Year-5-Planner-theme-2-where-we-are-in-place-and-time-(community)

1. 我们的目的是什么？为了探究下列： 超学科主题我们身处什么时空 Where we are in place and time 中心思想一个社区对重要事件的反应可以使人们了解该社区的历史和价值观。A communitys response to significant events provides an insight into the history and values of that community.总结性评价任务：评估学生对于中心思想理解的可能方式有哪些？我们会寻找什么证据，包括学生自发的行动？ Students create a timeline with significant events from history as a part of it. They look at how these events impacted on communities, the country.See Rubric学生创造一个带有重要历史事件的时间轴，并着眼于这些事件对社区，对国家的影响。参看评估细则表Cause and effect chart showing the impact that the significant event had on people, places, the world. Including the different perspectives.See Rubric因果表展示了重要事件对人们，地区和世界的影响，包括从不同角度分析一个事件。参看评估细则表班级/年级 五年级年龄组：10-11岁 学校： 学校代码：主题：我们身处什么时空where we are in place and time教师：日期：预期持续时间： 超过星期数 PYP plannerPlanning the inquiry制订探究计划2. 我们想要学习什么？主题探究强调的关键概念(形式、功能、因果关系、变化、联系、角度、责任、反思)是什么？重要概念： 原因，观点，责任causation, perspective ,responsibility相关概念：影响，年代表，反应Impact Chronology Response依据中心思想，老师设置什么探究内容？（探究线索） 我们国家/社区的重要事件 重大事件如何影响社区/国家，以及更广泛的地区 人们如何对重要事件作出反应Significant events in our country/communityHow a significant event has an impact on a community/country and beyondHow people respond to significant events教师依据探究内容提出哪些问题?提前做什么准备来促进探究内容?l What are the major events in Chinese history?中国历史的重要事件有哪些？l What was the impact of these events on people in China and the world?这些事件是如何影响中国以及世界的人们？l What are the different points of views about these events?这些事件有哪些不同的观点？ International Baccalaureate Organization 2007国际文凭组织 20074. 我们如何学得最好？有哪些教师活动及学生活动来推进围绕中心思想展开的探究活动，并解决之前提出的问题？Provocations: They are given pictures displaying different significant events in China and do a See Think Wonder to see if they know about any eventsBooks about Chinese history are placed in the room.Match the picture with the description of a significant eventVideos of significant eventsVisit the history museum with a focus ensuring students are clear about the expectations of the visit and what it is you want they will out of it. Students are given pictures and/or asked to see if they know any significant events and are asked to see if they can place them in order chronological (ongoing formative assessment)激趣活动：给学生展示不同中国重大历史事件的图片，并做看，想，想要知道的活动来检查学生是否知道这些事件。 在教室里摆放中国历史书籍。 重大历史事件的图片和文字配对。重大历史事件的录像。 参观历史博物馆，重点是保证学生们清楚地知道参观的目的，以及他们将要从本次的参观中得到什么 给学生图片和/或问他们是否知道这些重大历史事件，并按照事件顺序进行排序（持续进行的形成性评价）As the provocations are taking place the teacher records significant events in Chinese history on the board giving students an understanding of the events and the time it took place. These come from the students during the different provocations.At the end of the provocations students get in groups to share what they have learned and the questions that they have. This is shared with other groups in the class and the teacher continues to add to the timeline of significant events.当进行激趣活动的时候，教师在墙上记录下来中国历史上的重大历史事件，给出事件和其发生的时间。 在不同的激趣活动中，从学生那里获得这些信息。在激趣活动结束的时候，学生小组分享他们所学到的，和提出的问题，然后在班里和其他小组同学分享。老师将继续丰富重大历史事件的时间轴。Interview: Students interview different people about what significant events they may have been involved in and what significant events they know of and how these impacted them or what their perspective is on them.采访：学生就重大事件参访参与过的人，这些重大事件对他们的影响，或他们对此有什么看法。Learning Engagements: Students questions are sorted and organized and students are placed in research groups based on their questions and the events they are interested in researching. 学习行动：收集和分类学生的问题，根据问题和他们感兴趣的研究事件把学生分成不同的小组。The students have questions and the teacher has questions they want the students to also research.If students have already not come up with these questions these include:Who were the people involved? Why did the event take place? What impact did the event have on the local, national and global community?How did people respond to these events? What were the different perspectives/response nationally, globally and globally with regard to the event?Students are involved in the research process. Each group presents what they have learned and students fill in the chart as stated in the formative assessment. (this can be done group to group expert groups and/or to the class)基于学生和教师的问题，学生进行调查研究，如果学生的问题中没有全部涉及教师的问题，则教师可以补充下列问题：涉及到哪些人？事件发生的原因？对当地国家，当地和世界的影响？ 人们对事件是如何反应的？ 关于重大事件，国家角度和世界角度有什么不同？ 学生要参与到研究过程中，学生分组展示所学，并填充相关形成性评价表。（组间展示，和/或小组对全班展示）探究活动发展了哪些跨学科技能？发展了十大培养目标的哪些特质？Learner Profile:Knowledgeable: Students throughout the unit are gaining knowledge about the history of China and how this had an impact nationally and globally. At the end of the unit the reflection will include how students were knowledgeable and what was the most significant knowledge they learnt as a part of the unit.Reflective: Students can reflect on the reasons why the events happened and how this impacted on China positively or negatively, they give their opinion and state why they feel that way.学习者培养目标：知识渊博的人：学生在单元学习过程中不断地获取关于中国历史的知识，及其对国家以及世界的影响。在单元结束的反思中将要包括学生们如何达到知识渊博的人的标准，以及在单元学习中最重要的知识。反思者：学生要对事件发生的原因进行反思，对中国积极和消极的影响，能给出自己的观点，并阐述其原因。Attitudes:Enthusiasm: Students will show enjoyment as they learn and will be curious and interested in learning about China. They will work positively in groups and discuss the benefits of group work and how that makes them enthusiastic about learning. They will reflect at the end of the unit on how they were enthusiastic during the unit.Curiosity: Students throughout the unit as they learn more will continue to ask questions and be curious about what they are learning. As they learn new knowledge it would be expected that new curiosities will arise and new questions will be asked. 态度：热情：学生展示出在学习过程中的乐趣，并对学习中国历史有兴趣和好奇心。他们在组内积极地学习，讨论以组学习的好处，以及如何让他们热情的学习。他们将在单元结束的时候反思他们是如何在学习过程中表现出热情。 好奇心：学生在单元学习中能不断地提问，并对学习保持好奇。当他们学到新的知识的时候，他们应该具有新的好奇心，提出新的问题。Skills:Research Skills: Students will research their questions and go through a research process in groups. They will ask questions, seek information, , synthesizes the information, organize their information and present their information. There will also be a focus on the importance of ensuring the information collected is correct and that often you need to look at several sources to ensure that this is the case. They will also look for bias in the information presented looking at who the source of the information is.技能：研究技能：学生将要在组内通过一个研究过程的模式对他们的问题进行研究。他们问问题，寻找信息，综合信息，组织信息，最后展示他们的信息。重点是确保学生收集信息的正确性，通常需要找到不同来源信息的对比来确认信息的正确性。具有偏见性的信息需要找出其来源。3. 我们如何知道我们已经学会了什么？（这一栏应该与“我们如何学习得最好？”配合使用）运用什么方式和方法来评价学生已有知识和技能？我们将寻找什么证据来证明学生已有的知识和技能？Provocations: During the provocations students record in a book of their own what they have learnt, ideas, thoughts and questions and in groups share their information. The teacher takes note to look at what students understand already about significant events. This includes questions that will be collected and collated throughout the unit for research.激趣活动：在激趣活动中，学生们用自己的方法记录他们在一本书中学到的想法，观点和问题，并在组内分享他们得到的信息。教师们观察记录学生们对重大事件都有了哪些了解。整理收集这些信息，组成问题，运用于整个探究单元。The concepts will be focused on during the unit as a form of formative assessment:在单元教学中，重点要放在概念上，并作为形成性评价的一种形式Impact: This will be written on the wall and as students learn more about the impact of significant events they add it to the chart, building up an understanding of how significant event impact people.影响：写在墙上，当学生学习到了更多重大历史事件的影响的时候，他们可以增加到表格上，从而逐渐增加对重大历史事件对人们影响的理解。Chronology: As the unit progresses the teacher has a timeline in the room and adds to it as students learn more about different significant events. 年代表：随着单元教学的进行，教师在教室里要有个时间轴，并在学生学到更多历史事件后，丰富时间轴。Response: As the unit progresses the different ways people are responded are collected and added to the list. This can be in the form of statements, words.反应：随着单元教学的进行，收集人们对事件的不同反应，不断填充表格，反应可以是一段话或几个词。学生的展示要涵盖这些信息：重大历史事件 事件发生的原因 涉及的人员 日期 对当地，本国，世界人的影响 当地，本国，世界人的反应 对人们信仰和价值观的影响 是积极还是消极的影响，及原因运用什么方式和方法来评价学生是怎样参与探究内容的学习？我们将寻找什么证据来证明学生的学习？Significant events in our country/community 我们国家/社区的重大历史事件Students can name major significant events in Chinese history and make a connection to major events in the world and how they impacted on these. 学生们在中国历史上的主要重大历史事件，并且和世界上的主要重大历史事件做出联系，以及他们是如何相互影响。How a significant event has an impact on a community/country and beyondStudents can name major events in Chinese history, state what they are in details and state how this events impacted on society, the community, the country and the world. They can say why it happened and how it happened. Looking at the connections between major events in Chinese history and how these were perceived by the world. Looking at how it impacted peoples beliefs and values.重大事件如何影响社区/国家，以及更广泛的地区学生们可以说出中国历史上的主要历史事件的名称，并能讲出细节和历史事件对社会，社区，国家及世界的影响。他们能说出发生的原因和经过。中国历史大事件之间的联系，国外是如何看待这些联系的。看它是如何影响人们的信仰和价值观。How people respond to significant events 人们对重大事件如何反应Students understand that people respond differently to significant events they are able to state the different ways that people did behave and how they reacted. This includes people beyond a Chinese setting. Looking at how it impacted peoples beliefs and values. 学生们理解人们对重大历史事件有不同的反应，他们可以阐释出人们不同的行为方式和反应。这包括了中国地域以外的人们。看他们是如何影响人们的信仰和价值观。Planning the inquiry制订探究计划5. 需要收集那些资源来进行探究活动？有什么人、地方、视频资料、相关书籍、音乐、艺术、计算机软件等可以利用？See provocations 参看激趣活动如何利用教室环境、本地环境以及社区推动探究活动？Museum 博物馆Expert Speakers 专业演讲者 International Baccalaureate Organization 2007 国际文凭组织 20077. 我们多大程度上包括了PYP要素？那些学习活动促使了学生： 发展对于“我们需要学习什么”的理解？ 展示对具体跨学科技能的学习和应用？ 发展十大培养目标的一些特质和/或者发展了哪些态度？概念、技能、态度和十大培养目标，并给出相应证据.。学习者培养目标：态度：Reflecting on the inquiry反思探究活动6. 我们多大程度实现了预定目标？提供学生理解中心思想的相关证据来评价学生的探究内容学习成果。所有参与计划、教授探究内容的教师的反思都应该包括在内。为了更精确地了解学生对于中心思想的理解程度，你如何改善评价任务？有哪些证据证明中心思想和跨学科主题之间的联系。 International Baccalaureate Organization 2007 国际文凭组织 2007 9. 教师笔记Chinese Language:Reading about historical events, reading articles, websites, books, brochures etc. Recording information. Journal: Students keep a journal of what they have learned and questions that they have focusing on how they are knowledgeable. Students record their thoughts and perspectives about different historical events.语文：阅读相关历史事件的书籍，网页，宣传册等，记录信息日志：学生要有一个本子记录所学知识，提出的问题，这些问题能让他们变得更加知识渊博。学生们要记录他们的想法，及对不同历史事件的观点。Narrative writing: Students write a story as if they were in that event and what it was like being in that event and the impact it had on them.记叙文写作：想象自己置身于当时的历史事件中，来进行写作，事件对他们的影响。Persuasive writing: Students write a piece of writing stating their opinion about an event and why they have that opinion.议论文写作：学生要写一篇文章，包含对事件表明自己观点和为什么有这这样观点的原因Poetry Writing: Students write a poem about the impact of an historical event诗歌写作：学生们写一篇关于历史事件影响的诗歌。Focus on descriptive language to explain peoples response to events重点放在用描述性的语言来解释人们对事件的反应Presentation skills: Looking at what makes a good presentation and why展示技巧：需要有效的展示方式，及为何有效Write interview questions to interview people about significant events they were involved in, or what significant ev