Teaching Ideas
This page will provide links to some documents of planning and organization that I have made throughout the year. These documents contains of fresh ideas which had been successfully support the program that I have implemented this year. As the implementation of knowledge and skills that I acquired, I used this page to explain how the theory get into daily classroom practices. The activities mostly done within an integrated subjects called UOI (Unit of Inquiry) using Inquiry based learning method. Some of them are also specific subject lesson like ICT or visual arts, which maybe useful for you and your classroom.
PYP 6 2011 -2012
Where We Are in Place and Time - Past Civilization
The Journey of Lasting Legacy Slideshow: PYP’s trip from Surabaya, Jawa, Indonesia to Yogyakarta was created by TripAdvisor. See another Yogyakarta slideshow. Create your own stunning slideshow with our free photo slideshow maker.
Sharing The Planet - Organism Adaptation
Endangered Species: A Mini-Documentary Movie
Summative Task:
Students will make a video clip or mini documentary movie about the life of an endagered species/organism. They need to investigate the way they adapt to the environment, reason why it's endangered and how we can help to protect this organism.
Criteria:
1. Describe the features of chosen organism in general (name, type, habitat, lifecycle, the way it lives in general).
2. Explain how the adaptation helps the organism to survive in its environment (physical,morphological, behavioral).
3. Identify factors caused by humans that might make the organism unable to survive or meet its needs.
4. Explain the effect on humans and ecosystems if the organism is unable to adapt to survive and becomes extinct.
5. Explain human responsibility to help the organism to survive.
6. Use varied multimedia and tools to create the video in Windows Live Movie Maker.
Below is the video that I made using Live Movie Maker to give example to students. I've uploaded to youtube with title "Panda: Life in Threat". Enjoy!
Students will make a video clip or mini documentary movie about the life of an endagered species/organism. They need to investigate the way they adapt to the environment, reason why it's endangered and how we can help to protect this organism.
Criteria:
1. Describe the features of chosen organism in general (name, type, habitat, lifecycle, the way it lives in general).
2. Explain how the adaptation helps the organism to survive in its environment (physical,morphological, behavioral).
3. Identify factors caused by humans that might make the organism unable to survive or meet its needs.
4. Explain the effect on humans and ecosystems if the organism is unable to adapt to survive and becomes extinct.
5. Explain human responsibility to help the organism to survive.
6. Use varied multimedia and tools to create the video in Windows Live Movie Maker.
Below is the video that I made using Live Movie Maker to give example to students. I've uploaded to youtube with title "Panda: Life in Threat". Enjoy!
Who Wants to Live a Million Years: Survival Game
After learning about Natural Selection, Environmental Pressure, Variations, Mutations, Evolution, Survival of the fittest, you can practise your knowledge about in a fun way using this game below:
http://science.discovery.com/interactives/literacy/darwin/darwin.html
Instruction:
Play the "survival" game and answer some of the questions below to show that you learn something when playing the game.
1. What 3 variations of the organism did you choose the first?
2. What are the environmental pressures that your organism have?
3. What was the result of the first game, was it failed or suceed, what year that you ended up to? why?
3. How did you decide to improve the result of your next game?
4. What were the variations of the organisms that you choose in the next game?
5. What was the result of the game, is there any improvement? why?
6. How many times did you play the game until you succeed to "survive the organism"?
7. What tips you might have for other players so they can succeed playing the game?
8. Overall, what things that you learn from the game? Conclude!
http://science.discovery.com/interactives/literacy/darwin/darwin.html
Instruction:
Play the "survival" game and answer some of the questions below to show that you learn something when playing the game.
1. What 3 variations of the organism did you choose the first?
2. What are the environmental pressures that your organism have?
3. What was the result of the first game, was it failed or suceed, what year that you ended up to? why?
3. How did you decide to improve the result of your next game?
4. What were the variations of the organisms that you choose in the next game?
5. What was the result of the game, is there any improvement? why?
6. How many times did you play the game until you succeed to "survive the organism"?
7. What tips you might have for other players so they can succeed playing the game?
8. Overall, what things that you learn from the game? Conclude!
Natural Selection: Create the Survival Species using SPORE
Aim: to understand the consequences when an organism doesn't meet their needs
Related concepts: Natural selection, evolution, variations, environmental pressure, adaptations challenge, mutation, curvival of the fittest
Task:
Create the best species which will survive and is able to adapt to several environmental pressure. Start with creating the origin or the ancestor of the organism, create it with spore. you can download this fun creature creator online at spore.com . Explain the characteristic of the origin species, then continue with identifying the environmental pressure which affect the variations caused by mutations of the species. finally, create the best species which can adpat to different adaptations challenges and explain why they are the survival of the fittest. Use spore to create your organism. Have fun!
Criteria:
1. Decide the type of the organism and its habitat
2. Identify the environmental pressures that the organism has to deal with
3. Explain possible variations caused by mutations in order to adapt (the physical, morphological and behavioral adaptation too)
4. Describe 1 survival of the fittest (explain why they survive by describing the characteristic of the organism to adapt to the environmental pressure)
Download the sample of the activity below:
Related concepts: Natural selection, evolution, variations, environmental pressure, adaptations challenge, mutation, curvival of the fittest
Task:
Create the best species which will survive and is able to adapt to several environmental pressure. Start with creating the origin or the ancestor of the organism, create it with spore. you can download this fun creature creator online at spore.com . Explain the characteristic of the origin species, then continue with identifying the environmental pressure which affect the variations caused by mutations of the species. finally, create the best species which can adpat to different adaptations challenges and explain why they are the survival of the fittest. Use spore to create your organism. Have fun!
Criteria:
1. Decide the type of the organism and its habitat
2. Identify the environmental pressures that the organism has to deal with
3. Explain possible variations caused by mutations in order to adapt (the physical, morphological and behavioral adaptation too)
4. Describe 1 survival of the fittest (explain why they survive by describing the characteristic of the organism to adapt to the environmental pressure)
Download the sample of the activity below:
| Survival Species SPORE activity |
Why Species are Endangered or Extinct?
Aim of the task:
e.g.
Name of organism: Baiji Dolphin
What type of Species: Animal, Aquatic mammal
When declared extinct: 2006
Why it’s extinct: The Baiji population declined drastically in decades as China industrialized and made heavy use of the river for fishing, transportation, and hydroelectricity.
Resources: http://en.wikipedia.org/wiki/Baiji_Dolphin
4. Repeat the same task for endangered species. Another website beside those 2 website above, you may use to find information about endangered species: http://www.earthsendangered.com/index.asp
5. Conclude what factors caused by human which make species are extinct or endangered. See this website to see the factors : http://www.keepbanderabeautiful.org/kpearthendangered.html
6. Explain how you can make connection with your previous understanding about Evolution theory, adaptations, environmental pressure and survival of the fittest.
- to identify the cause of modern extinction and endangered of some species
- to make connection between human activities and their environmental pressure towards other living things.
- Identify at least 2 plants and 3 animals that are extinct recently
- Find information about the extinct species list in :
e.g.
Name of organism: Baiji Dolphin
What type of Species: Animal, Aquatic mammal
When declared extinct: 2006
Why it’s extinct: The Baiji population declined drastically in decades as China industrialized and made heavy use of the river for fishing, transportation, and hydroelectricity.
Resources: http://en.wikipedia.org/wiki/Baiji_Dolphin
4. Repeat the same task for endangered species. Another website beside those 2 website above, you may use to find information about endangered species: http://www.earthsendangered.com/index.asp
5. Conclude what factors caused by human which make species are extinct or endangered. See this website to see the factors : http://www.keepbanderabeautiful.org/kpearthendangered.html
6. Explain how you can make connection with your previous understanding about Evolution theory, adaptations, environmental pressure and survival of the fittest.
Animal and Plant Adaptation: Pop-up Guessing Book
Task:
Create a pop-up book about guess what animal and plant is it? You need to explain the characteristic of each organism you choose, including the physical features and their behavior / the way to adapt to their habitat or the environment they live in.
Instruction:
Criteria:
Create a pop-up book about guess what animal and plant is it? You need to explain the characteristic of each organism you choose, including the physical features and their behavior / the way to adapt to their habitat or the environment they live in.
Instruction:
- Choose at least 5 organisms (3-4 animals and 1-2 plants)
- Find complete information about their characteristic and adaptation (note taking note making) à the animal/plant anatomy, diet, habitat (where it lives), how it lives (enemies, reproduction, protection, movement, etc) . You may use these links to help you to find the information:
- http://www.enchantedlearning.com/biomes/
- http://www.veeriku.tartu.ee/~ppensa/plant_adaptation.html
- http://www.kidsbiology.com/animals-for-children.php
- http://www.kathimitchell.com/plants.html
- Make clues for guessing game “what animal/plant is it” using the facts/ information that you’ve gathered (5-6 clues)
- Prepare the A5 hard paper, A5 white paper and other materials and equipment to make the pop-up books
- Follow teachers instruction to make the pop up book or use your creativity to make it (you can use print or hand draw). You can use this link or the image below to learn how to make the simplest pop up book pages: http://www.arts.professorklein.com/docs/pop_up_books/first.jpg
Criteria:
- identify different types of organisms and their habitats
- explain the characteristics of the organisms which support adaptations
- classify two types of adaptations and describe each physical feature and the mechanism to adapt to the environment
- use reliable facts from trusted sources to support your work
- create an organized and attractive media (pop-up book) to present the information
Organisms Attack! - a lesson about adaptations
Objectives:
- to identify certain type of organism and its physical features to survive
- to describe the habitat or suitable environment for the organism
- to explain how organism adapt to the environment
Task:
Draw an unknown organism from any type of species (it could be animals, plants; fungi, protista and monera will be more challenging)
Think about these following:
- What type of an organism is it? GIve name and explain the physical features that help it to survive in the environment?
- In what type of habitat do you think it lived? What features of the environment does it have to support the organism?
- What are the behaviour of the animals? How do you think it moves, eats, breathes etc?
Please describe clearly and get ready to present to the class.
- to identify certain type of organism and its physical features to survive
- to describe the habitat or suitable environment for the organism
- to explain how organism adapt to the environment
Task:
Draw an unknown organism from any type of species (it could be animals, plants; fungi, protista and monera will be more challenging)
Think about these following:
- What type of an organism is it? GIve name and explain the physical features that help it to survive in the environment?
- In what type of habitat do you think it lived? What features of the environment does it have to support the organism?
- What are the behaviour of the animals? How do you think it moves, eats, breathes etc?
Please describe clearly and get ready to present to the class.
Math Decimals Multiplication and Division
Learn how to divide the decimals using this link: http://www.mathsisfun.com/dividing-decimals.html
Watch the animation to help you too. Then do 5 numbers of the problems found at the bottom page.
Learn how to divide the decimals using this link: http://www.mathsisfun.com/multiplying-decimals.html
Watch the animation to help you too. Then do 5 numbers of the problems found at the bottom page.
Watch the animation to help you too. Then do 5 numbers of the problems found at the bottom page.
Learn how to divide the decimals using this link: http://www.mathsisfun.com/multiplying-decimals.html
Watch the animation to help you too. Then do 5 numbers of the problems found at the bottom page.
ICT Math Assessment Task- Fun Fast Food
Step One: 25 minutes
· Students will decide which fast food restaurant they would like to visit. Click on that restaurant's web site below.
o McDonald's: http://nutrition.mcdonalds.com/getnutrition/nutritionfacts.pdf
o Burger King: http://www.bk.com/en/us/menu-nutrition/index.html
o Wendy's: http://www.wendys.com/food/Nutrition.jsp
· Once there, student plan a meal with a sandwich, salad or other main dish, a side dish (french fries, etc), a drink, and a dessert. For each item on your menu, record the total calories and the calories from fat.
Step Two: 40 minutes
· Enter the nutrition data in an Excel spreadsheet. Use formula =B2-C2 to find the non fat calories. And then use formula =C2/B2 and show it in percentage, copy it to the next column to show/convert the percent in fraction and decimal. Here is example of how to make the excel file: http://www.wmburgweb.com/Resources/Lesson/spreadsheet.htm
· Students will make the bar graph for the calories and fat calories of 4 meal items. Then make a pie chart of non fat calories in 1 menu, and then make another pie chart of total fat calories from all meal.
· When you have finished your spreadsheet and charts, answer some of the questions to make conclusion. See below:
1. Total calories for meal
2. Total fat calories for meal
3. Total non-fat calories for meal
4. Percentage of fat in meal
5. Item with most calories and number of calories
6. Item with least calories and number of calories
7. Item besides the beverage with the highest percentage of fat
8. Percentage of fat for item in #7
9. Item besides the beverage with the lowest percentage of fat
10. Percentage of fat for item in #8
· Students will compare their answers to at least one other group. In their text book, record information about which restaurant they visited, what food they ate, and the nutritional content of that food.
Step Three: 40 minutes
· Find information about ideal nutrition consumption for kids their age. How many calories, how much fat, how many other nutrition needed in a day?
http://kidshealth.org/kid/nutrition/food/fat.html
http://www.ehow.com/about_5339712_many-calories-do-children-need.html
· Then using Microsoft Word, students type a three paragraph report about their findings. Use the format for a one-page report.
o Paragraph #1: Introduction including which restaurant they chose and the items on their menu.
o Paragraph #2: Summarize their findings about the meal including number of calories, percentage of fat, etc. Copy and paste one of the charts into your document as supporting evidence.
o Paragraph #3: Compare and contrast your meal with another student. Use the information you recorded in step 2.
o Paragraph #4: Use the information from the Department of Agriculture to evaluate your meal. How does your percentage of fat compare to the percentage recommended? What about other guidelines like eating fruits and vegetables. Have you planned a healthy meal? What changes might you make in your meal to make it healthier?
Assessment tool: Rubric
Criteria:
· Manipulate a spreadsheet: enter and format data, display fraction, percentage, decimals and use formulas and functions.
· Create bar charts and pie charts to analyze data
· Summarize findings using a word processor and incorporating data and charts from spreadsheet
Adapted from: http://www.wmburgweb.com/Resources/Lesson/index.htm
· Students will decide which fast food restaurant they would like to visit. Click on that restaurant's web site below.
o McDonald's: http://nutrition.mcdonalds.com/getnutrition/nutritionfacts.pdf
o Burger King: http://www.bk.com/en/us/menu-nutrition/index.html
o Wendy's: http://www.wendys.com/food/Nutrition.jsp
· Once there, student plan a meal with a sandwich, salad or other main dish, a side dish (french fries, etc), a drink, and a dessert. For each item on your menu, record the total calories and the calories from fat.
Step Two: 40 minutes
· Enter the nutrition data in an Excel spreadsheet. Use formula =B2-C2 to find the non fat calories. And then use formula =C2/B2 and show it in percentage, copy it to the next column to show/convert the percent in fraction and decimal. Here is example of how to make the excel file: http://www.wmburgweb.com/Resources/Lesson/spreadsheet.htm
· Students will make the bar graph for the calories and fat calories of 4 meal items. Then make a pie chart of non fat calories in 1 menu, and then make another pie chart of total fat calories from all meal.
· When you have finished your spreadsheet and charts, answer some of the questions to make conclusion. See below:
1. Total calories for meal
2. Total fat calories for meal
3. Total non-fat calories for meal
4. Percentage of fat in meal
5. Item with most calories and number of calories
6. Item with least calories and number of calories
7. Item besides the beverage with the highest percentage of fat
8. Percentage of fat for item in #7
9. Item besides the beverage with the lowest percentage of fat
10. Percentage of fat for item in #8
· Students will compare their answers to at least one other group. In their text book, record information about which restaurant they visited, what food they ate, and the nutritional content of that food.
Step Three: 40 minutes
· Find information about ideal nutrition consumption for kids their age. How many calories, how much fat, how many other nutrition needed in a day?
http://kidshealth.org/kid/nutrition/food/fat.html
http://www.ehow.com/about_5339712_many-calories-do-children-need.html
· Then using Microsoft Word, students type a three paragraph report about their findings. Use the format for a one-page report.
o Paragraph #1: Introduction including which restaurant they chose and the items on their menu.
o Paragraph #2: Summarize their findings about the meal including number of calories, percentage of fat, etc. Copy and paste one of the charts into your document as supporting evidence.
o Paragraph #3: Compare and contrast your meal with another student. Use the information you recorded in step 2.
o Paragraph #4: Use the information from the Department of Agriculture to evaluate your meal. How does your percentage of fat compare to the percentage recommended? What about other guidelines like eating fruits and vegetables. Have you planned a healthy meal? What changes might you make in your meal to make it healthier?
Assessment tool: Rubric
Criteria:
· Manipulate a spreadsheet: enter and format data, display fraction, percentage, decimals and use formulas and functions.
· Create bar charts and pie charts to analyze data
· Summarize findings using a word processor and incorporating data and charts from spreadsheet
Adapted from: http://www.wmburgweb.com/Resources/Lesson/index.htm
PYP 3 2010-2011
Where We are in Place and Time - Perception of Country
Central idea: All countries have special features that distinguish them from other places.
Lines of Inquiry
· The geography and landmarks of countries
· History of countries
· Different perspectives of a country
Key concepts: Form, Change, Perspective
Lines of Inquiry
· The geography and landmarks of countries
· History of countries
· Different perspectives of a country
Key concepts: Form, Change, Perspective
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I use this lesson plan to manage the lesson and learning engagement during this unit. It’s an easy to use lesson plan
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Students did Passport Project in the finding info stage, to get more knowledge about countries around the world. Using passport template provided by teacher students completed the data about country geographical facts and other interesting features including landmarks, flags, language, mountain, river, etc.
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To help students to learn about perspective o a country which is quiet complex concept for students, I cretaed a guideline which helped them completing the required tasks I also did the same thing when I found difficulties in delivering the abstract concept of country’s history to students . These two guidelines really gave clear expectation to my students and helped to raise the standard of their learning.
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It’s one of m favorite activity during the unit that I created to encourage thinkig and creativity. students wrote the imaginative trip around the world and made a recount writing about it. It aimed to develop heir knowledge about the countries around the world after they did passport project.
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Who We Are- Conflict and Resolution
Central idea: Understanding other people’s perspectives and communicating our own points of view help us live together peacefully.
Lines of Inquiry:
· Why people feel and think differently.
· Dealing with differences
· Valuing differences leads to understanding
Key Concept: Causation, Perspective, Reflection
Lines of Inquiry:
· Why people feel and think differently.
· Dealing with differences
· Valuing differences leads to understanding
Key Concept: Causation, Perspective, Reflection
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This is my class lesson plan as my teaching guide throughout the unit.
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After exploring some study cases, students needed to come up with solution. They discussed the possible solutions and classified them into three main strategies to solve conflicts. Students used the Solution Card to analyze the problem deeper by finding the possible outcomes for each strategy chosen.
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As a part of taking action, 3C did a mini conference about conflict and resolution at the end of the unit. They came up with ideas of action that we can do to apply the knowledge and skills that they had learnt in this unit. They came up with some good ideas about it.
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This is compilation of great websites that we use to support the unit
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How We Express Ourselves
Central Idea: Our choice of arts enables us to express the qualities we value
LINES OF INQUIRY
· Qualities we value in people
· Elements of art
· How arts can be used to express qualities
Key Concepts: Function, Connection, Perspective
LINES OF INQUIRY
· Qualities we value in people
· Elements of art
· How arts can be used to express qualities
Key Concepts: Function, Connection, Perspective
How The World Works
Central idea: Natural disasters play a role in shaping the earth and communities respond to these changes.
Lines of Inquiry
· How the earth is changing over time. ( components of the Earth)
· How natural disasters happen
· How communities respond to their changing environment (prevention and adaptation)
Key Concepts: Function, Connection, Change
Lines of Inquiry
· How the earth is changing over time. ( components of the Earth)
· How natural disasters happen
· How communities respond to their changing environment (prevention and adaptation)
Key Concepts: Function, Connection, Change
