小班-动物单元计划表.doc

1. What is our purpose? 教学目的是什么？To inquire into the following: 探究如下：transdisciplinary theme 跨学科主题：Sharing the planet 共享地球An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.探究努力与他人及其他生物分享有限资源时的权利与责任；群体/社区以及他们内部及之间的关系；机会均等；和平与解决冲突。 central idea 中心思想： 我们有责任与动物共享地球。Summative assessment task(s): 综合评估工作What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for?哪些方法可用来评估学生是否理解中心思想？我们要寻找哪些材料，其中包括学生自发的行动？Summative assessment task 总结性评估幼儿画一个动物，介绍动物的特征和习性，以及如何保护她，并制作成海报，教师记录幼儿所说的如何保护动物的方法Summative assessment总结性评估方式Tools工具,rubric/checklist/continuum核对表, observstion/anecdotal notes观察记录,etc.n 海报（问题）：1) 这是什么动物？2) 他们是怎么样子的？3) 他们住在哪里？4) 如何保护动物Evidence 证据What do we want the students to understand/know,be and do?我们想让学生学什么？成为什么样的人？做什么？Concepts概念:n 联系n 责任（每个孩子饲养一个动物、每个孩子自带一个生鸡蛋，保护半天）Skills技能:思考技能、研究技能（制作海报） Learner profile培养目标:n 富有同情心的人（饲养动物或鸡蛋）n 有原则的人（按时归还动物、宠物日记） Attitude态度:Students may take actions by学生的行动：记录自己是如何照顾自己的宠物的。Class/grade:小班Age group: 3-4岁School: 上海浦东新区维多利亚幼儿园 School code学校代码:Title: Sharing the planet 共享地球Teacher(s):持续时间Date： 2012年 2月6日-3月23日 需要几周完成number of hour over number of weeks：10周Planning the inquiryPYP planner2. What do we want to learn? 我们要学什么?What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?在探究中着重于哪些重要的概念(形式、功能、原因、变化、联系、观点、责任、反思)？联系、 Responsibility责任（initiative积极性, rights权利）What lines of inquiry will define the scope of the inquiry into the central idea?什么样的问题能界定探究范围以满足中心思想？l 各种各样的动物l 动物给予我们的帮助l 我们有责任关爱动物l 幼儿生成的内容What teacher questions/provocations will drive these inquiries?老师提出的哪些问题/启发将引导这些探究？1. 你知道哪些动物？2. 你养宠物吗？3. 动物们住在哪里？4. 他们怎么样子的？5. 他们是怎么活动的？6. 他们吃什么？7. 动物会发出什么样声音？8. 动物怎么帮助我们？9. 你还知道动物哪些事情？10. 为什么我们要保护动物？Provocations: How might you change the classroom/corners?动物角色扮演区角（森林、超市、农场）、树屋、养动物角、准备一个空的角落让幼儿自己布置3. How might we know what we have learned? 如何知道我们学了什么？This column should be used in conjunction with “How best might we learn?”这一条一定与“我们怎样学得最好？“联系起来What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for?哪些可行性方法用于评估学生已有的知识和技能？我们要找寻哪些材料?Pre assessment of prior knowledge先期评估:l K/W/L l 提问：你知道哪些动物？Pre assessment of skills先期技能评估:l 探究技能：利用调查表调查不同动物的信息l 思考技能：K/W/L What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?哪些可行性方法能评定学生对于质询内容的学习?Line of inquiry 探究路径Way to assess 评估方法Evidence 证据l 各种各样的动物l 每个幼儿若干动物，根据标准（生活的地方、腿的多少？）进行分类l 谜面l 动物拼图l 分类表l 谜底l 拼图板l 动物给予我们的帮助l 动物头脑风暴：把动物画在中间，幼儿说出这个动物如何帮助我们l 配对图片l 我们有责任关爱动物l 根据动物日记，评估幼儿是否关爱动物l 对动物好的行为和不好的行为的进行判断l 动物日记本l 图片4. How best might we learn?怎样学得最好？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?老师或学生提议的哪些学习经验可用于鼓励学生质询并且能解决问题？Tuning in导入: (prior knowledge先期知识, gain student interest获取学生兴趣)K/W/L、有关动物的歌、故事、动物区角、去社区寻找小动物Finding out找出:(Extend on knowledge拓展知识,challenge beliefs转变观念,use skills利用技能)动物园游玩、参观科技馆（动物世界）、海洋水族馆、图书馆活动、兽医Going further深入:(Develop students inquiry发展学生探究)Taking action采取行动: (Student led学生自主引导 and teacher led教师主导)家有宠物的孩子提供一些照顾动物信息What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?哪些机会可以促使跨学科技能的发展，并且能发展完善学习者的品质？Application of transdisciplinary skill( added to reports) 跨学家技能应用（加入评估报告）Evidence证据 outcomes学习成果(From scope and sequence来自课程框架)Sample范例 experiences经验(explicit teaching明确的教学)Skills 技能Literacy 阅读Mathematics 数学Learner profiles：Planning the inquiry5. What resources need to be gathered? 需要哪些资源？What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?有哪些可利用的资源：人、地方、视听资料、相关的文学作品、音乐、美术、电脑软件、等等？书、光碟、动物玩具、图片、小动物的声音、面具、头饰、信封手偶How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?怎样使用教室环境、当地环境、或者社区来协助进行质询？ International Baccalaureate Organization 2007Reflecting on the inquiry6、To what extent did we achieve our purpose?我们的教学目标完成得怎样?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.通过提供学生对中心思想学习理解的成果来评估质询的效果。反思/反馈应包括老师们的教学计划和教学过程。How you could improve on the assessment task(s) so that you would have a more accurate picture of each students understanding of the central idea.为了能发展评估工作，你将对每个学生理解中心思想有一个更准确的描述。What was the evidence that connections were made between the central idea and the transdisciplinary theme?什么样的材料能把中心思想和跨学科主题联系在一起？7、To what extent did we include the elements of the PYP?我们的教学包含了PYP的要素了吗？What were the learning experiences that enabled students to:学习经验能使学生获得什么？ develop an understanding of the concepts identified in “What do we want to learn?”是进一步理解在“我们要学什么”中被确定的概念？ demonstrate the learning and application of particular transdisciplinary skills? 是展示学习与运用特殊的跨学科技能？ develop particular attributes of the learner profile and/or attitudes? 是发展学习者品质/态度中的特质？In each case, explain your selection.总之，解释你的选择。 International Baccalaureate Organization 2007Reflecting on the inquiry 9. Teacher notes 教师记录8. What student-initiated inquiries arose from the learning?学生在学习中会产生哪些自发的质询？Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learn