Im Gonna Like Me by Jamie Lee and Laura Cornell
Me I am! by Jack Prelutsky
A Color of His Own by Leo Lionini
Muncha! Muncha! Muncha! by Candace
My Five Senses Big Book by Aliki
Fleming
5 Senses (Ready-to-go activities, games, literature
ABC Like Me by Nancy Carlson
selections, poetry, and everything you need for a
Incredible Me by Kathi Appelt
complete theme unit) by Tracey West
I Can Do It Myself by Emily Perl
Parts by Tedd Arnold
Hooray For Me by Remy Charlip
More Parts by Tedd Arnold
I Know What I Like by Norma Simon
Even More Parts by Tedd Arnold
My Kindergarten by Rosemary Wells
A bad Cause of Stripes by David Shannon
Look Out Kindergarten, Here I come! by Nancy
Bark, George by Jules Feiffer
Carlson
Hi, Fly Guy! by Tedd Arnold
Audio-Visual
Sesame Street Body Dance http://www.bing.com/videos/se
arch?q=sesame+street+body+
dance&FORM=VIRE1#view=d
etail&mid=F32F4DA90FCF40
AC63EAF32F4DA90FCF40A
C63EA
My Body Belongs to Me https://www.youtube.com/watc
h?v=a-5mdt9YN6I
ABCs of Safety https://www.youtube.com/watc
h?v=Z33Uao4qows
School of Rock
High School Musical
Others
Musical
Instruments
Sports
Equipments
Costumes
Baby and
recent
photos
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
The classroom will consist of different centers (literacy, math, science, drama, etc.) wherein they can explore their interests and abilities independently. The other areas in school will also be
maximized such as the music and movement room, indoor playground and cafeteria.
Students will bring artifacts from home (e.g. photos, toys, etc.) to present in class that would show who they are and what they like.
They will also visit places and interview resource people in different fields of interest to learn about growth and development of ones skills and talents,
Most of the students were able to identify their interests, qualities and
abilities. The students can express their ideas through illustrations yet
some express their thoughts better through oral discussions.This was
evident when they were tasked to share and present their work with their
classmates. Most of them were able to connect and develop ideas
towards an outcome. However, some of the students still need much
assistance due to their inexperience in writing and limited vocabulary in
reflecting.
It was also observed that while most students were able to respond to
questions such as What are your interests/abilities/qualities? and How
can you improve on your chosen field?, they needed much assistance
in making connections to the central idea and understanding it as a
whole. For example, a student replied that he/she has the ability to read
well and observe and that his/her the interest is playing badminton.
When asked what can he/she do to develop her interest in badminton
he/she came up with the common answer of practice badminton at
home. An ideal realization/conclusion would be to read books about
badminton or watch instructional videos. In this example alone, we can
see that the student wasnt able to fully show his/her understanding that
by recognizing your strengths or abilities can actually help you
determine more appropriate ways on how you can further develop
yourself.
How you could improve on the assessment task(s) so that you would
have a more accurate picture of each students understanding of the
central idea.
Students have expressed interest in the different activities provided for
them. However, their understanding of self could be further shown if they
had more opportunities to demonstrate their interests and abilities in and
out of the classroom. Also, having them do a visual timeline could further
improve their understanding of how they develop through time.
What was the evidence that connections were made between the
central idea and the transdisciplinary theme?
We were able to facilitate activities wherein they discovered who they are as
a person; what they like and what they can do. Also, they were able to narrow
down and acknowledge their current interests, abilities and qualities.
The interviews with the invited resource people were helpful in providing the
students with ideas on how they could develop their personal well-being as
well as give them a picture of what might happen if they continue to improve
in the areas they want to pursue in.
Acquisition of Knowledge- Through the interview tasks and field trip, students were able to increase their knowledge of certain
interests. For example, during an interview, a student asked how can one kick a soccer ball properly, the interviewee replied to this
question by doing an actual demonstration.
Social Skills:
Accepting responsibility- Groups of students were asked to share tasks during a variety of activities such as group drawing (who will
draw, who will color etc.), interviews (who will ask questions, who will write down/ remember the responses) etc.
Respecting others- Essential agreements were made when they went out the field trip by emphasizing the learner profiles. Questions
such as how can we show caring to our classmates when we go out (lining up), how can we be a good communicator when we
go out (by letting the speaker finish;waiting for your turn to talk or ask questions) were asked. The class also discussed how to be
a good interviewer and show respect to the interviewee. The teacher modelled the proper decorum during interviews as well as show
examples of interviews with videos.
Research Skills:
Formulating questions and observing - Through the interview and field trip, students were not only able to inquire and observe but also
immerse themselves in a certain interest/ability thus finding out answers to their own questions. During their interview with the dance resource
person, the interviewee was asked why she liked to dance, she replied that it keeps her healthy and fit. After a demonstration, she in turn
asked the students, if you keep dancing and practicing this (routine) do you think you will feel healthy and happy? to which the students
replied YES.
9. Teacher notes
What is interest?
What is abilities?
What is qualities?
What is your most favorite thing to do?
Why do you like doing it?
Were you good at it already?
What did you do to become good?
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.
Attachment
A. Learning Engagements
Finding Out
Data collection
Experiences to assist students to gather new information about the topic
Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand
Sorting Out
Gauging, organizing or representing new information
Activities to assist students to process and work with the information and ideas they have
gathered about the topic (including exploring values)
Students use measuring tapes to measure their different parts of their body.
Students interview a doctor about growth and development and how we
can take care of our body.
Students visit different places where they can observe and interview people
about their field of interest. Children can join in and experience what they
are doing firsthand.
Center for Pop (singing)
Trumpets Playshop (acting, performing)
UFL football clinic (football)
Enderun Colleges(cooking)
Organizing, analyzing and communicating the information gathered using a range of vehicles (e.g
through Maths, Arts, English, Drama, Music or IT)
Students using a triple venn diagram where they choose two classmates. They
list down their similarities and differences.
Students draw their self-portrait showing who they are- interests, appearance,
capabilities, abilities, etc.
On a table chart, each student is given a column where they put their illustration
and/or pictures showing what they can do in different contexts. Students then at
the end of the lesson come up with a generalization in terms of their capabilities
and abilities. They put all their generalizations together and come up with their
own whole class generalization.
In a concentric circle, students write or illustrate the possible ways on how they
could improve their abilities, capabilities and capacities.
Students do role plays on the different ways on how to interact with others.
LOI 3:
Teachers read books related to the learner profile and attitudes identified
for the unit: confidence, tolerance
Students do collaborative games and team-building activities and discuss
tensions that happened while accomplishing the tasks.
They inquire into how they should interact with others in different contexts.
Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Students are given some health facts and are asked what they could do to attain or develop a healthy body. They also look at the different issues that hinder them from
developing personally and healthily.
Drawing conclusions
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated. Students draw conclusions of what they have learnt. This is an
important time to evaluate the success of the unit and the needs and achievements of individuals. This is where students put it all together.
Students write 2 stars and a wish but what they learned in a unit.
Students create an action plan for personal development- improve their ability, capabilities, capacities and health. They will turn this into a checklist and shall be shared to
their parents for proper monitoring.