Class/grade: Reception Age group: 5/6 year olds

School: Waikerie Lutheran Primary School

Title: Recycling

Teacher(s): Cheryl Burgemeister

Date: Term 1 Week 9 – Term 2 Week 3 2014

Proposed duration: 6 x 50 minute lessons

PYP planner

1. What is our purpose?To inquire into the following: transdisciplinary themesHow We Express Ourselves

An inquiry into the ways which we discover and express ideas, feelings, nature, culture, beliefs & values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

Sharing the planet

Inquiry into rights and responsibilities in the struggle to share finite resources with other people and other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution.

central ideaWe use recycled material to make things.

Summative assessment task(s):1. Students make a recycled instrument out of found objects.

ACARA Music OutcomesACAMUM080ACAMUM081☐ACAMUM082☐ACAMUR083

ACARA General CapabilitiesLiteracyNumeracyInformation and communication technology (ICT) capabilityCritical and creative thinkingPersonal and social capabilityEthical understanding☐Intercultural understanding.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry? What are the related concept?

Form: structure, similarities, differences

Function: purpose

Change: adaptation, transformation

What lines of inquiry will define the scope of the inquiry into the central idea?

1. How recycled objects can become instruments

What teacher questions/provocations will drive these inquiries?

What parts does your instrument have? What materials could you use to make it?

Planning the inquiry

© International Baccalaureate Organization 2007

Planning the inquiry

4. How best might we learn?

NB: we will work with our 4/5 Buddies for our making times. Week 1: watch the “Landfill Harmonic Orchestra” video discuss. Identify

different instruments, what they look like, what they are made of. Week 2: make CD guitar & castanets with ‘4/5 Buddies’ Week 3: Read Hand Hand Fingers Thumb research and make own

instrument with ‘4/5 Buddies’ (for research provide QR codes around room with ideas for making instruments)

Week 4: continue making Week 5: Read & play along with Hand Hand Fingers Thumb & share the

instrument made Week 6: make poster about instrument made including picture of it,

describing how it was made and what it was made of.

Transdisciplinary SkillsSocial: cooperatingCommunication: listening, speaking, reading, viewingThinking: Acquisition of knowledge, comprehension, applicationSelf Management: Gross motor, fine motor, spatial awareness

Learner ProfileInquirer, Thinkers, communicators, risk taker, reflectiveAttitudesConfidence, cooperation, creativity

5. What resources need to be gathered?

“Landfill Harmonic Orchestra” video http://www.landfillharmonicmovie.com Perkins, Al, 1969, Hand Hand Fingers Thumb, Random House, Inc Untuned percussion instruments: tapping sticks, drums, maracas, bells, tambourines, guiros, cymbals Recycled objects, art materials

 

3. How might we know what we have learned?

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?

Discussion with students about instruments and what they are made of, what they look like & how they are played.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

Students designing and making their own instrument.

Asking students to describe their made instrument.

Students playing their made instrument.

Reflecting on the inquiry

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included.

How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.

What was the evidence that connections were made between the central idea and the transdisciplinary theme?

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in “What do we want to learn?”

demonstrate the learning and application of particular transdisciplinary skills?

develop particular attributes of the learner profile and/or attitudes?

© International Baccalaureate Organization 2007

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

 

9. Teacher notes

Reflecting on the inquiry