Class/grade: 1
Age group: 6-7
School: Domuschola International School School code: 7800
Title: Generations
Teacher(s): Cam Nicolas, Jash Bersales, Carla Delos Angeles,
Brenn Bavia, Carmina Gutierrez, Dean Chua
Date:
Proposed duration: 6 weeks Number of hours: over 8 hours a week
PYP planner
central idea
Learning about the previous generations helps us understand the relationship
between the past and the present.
1b) Summative assessment task(s):
What are the possible ways of assessing students understanding of the central
idea? What evidence, including student-initiated actions, will we look for?
Goal: Students should be able to show the interconnectedness of generations.
Role: You are an adult. You are going to build your own family.
Audience: Teacher and classmates
Scenario: You are now having a family of your own. You will soon be a spouse
and a parent. You are thinking about how you would want your family to be like:
what practices and traditions you will do, what artifacts you will have and what
Students illustrate using a Y chart how their family looks like, sounds like and feels
like.
What are the possible ways of assessing student learning in the context of the
lines of inquiry? What evidence will we look for?
Line of Inquiry
Similarities and
differences
between and
amongst
generations
Artifacts, heirlooms
or practices that
have meaning in
the family
Tuning-in:
1. Meet My Family Students are individually given an A3 paper. On the upper half of the paper,
students illustrate their family through finger painting. On the lower half, students complete a profile
for each family member. Their works are posted on the wall for viewing. 2. Family Tree Students
trace their family lineage up to the second generation and present it creatively through a family tree.
Reflective Questions: How are you similar and different from your parents? How are you similar and
different from your grandparents? 3. Memory Box - Students read a story about memories (Wilfrid
Gordon McDonald Partridge by Mem Fox). They discuss the story and come up with ideas on what
memories are. After discussing what they believe memories are, students bring a memory box filled
with significant items from their families. Students discuss memories related to the items in these
boxes, and infer why these items are important to them. 4. Chart of Games - The class is divided into
groups. Each group is given a set of pictures of different games and toys from different generations.
They identify the games they play and guess the games played by their parents and grandparents.
They plot the pictures on a chart. Reflective Questions: How did you come up with these groups of
pictures? 5. Family Web - In small groups, students make a chart of the members of the family and
their roles.
(continuation: please see attachment A)
What opportunities will occur for transdisciplinary skills development and for the
development of the attributes of the learner profile?
A. Transdisciplinary Skills Thinking Skills: ANALYSIS- Students identify the differences and
similarities between and among generations then they look into how generations are interconnected.
METACOGNITION- Students reflect on their own beliefs, practices and traditions.
Social Skills: COOPERATING - Students work cooperatively in a group in gathering information about
the previous and present generations. ADOPTING A VARIETY OF GROUP ROLES- Students assume
varied roles in group work. Research Skills: COLLECTING DATA - Students gather data from different
resources to find out about their familys history. ORGANIZING DATA - Students represent data
collected thru diagrams and time line.
B. Learner Profile: INQUIRER - Students are developed into being an inquirer as they are given the
opportunity to research into their own family histories and practices. THINKER - Students are developed
into being a thinker as they are tasked to think of a creative way to present their understanding.
COMMUNICATOR - Students learn to be good communicators when they interact with their family
members to get information about their family.
5. What resources need to be gathered? What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
People
Teacher Dad and Teacher Juan
Banal
Daddy Tony and Mommy Manju
Kattoor
Mommy Danica Pingris
Places
Ancestral Houses
The NakpilBautista House
Legarda Mansion
Literature
Wilfrid Gordon McDonald Partridge by
Mem Fox
The Relatives Came by Cynthia Rylant
Every Friday by Dan Yaccarino
Audio-Visual
References Books
Philippines Pride
Teachers
Resource Material
1
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? Different expert speakers will be invited and ancestral houses will be
visited. Students will be asked to memory boxes that contain artifacts and heirloom from their families. These materials will be placed in the UOI corner.
International Baccalaureate Organization 2011
What was the evidence that connections were made between the central idea and
the transdisciplinary theme?
As the students learned about their family histories and the life of their family
members from the previous generations, they were able to identify some of the
things that connect the past and the present. They were able to point out what life
was like in the past and in the present and how these two time frames are related.
Moreover, through the family crest, students were also able to identify the
interconnectedness of the different generations of their family.
9. Teacher Notes
Strengths:
Students benefited from the resource speakers as they were able to make
connections with the speakers personal experiences. They were able to identify
where their interests came from.
Students were able to create a quality output for their summative assessment that
shows what practices and traditions they follow, what artifacts they will have, and
what heirloom they will give their future children.
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.
Challenges:
Some students were not able to show their similarities and differences from an older
member of their family using the Venn diagram
Timing of field trips and talks from resource speakers
Some parents reported that their children became more curious about their family
history. They started to ask more questions about their ancestors and are
enthusiastic about looking into old photographs and family artifacts. A parent also
reported that her child is starting to make her own Grade 1 Memory Box so she
can always remember the experiences she had in Grade 1. The teacher also
noticed that two students have started to keep their own diaries.
Recommendations:
Explicitly teach the use of Venn diagram to gather and present more accurate and
authentic data
Early planning for field trip sites and schedules of resource speakers
Attachment...
A. Learning Engagements
Finding Out
Data collection
Experiences to assist students to gather new information about the topic
Sorting Out
Experiences and texts that add to the knowledge base. Emphasis on gathering first-hand data in a range
1. Students create a Venn a diagram to compare and contrast the practices that have
meaning in their families with their pairs.
2. Students come up with a comparison chart: BEFORE and NOW. They state the
similarities and differences of the past generations and present generations.
1. Students create a poster that shows how the past generation affect the present
generation.
2. Students come up with a chart that shows how the sports/games that were played
by the past generations affected the games/sports that are being played at present.
3. Students come up with a list on how the past generation's music affected the
present generation's music.
4. Students create a mind map that would show how the family artifacts, heirlooms
and practices in one of the ancestral houses connected to what the family values.
1. Students illustrate through a poster how and why their family values the family
artifacts and heirlooms that they brought to class.
2. Students create a flowchart to show how the family artifacts, heirlooms or
practices show connection of their family generations.
3. Students create a mind map that would show how the family artifacts, heirlooms
and practices in one of the ancestral houses connected with what the family valued.
3. Students come up with a table that shows a comparison of the life in the past and
the present.
school.
Going Further
Activities to challenge and extend
Raising new questions, extending experiences, challenging assumptions. May be individually negotiated.
Students are shown videos of bullying. They are asked questions about their current relationships with other people. They are given the chance to reflect on how they
wanted people to remember them/ what kind of memories would they leave behind.
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.
Two Stars and A Wish: Students write statements of two things they learned about their family and the past. They also write what they still wish to learn more about the
unit.
Reflecting and Taking Action
To reflect on what has been learnt and process of learning. It is important that students be given opportunities to act upon what they have learnt. Actions are things that students can themselves and from which
they can see results.
They create an illustration of the things they wanted to do to improve their relationships with other people based on how they wanted people to remember them.