Class/grade:
School:
Title:
Grade 4
Age group:
9-10
Shanghai United International School - Hongqiao Campus
School code:
003160
How we express ourselves: Cultures 2016-2017
Karen Mathieson, Narcy He, Charlotte Xia, John Paul McCarthy, Julia Xu, Jason Hepokoski, Kirsty
Booth, Hardeep Virdee, Laura Casserley, Yan Yan (Ada) Wang, Emily Jiang, William Anderson, Stella Ni,
Teacher(s):
Dean Nielson, Linda van Zyl, Jade Zang, Ciaran McCallan, Sally Li, Nathan Wale, Paul GIBLIN, Aiden
PYP planner
Chen
Date:
W4 November
Proposed duration: 6 weeks
1. What is our purpose?
To inquire into the following:
• Transdisciplinary theme:
How we express ourselves:
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we
reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
• Central idea:
Different cultures, beliefs and traditions are expressed through a variety of festivals and arts.
Summative assessment task(s):
What are the possible ways of assessing students’ understanding of the central idea? What evidence, including studentinitiated actions, will we look for?
Students will create a class festival. In small groups students will develop separate parts of the festival and combine them to create a
class festival. Groups within each class will be responsible for various aspects of the festival. Classes will rotate and immerse
themselves in the festival. Students will compare, contrast and reflect on each festival. Students will write reflections about how the
festivals are connected and celebrated. Each festival will include elements such as : symbols, flag, story behind the festival, beliefs,
'traditional' games, drama, song , dance, clothing design and art work. These will all be student led.
Students will answer four questions related to the central idea at the beginning of the first class, and then the same questions at the end
of the last class, then reflect on how their answers have changed (PE).
Students will perform their own movement composition and sequences that have cultural influence will be able to be observed (PE).
Students will search and self teach themselves dance using I-pads, then teach what they learned to another group (PE)
By introducing different dances in each class and initiating searches about different dances, students will have the knowledge and
perhaps interests to inquire further at home. Through these lessons it is our hope that students perspective on dance will broaden, and
that they may be more apt. to either take part or view a dance performance outside of school. (PE)
Reflection on themselves through the unit (PE).
Art:
Students will plan and create a mask that is inspired by Chinese, Japanese, Indian and European cultures. Students will be learning how
to create form and texture on the masks.
Students will be assessed on how well they show understanding of how to create form and texture using various materials such as
cardboard and foam clay.
Evidence will be collected in their sketchbooks and on the final art project and I will be looking for students to be able to:
• Forms and textures are unique and created properly.
ICT
• Students will conduct research on a particular culture by creating questions, and then searching for answers
• Students will then turn that research into a travel guide
2. What do we want to learn?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be
emphasised within this inquiry?
Key Concepts: Causation, Connection, Perspective
Related Concepts:
Causation:
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• Students will explore the origins and reasons why cultural traditions and symbols have developed.
• Students will study a range of religions and gain a broader understanding of their traditions.
• Students will develop a broad understanding of countries' festivals, both religious and non-religious.
• Students will create links between the overlapping themes of festivals and link this to diversity.
• Students will under stand why religions have developed and the stories behind them.
Connection:
1. Students will analyze 2D and 3D shapes found in cultural symbols.
2. Students will use world maps and maps of countries where festivals are celebrated. They will complete an angles investigation
based on moving at an angle from place to place.
3. Students will study rotational symmetry using symbols as the shape to rotate.
4. Student will student translations, using symbols as the shapes they translate.
5. Students will study reflections, using symbols as the shapes they create.
6. Students will study two step work problems with a focus on solving problems related to attending/organizing a festival.
Perspective:
• Students will explore the origins and reasons why cultural traditions and symbols have developed.
• Students will study a range of religions and gain a broader understanding of their traditions.
• Students will develop a broad understanding of countries' festival, both religious and non-religious.
• Students will create links between the overlapping themes of festivals and link this to diversity.
• Students will under stand why religions have developed and the stories behind them.
• Students will get an insight into how consumerism and commercialism affects festivals in the modern age.
What lines of inquiry will define the scope of the inquiry into the central idea?
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How different cultures express beliefs in different ways
How religions shape festivals
The similarities among cultures and festivals
How movement is related to culture (PE)
What teacher questions/provocations will drive these inquiries?
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Art - What forms and textures are on your face?
What festivals do you already know? 1 2 3
What are the origins of festivals? 1 2 3
Why are there so many festivals? 1 2 3
Why do different cultures have different traditions? 1
Why are some festivals bigger than others? 1
Why are there different religions? 1 2
Which festivals do you celebrate? Why? When? 1 2
What role does clothing play in festivals? 1 2 3
What role does food and drink play in festivals? 1 2
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Provocations:
• Show different videos of cultural festivals, traditions and arts.
• Play music from different cultures.
• Bring in food from different cultures.
• Bring in artifacts from different cultures and present them.
• Show different cultural symbols and ask what they symbolism is.
• Guest speakers from different cultures.
• Cultural guest speaker presentations in auditorium.
• Learn basic phrases from a set culture's language (eg Arabic, Gaelic, Hindi, French).
• Bring in different cultural clothes and show thought provoking images.
• Share different cultural traditions and beliefs from around the world.
• See, think ,wonder on Islam.
• Show cultural symbols and ask what they represent.
• Show a swastika symbol. Ask students what it means. Is it a symbol of hate or a symbol of Buddism? Where does the swastika
originate from? What cultures use the swastika and what meaning(s) does the swastika represent to different cultures? (Asian cultures
versus western cultures)
Art:
• Look at different masks from different cultures and look for characteristics.
ICT:
• Scanned examples of travel guides
• http://kids-travel-guide.com to see examples of travel guides and to spark interest in particular places
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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?
Teachers will assess prior knowledge using various pre-assessment strategies involving the unit topic. These will include:
• Thinking hats activity using the red and white hats (feelings and information) to gauge an understanding of their knowledge of
festivals, but also any opinions they have at the beginning of the unit.
• ‘See, think, wonder’ activity using a range of photographs and short film clips.
• KWL, Wonderwall activity
• Create a questionnaire that the pupils will answer themselves and also interview a family member.
• Artifact activity where pupils will bring an item from home and talk about their cultural identity.
• Family questionnaire about holidays, festivals, beliefs, customs and traditions celebrated at home.
Students will answer four questions at the very beginning of the unit, and then the same four questions at the end of the unit, then they
will reflect on how their answers have changed (PE)
Art • What characteristics would you put on a mask?
• How would you create those forms and textures?
ICT:
• What makes good research?
• How can you make sure something you find on the Internet is true?
• What countries would you like to visit?
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we
look for?
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How different cultures express beliefs in different ways
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How religions shape festivals
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The similarities among cultures and festivals
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How movement is related to culture (PE)
Additional Notes:
Teachers will use a range of ongoing formative assessment strategies to assess pupils’ skills, knowledge and progress throughout the
unit. The lines of inquiry will be the focal point of the unit, and will provide a reference point during every lesson. Teachers will assess
student learning using various strategies including:
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Exit notes
Brainstorming activities
Use of graphic organizers to record information
Creating tables and charts to present findings
Observation in lessons
Group discussions
Research project and how the pupils present their findings
Use of dance and drama to demonstrate understanding of some elements of a festival.
writing festival poems.
Cultural stories myths, legends, sagas, poems, folk tales etc.
Formative assessments (53 ways)
Class discussion; Video of their final performance; Reflection Sheet & Questions (PE)
Art •
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Knowledge and understanding will be shown in each student’s sketchbook and on their individual final art project.
Evidence:
Students plan a mask in their sketchbook.
The forms and textures on the masks follow their plan and are created neatly and properly.
ICT:
• Students can make connections between festivals and their causes in their travel guides
• Students research questions are about the reasons and causes for festivals, cuisines and customs
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4. How best might we learn?
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?
Tuning in:
Unpacking the unit - circle time lesson to identify new LP words, attitudes, concepts and revisit their meanings.
Discussing the lines of inquiry and gaining an understanding of any new terminology. pupils will use dictionaries and each try to unpack
the lines of inquiry/central idea.
Provocations – see, think, wonder on symbols, explore images and look for common features of the photos, 4 different games and
explore.
KWL – Pupils will identify facts they know about festivals, and inquiries they wish to explore over the course of the unit.
Pre-assessment strategies - Thinking hats activity using the red and white hats (feelings and information) to gauge an understanding of
their knowledge of festivals, but also any opinions they have at the beginning of the unit ; ‘See, think, wonder’ activity using a range of
photographs and short film clips; KWL, Wonderwall activity; create a questionnaire that the pupils will answer themselves and also
interview a family member.
Finding out:
Field trip to a place of worship: church (Christianity) and to a mosque (Islam).
Modelled research tasks using interviews, computer access, library research, questionaires
Teacher presentations (4 teachers from the school will present their 4 , very different cultures in the auditorium. Cultures from India,
Ireland, Finland and a Chinese Christian background.
Trip to a Chinese restaurant and opera performance.
Performance from traditional Indian musicians.
Cultural guest speaker presentations.
Sorting out:
Making connections between religions and their beliefs through their understanding of backgrounds ie heaven and hell beliefs in both
Christianity and Islam, positive messages consistent with religions, promoting a loving and broader understanding of other religions and
demonstrating a more open-minded knowledge.
Finding common themes in festivals and having the knowledge to apply this to our festivals. Common themes including music/song, art,
symbols, cultural dress, food, flags, games, story-telling, common religious beliefs.
Going further:
Working in groups to create their own festivals.
Group presentations
Making conclusion:
Comparing prior knowledge to current knowledge (use KWL as a reference and reflect on changes)
Taking action:
Building a respect for other festivals and appreciating them, regardless of religion or culture.
Celebrating the positive aspects of religions and gaining a deeper knowledge of other cultures and their positive customs
Differentiation strategies:
Roles in the group summative task will be allocated to suit each pupils ability.
Design lessons based on students’ learning styles.
Group students by shared interest, topic or ability for assignments.
Assess students’ learning using formative assessment.
Continually assess and adjust lesson content to meet students’ needs.
Effective level of questioning for specific pupils.
PE:
Tuning In: Use of movement composition videos to engage and get studen't interest (Shadow Dance). Students retell the story after
watching.
Finding Out: Students find out about the use of dance in other cultures and how to self teach themselves through the use of online
tutorials.
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Sorting out/Going Further: Working in groups to create their own movment composition influenced by what they have learned thus far.
Making Conclusions: Comparing prior knowledge with current knowledge via the porfolio piece.
Action: Students have learned how to use the internet to research dance and teach themselves, and have also been given information of
local performance opportunities in hopes that some students will take further action at home.
Art The Teacher provides the context for inquiry
• Looking at masks from different cultures.
• Planning a mask inspired by different cultures.
• Creating a mask using cardboard, foam and paint.
Leading and facilitating student inquiry
• Planning the mask.
• Looking at masks.
• Creating forms and textures with cardboard and foam clay.
ICT:
• Recording thoughts on what makes quality research
• Creating questions to guide research
• Creating a Travel guide about another country
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the
learner profile?
Learner Profiles:
Knowledgeable: This unit will improve the children’s knowledge and understanding of festivals, religions, cultures, countries, geography,
historical origins of festivals and the similarities between different cultures and festivals.
Open-minded: By becoming more knowledgeable about different religions and cultures, pupils should become more open-minded
through their understanding of the similarities and differences between different groups of people. Pupils should have an opportunity to
observe the many beautiful customs that are celebrated by all cultures, and learn to value and respect them.
Skills:
Social Skills
Respecting others - the pupils gained a greater understanding of various religions and a deeper respect of people from very different
backgrounds to them.
Cooperating - The pupils had to work in a large group and complete their roles effectively and be part of a bigger project for the
summative assessment.
Group decision making - Listening to others, discussing ideas and obtaining consensus to create a festival for the summative
assessment task.
Communication Skills
Listening - Listening to other ideas and finding a consensus.
Speaking - Sharing their culture and backrounds through performance, poetry, sharing artifacts.
Reading Reading a variety of sources to research various festivals and religions.
Writing - writing a range of poetry using festivals as a central theme.
Self-management skills
Organization Planning and carrying out the final summative assessment as a group.
Time management – effectively using their time to meet deadlines.
Codes of behaviour – Essential Agreement for all class members for carrying out the final summative assessment task.
Research skills
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Formulating questions – Asking teachers questions in an open and effective way to gain the maximum amount of
information for their inquiry.
Observing - Respectfully observing musical performances from other traditions.
Planning - Group planning of the summative assessment task.
Presenting research findings – presenting their research to the class in a variety of ways including posters, drama, poems and using
graphic organisers.
Art Thinking skills
• Thinking about how to create the forms and textures needed to create their masks.
• Wondering how other people made the forms and textures on their masks used in various festivals.
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Learner Profile Attributes:
• Inquirers: How to create form and texture with cardboard and clay?
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Attitudes: Creativity: Creating a unique mask inspired by other cultures.
Selected Learner Profile Items
• Inquirers: We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with
others. We learn with enthusiasm and sustain our love of learning throughout life.
• Knowledgeable: We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage
with issues and ideas that have local and global significance.
• Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise
initiative in making reasoned, ethical decisions.
• Open-minded: We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We
seek and evaluate a range of points of view, and we are willing to grow from the experience.
• Reflective: We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and
weaknesses in order to support our learning and personal development.
Attitudes
Appreciation, Cooperation, Creativity, Curiosity, Empathy, Respect, Tolerance.
Transdisciplinary Skills
• Research Skills: Formulating Questions, Observing, Planning, Collecting Data, Recording Data, Organizing Data, Interpreting
Data, Presenting Research.
• Self-Management Skills: Gross Motor, Fine Motor, Organization, Time Management.
• Thinking Skills: Acquisition of knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation, Dialectical thought,
Metacognition.
• Social Skills: Accepting Responsibility, Respecting others, Cooperating, Resolving conflict, Group decision making, Adopting a
variety of group roles.
• Communication Skills: Listening, Speaking, Reading, Writing, Non-verbal.
• Integrated Subjects: Physical Education 体育, Social Studies 社会学.
5. What resources need to be gathered?
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Chinese New Year
ppt • 3.06 MB
Added by Stella Ni on January 17, 2017
Inquiry
English language information about CNY
The story of Christmas
mp4 • 17.1 MB
Added by Stella Ni on January 17, 2017
Inquiry
Cartoon animation video
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Diwali Video National Geographic
mp4 • 14.1 MB
Added by Stella Ni on January 17, 2017
Inquiry
Fact video on Diwali
The story of Diwali
mp4 • 44.4 MB
Added by Stella Ni on January 17, 2017
Inquiry
Short video cartoon of the story behind Diwali
See,think, wonder Islam
ppt • 2.65 MB
Added by Stella Ni on January 17, 2017
Inquiry
Compaing Religions PPT
pptx • 4.11 MB
Added by Stella Ni on January 17, 2017
Inquiry
We're from Pakistan by Victoria ...
jpg • 2.03 MB
Added by Stella Ni on January 17, 2017
Inquiry
Pakistan information book
We're from Indonesia by Victoria...
jpg • 2.24 MB
Added by Stella Ni on January 17, 2017
Inquiry
Indonesia information book
We're from Japan by Victoria Parker
jpg • 2.1 MB
Added by Stella Ni on January 17, 2017
Inquiry
Japan information book
We're from Mexico by Victoria Pa...
jpg • 2.17 MB
Added by Stella Ni on January 17, 2017
Inquiry
Mexico information book
We're from Egypt by Victoria Parker
jpg • 2.39 MB
Added by Stella Ni on January 17, 2017
Inquiry
Egypt information book
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We're from Italy by Emma Lynch
jpg • 2.23 MB
Added by Stella Ni on January 17, 2017
Summary
Italy information book
We're from China by Emma Lynch
jpg • 2.11 MB
Added by Stella Ni on January 17, 2017
Inquiry
Non fiction information book on China
The gift of the sacred dog by Pa...
jpg • 2.98 MB
Added by Stella Ni on January 17, 2017
Summary
Cultural fiction
Diwali
Website
Added by Stella Ni on January 17, 2017
Learning Experiences
Useful site that gives resources on diwali
Diwali - Festival of Lights
Website
Added by Stella Ni on January 17, 2017
Inquiry
Useful research page on diwali
What is Ramadan? Fun Facts about...
Website
Added by Stella Ni on January 17, 2017
Inquiry
Video outlining Ramadan customs in a child-friendly way.
Islamkids
Website
Added by Stella Ni on January 17, 2017
Inquiry
Excellent website that details Islam in child-friendly language. Great research site.
Symmetry in Symbols
pptx • 2.35 MB
Added by Stella Ni on January 17, 2017
Scope & Sequence
Connected learning task for maths/UOI connecting symmetry and symbols from festivals.
Spectacular Fireworks at the Eif...
Website
Added by Stella Ni on January 17, 2017
Inquiry
Provocation video about Bastille Day in Paris, France.
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St. Patrick's Day Parade - Dublin
Website
Added by Stella Ni on January 17, 2017
Inquiry
Short video showing a typical St Patricks day festival in Dublin, Ireland.
Maths/UOI linked maths lesson
pptx • 650 KB
Added by Stella Ni on January 17, 2017
Learning Experiences
PPT cross-curricular maths using maps and angles
ICT Resources
journal
Added by Nathan Wale on January 12, 2017
Summary
http://padlet.com
http://kids-travel-guide.com
iWork pages to create the travel guide
Pre & Post qestions for knoweled...
docx • 244 KB
Added by John Paul McCarthy on December 08, 2016
Assessment
Students will answers these same four questions and the beginning and end of their unit, then compare their own set of
answers.
6. To what extent did we achieve our purpose?
7. To what extent did we include the elements of the PYP?
8. What student-initiated inquiries arose from the learning?
9. Teacher Notes
Scope and Sequence
Social Studies 社会学 - Human systems and economic activities (Grade 3)
Skills
a. Formulate and ask questions about the past, the future, places and society.
b. Use and analyse evidence from a variety of historical, geographical and societal sources.
d. Identify roles, rights and responsibilities in society.
e. Assess the accuracy, validity and possible bias of sources.
Social Studies 社会学 - Social organization and culture (Grade 3)
Skills
d. Identify roles, rights and responsibilities in society.
e. Assess the accuracy, validity and possible bias of sources.
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Social Studies 社会学 - Human and natural environments (Grade 3)
Skills
a. Formulate and ask questions about the past, the future, places and society.
b. Use and analyse evidence from a variety of historical, geographical and societal sources.
d. Identify roles, rights and responsibilities in society.
e. Assess the accuracy, validity and possible bias of sources.
Physical Education 体育 - Identity (Grade 4)
Overall Expectations
• Learners understand that a person’s identity is shaped by a range of factors and that this identity evolves over time. They
explore and reflect on the strategies they use to manage change, approach new challenges and overcome adversity. They analyse
how they are connected to the wider community and are open to learning about others. Learners use their understanding of their
own emotions to interact positively with others. They are aware that developing self-reliance and persisting with tasks
independently will support their efforts to be more autonomous learners.
Conceptual Understandings
• A person’s identity evolves as a result of many cultural influences. ( How We Express Ourselves)
Learning Outcomes
• examine different factors (heritable and non-heritable) that shape an identity (for example, gender, sexuality, nationality,
language group) (Where We Are in Place and Time)
• reflect on their own cultural influences, experiences, traditions and perspectives, and are open to those of others (How We
Express Ourselves)
Physical Education 体育 - Interactions (Grade 4)
Overall Expectations
• Learners understand that group work can be enhanced through the development of a plan of action and through identifying
and utilizing the strengths of individual group members. Learners reflect on the perspectives and ideas of others. They understand
that healthy relationships are supported by the development and demonstration of constructive attitudes towards other people
and the environment
Conceptual Understandings
• A plan of action is a necessary strategy for a group to achieve its goal (How we Organize Ourselves)
• An effective group capitalizes on the strengths of its individual members (Who We Are)
Learning Outcomes
• recognize that committing to shared goals in group situations improves individual and shared experiences and outcomes (Who
We Are)
• discuss ideas and ask questions to clarify meaning (How We Express Ourselves)
• reflect on shared and collaborative performance (How the World Works)
Mathematics 数学 - Shape and Space (Grade 4)
Overall Expectations
• will understand that shapes have characteristics that can be described and compared. They will understand and use common
language to describe paths, regions and boundaries of their immediate environment.
• will continue to develop their understanding of symmetry, in particular reflective and rotational symmetry.
• will understand how geometric shapes and associated vocabulary are useful for representing and describing objects and
events in real-world situations.
Conceptual Understandings
• Shapes can be described and organized according to their properties.
• Objects in our immediate environment have a position in space that can be described according to a point of reference.
• understand that shapes can be transformed in different ways
• understand that geometric shapes and vocabulary are useful for representing and describing objects and events in real-world
situations (e.g., regular/irregular polygon, circle, square, rectangle, triangle, parallelogram, rhombus, ellipse, trapezoid/trapezium,
pentagon, hexagon, octagon)
• understand that specific vocabulary can be used to describe an object’s position in space
• understand types of triangles (e.g., equilateral, isosceles, scalene)
• understand the properties of perpendicular/parallel lines
• recognize and understand the kinds of angles (e.g. right angle, acute angle, obtuse angle, straight angle and perigon)
Learning Outcomes
• Learners will sort, describe and model regular and irregular polygons, developing an understanding of their properties. They will
be able to describe and model congruency and similarity in 2D shapes.
• understand that 2D and 3D shapes have characteristics that can be described and compared
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• understand that common language can be used to describe position and direction, for example, inside, outside, above, below,
next to, behind, in front of, up, down.
• sort, describe and compare 3D shapes
• describe position and direction, for example, inside, outside, above, below, next to, behind, in front of, up, down.
• explore and describe the paths, regions and boundaries of their immediate environment (inside, outside, above, below) and
their position (next to, behind, in front of, up, down).
Mathematics 数学 - Pattern and Function (Grade 4)
Overall Expectations
• will understand that patterns and sequences occur in everyday situations. They will be able to identify, describe, extend and
create patterns in various ways.
Conceptual Understandings
• Patterns and sequences occur in everyday situations.
• Patterns repeat and grow.
Learning Outcomes
• extend and create patterns.
• describe patterns in various ways, for example, using words, drawings, symbols, materials, actions, numbers.
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