Theme: How Do We Share the Planet PYP PLANNER

Stage 6: To what extent did we achieve our purpose?

To what extent: were the purposes fulfilled; was the unit relevant, engaging, challenging
and significant; were the resources adequate; were the concepts, skills and attitudes Unit Title: Food For Life
addressed?
Focus: Science, Social Studies, Language Arts
Discipline(s) to receive the major emphasis.

! Teacher(s): RR, RR, AM Level: PreP Proposed duration: Feb 2nd – April 2nd 2004
" " # $ $ " School: Vienna International School
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' Stage 1: What is our purpose?
A concise description of the central idea to be addressed and the scope of the inquiry.
( ) * a) Central idea
*' * * Food is essential for life and dependent on how we care for the planet and share
+& $ resources
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b) An inquiry into:.
%% 1. Where food comes from
2. What foods we eat
! - 3. Preparation of food
. 4. How we take responsibility for sharing resources
/ 5. Healthy food choices
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0 , 0 Stage 2: What resources will we use?
People, places, audio-visual materials, related literature, music, art, computer software etc.
23 • Environment – shops, market, restaurant, farm , kitchens
0 + • Books – Fiction/Non-Fiction, Posters
• Video
• Fridge/Freezer
• Digital Camera
• Internet/Computer – Zoombinis Pizza Section
• Maps
• Puzzles
• Cooking Utensils
• Pre-Primary Garden/ Green house
• Music, Songs, Rhymes
• Parents
• Chef/Kitchen Staff

PYP Planner, © IBO, September 1999

 Stage 4: How best will we learn? Stage 5: How will we know what we have
Stage 3: What do we want to learn? Teacher and/or student designed activities which will address the key questions. learned?
The key questions which will drive the inquiry. Structuring the Environment The strategies which will be used to assess learning.
Teachers support inquiry and exploration by: .
Form 3a 3b • Providing a wide range of books, art prints, posters, OHP, music
What is it like?
and other related resources that are accessible to the children. • Observation- Specific What are we assessing?
Function 1a 3a • General developmental and social observations
How does it work? • Encourage children to bring in seeds, recipes from their cultures,
• Planning the garden with the children eg. What type of
Causation 1a 1b 2a 3b 5a Photos of their families celebrations and festivals
Why is it the way it is? activities do the children choose to be involved in
Change
• Opportunities for the children to cooperate in the planting of the • Photographs
1a 3b
How does it change? garden • Portfolio selections and annotating children’s work
Connection 1b 2a 2b 3b 4a • Providing interest areas to encourage the children to investigate Encourage children to self select their best work to add
How is it connected to other things?
and explore to their portfolio
Perspective 1b 2a 2b • Children/teacher conferencing
What are the points of view? Leading and Facilitating Activities • Children’s conversations
Responsibility 2a 4a 5a • Sharing existing knowledge, starting with what the children • Group time, discussions etc
What is our responsibility?
already know. • Children’s selections for the cookbook
Reflection 5a
How do we know? • Opportunities for children to explore and investigate food. • Observational Drawings
• Dramatic play, shops, markets, Asian shops etc. for the aula and • Appropriate behaviour in caring for the garden
home corner • Children show some awareness of recycling issues. Can
Teacher Questions: they do this on their own? Are they aware of it?
• Different ways artists have expressed food • Are the children beginning to use investigative language
1a) How do we grow food? • Inviting parents to come and cook food with the children. and to initiate their own experimaents
1b) Where do we get our food? • Wide range of Art experiences, materials and resources • Feedback from parents.
2a) Do we all eat the same foods? • Vocabulary specific to food, cooking and nutrition
2b) How does food enhance our celebrations? • Books, poems, songs, music, dance, charts
3a) How do people prepare their food? • Visit – shops, supermarket, school kitchen, high school
3b) How does food change? economics class, restaurant
4a) How do we care for the resources we all need? • Cookbook project – description of country of origin and what
5a) What food is good for me? particular feast or festival it is used for.
• Still life paintings and drawings of food
• Week starting Feb 9th Cooking week – International Food on
Student Questions: Friday

How will we take action?

How the students will demonstrate their ability to choose, act and reflect.
Caring for the Pre-Primary garden
Create a restaurant and invite parents

PYP Planner, © IBO, September 1999