PYP 6C Where We are in Time and Place
Planner 6C 2010/2011
Date
Learning
Intention
Tune in the
students’
mind about
the concept
of past life
Assess the
students prior
knowledge
about the
concept of
past time and
agreed on a
time line
Assess the
students prior
knowledge
about the
meaning of
“civilization”
Lead the
students to
brainstorm
about the
elements of
civilization
Identify the
evidence of
past
civilization
To understand
the relevance
of past
civilization to
our life now
Succeed Criteria
Students are able to
understand that they are a
part of the past life
Students are able to express
their understanding about the
concept of past time
Learning Engagement and Assessment
Provocation:
Individual Task
Students bring their childhood thing (toy, clothes, book, etc.)
that they still keep up to now. They share to classmates the
value of the thing and reasons of keeping it.
Brainstorming (class discussion)
How past is past?
What is the different between past and ancient?
(Have a class agreement that past life starts in 1 BC
and ancient time happen before that. In this unit,
students are talking about past civilization, not ancient
civilization )
Students are able to express
their prior knowledge about
what it means by civilization
Group work
In group, students create a mind map or any kind of
presentations to express their prior knowledge about
the meaning of civilization.
Students are able to mention
some elements of civilization
found in the video
Pre watching:
some guided questions to be answered during watching
Watching Video
Post Activity:
Lead the students to be able to come up with some
elements of civilization after watching a video about
the civilization. Show the students some elements of
civilizations.
Finding Info- Sorting Out
Pre- Departure: students do research in internet about
some historical sites they are going to visit
Outing to Jogjakarta: students visit some historical
sites and they need to fill in the assessment in the
jogja book
Students are able to
identify and analyze the evidence
of elements of civilization found
in Yogjakarta
Students are able to identify and
analyze the evidence of elements
of past civilization found in other
past civilization
Students choose one civilization they are interested in
to study and they need to identify the elements of
civilization found there
Students are able to compare and
contrast (similarities and
differences) of the two or more
civilizations
identify the evidence of the
relevance of past civilization
happen in Yogyakarta to their
people (attitudes, traditions,
values)  local
Students compare and contrast using any form of
graphic organizer about two or more civilization in
terms of their similarities and differences
Students analyze the impacts of the past towards the
Jogjakarta people (using any kinds of organizer,
charts). The impacts can be positive impacts, negative
impacts and interesting impacts.
To analyze the
importance of
preservation of
past
civilizations
and the ways
followed
Summative
Task:
To build the
students’
awareness in
appreciating
the value of
past civilization
Students are able to analyze the
evidence of the relevance of
Indonesian past civilizations to
their people  national
Analyze the impacts of Indonesian past civilization
towards Indonesian people (using any kinds of
organizer, charts). The impacts can be positive
impacts, negative impacts and interesting impacts.
Students are able to analyze the
roles of certain elements (past to
now) of past civilizations to our
life now  global
ICT Skills:
 Students are able to create a
short clip using Windows
Movie Maker
Content:
 Students are able to show their
understanding of preserved and
not preserved elements
 Students are able to justify the
reasons of preservation
 Students are able to justify the
reasons of not preserving
particular
elements
of
civilization
 ways of preservation
 the reliability of resource and
evidence
Analyze the impacts of other countries’ past civilization
towards our lives now (using any kinds of organizer,
charts). The impacts can be positive impacts, negative
impacts and interesting impacts.
Going Further-Taking Action
Students are going to display their ICT skills, especially
in the use of windows movie maker. They need to be
able to show their understanding of the importance of
preserving or not preserving the past. Sometimes,
there are some values or attitudes coming from past
civilization are not relevant anymore to the present
life. Give students more examples some evidence of
civilization which might be irrelevant to today’s life.
For example: cannibalism.
Identify an element of
civilization from the chosen
past civilization
Identify the similarities and
differences between past and
present ‘implementation’ of
the evidence in the chosen
civilization
Analyze the reasons and
ways of preservation
Conclude the importance of
appreciating the past
civilization
Individually present the
assigned information into a
free-form of presentation.
Taking Action
You are a person who’s willing to preserve a certain element
of civilization (architect, archeologist, artist, museum owner,
sculpture, etc.) who educates others about ways to preserve
past civilization (the reasons, ways and the importance of
appreciating the past civilization).
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Students
reflect on what
they have
learnt
Students make a reflection based
on what they have shown and
performed during this unit using
any form of reflection strategies.
Reflection
Give students some possible options of reflection.