(已修改)PYP Unit Planner-KA Celebration

Unit Planner
Class/grade班级：KA Age group年龄：5-6
School学校：Jurong Country Garden kindergarten School code学校代码：
Title单元题目：Celebration 庆祝
Teacher(s)老师：Anna, Sophie，Cigar, Pethy, Tina
Date日期：May. 13th –Jun.27th
Proposed duration建议期限：time 12 hours 12小时over number of week: 6 weeks 6周Planning the inquiry备课阶段
1. What is our purpose? 我们的目的是什么？
To inquire into the following - To encourage the children to be active learners and well-rounded individuals, aiming to create a relevant, engaging, challenging and significant educational environment.
●Transdisciplinary theme 跨学科主题：（提示：既要写主题名称，也要写主题描述）Where we are in place and
time时空领域
An exploration of our orientation in place and time; of history and g
eography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.
探究---我们所处的时空；当地和全球的历史和地理；我们的家和旅行；人类的发明、探索和迁徙；个人和人类文明的贡献。

●Central idea 中心思想：（提示：中心思想应当用简明扼要的一句话来表述，它将帮助学生
对跨学科主题形成自己的理解，并能挑战和扩展学生的已有知识。

中心思想对于所有学生来说具有强制性。

不同能力不同年龄层次的学生都可对中心思想进行不同深度的学习。

）
People celebrate for different reasons. 人们因为不同的原因庆祝。

Summative assessment task(s) 总结性评价设计：来评价学生对中心思想的理解？我们希望用什么形式（包括学生的自发行动）来进行评价？（提示：参考评价策略和评价工具）
Summative Assessment Task-总结性评价：
What are the possible ways of assessing students’ understanding of the central idea? What evidence, .举办一场毕业典礼表演会，孩子们通过表演，感受节日的多姿多彩，激发探究节日文including student-initiated actions, will we look for?大概用什么方法展示。

化内涵的兴趣。

The kids could describe which festival was given their deep impression. 孩子能描述自己在.To join the festivals and experience it happily by recording and arranging the content of 节日中留下了最快乐最难忘的印象。

festivals.
通过记录节日活动的内容和安排，进一步体验参与设计节日的乐趣。

Evidence 证据
●The kids know how to celebrate the festivals.
学生知道如何庆祝不同的节日。

●The kids can tell the reasons why we celebrate different festivals.
学生能说出庆祝节日的理由。

●Children gain social learning by showing.
孩子通过表演来进行社交性学习
自我评价：Self-assessment
●Which celebrations do you know?
你知道有哪些需要庆祝的节日呢？
●Will you celebrate festivals with your family?
你会和家人一起庆祝节日吗？
●Have you ever performed in any celebrations?
你有在哪些庆祝活动中表演过节目吗？
●Do you know how to celebrate?
你知道如何庆祝不同的节日吗？
●Can you tell the traditional Chinese celebrations from foreign celebrations?
你能区别中国的传统节日和国外的典型节日吗？
2. What do we want to learn?我们想学些什么？
What are the key concepts to be emphasized within this inquiry? 本次探究活动要强调的核心概念有哪些？
（提示：只要选取2-3个核心概念，但要思考如何用概念推动探究）
Form, Connection, Responsibility, 形式，联系，责任
What lines of inquiry will define the scope of the inquiry into the central idea? 探究范围：
（提示：每个探究主题都要包含3-4个探究范围，探究范围要围绕中心思想来设计）
What teacher questions/provocations will drive these inquiries? 为推动探究，老师拟设计哪些问题？
●How does holiday come from?
节日是怎么来的？
●What do people do during traditional festivals?
传统节日怎么过？
●What are the various celebrations around the world?
世界上有哪些重要的节日？
●Why do people celebrate on that time/date?
为什么人们选择那个时间\日期来庆祝？
●How do people celebrate?
人们是如何庆祝的？
●How do people celebrate Chinese New Year?
中国新年是怎么过的？
3. How might we know what we have learned? 我们如何知道我们学到了什么？
This column should be used in conjunction with “How best might we learn?”此栏目应与“我们如何学得最好”结合使用。

What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? 大概用什么方法来评价学生的已有知识与技能？我们希望用什么形式来评价？（提示：这是前期性评价）
Oral expressing, telling and introducing the following question are the ways of assessing students’ prior knowledge and skills. 通过口头表达、讲述、介绍的方法来评价我们已有的知
识和技能。

- Going out of the school and feel the atmosphere of all kinds of festivals. e.g. supermarket, school, community. 走出学校，寻找外面装扮有节日气氛的场所，如超市。

- Going shopping 逛街
- Visit a foreign teacher’s home 参观外籍老师的家。

- We collect some pictures. Folk artworks我们收集一些图片。

民间艺术品
- Arranges the holiday environment together with the baby, the feeling holiday atmosphere.和幼儿一起布置节日环境,感受节日的氛围.
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 大概用什么方法来评价学生在探究活动过程中的学习情况？我们希望用什么形式来评价？（提示：这是过程性评价）
Collect some pictures from the kids.
老师依照评价标准使用纪实或照片纪录学生在探究活动中的表现。

Record the kids questions 记录孩子的问题
Participation in holiday arrangements and celebrations.参与节日的筹备及庆祝活动。

Ability to communicate, cooperate and enjoy communal activities in the appropriate way.会用恰当的方式与人交往、沟通、合作，共享集体活动的快乐。

Methods we used:
Oral questions 口头提问
group communication小组交流
Drawing 绘画
Questionnaire调查问卷
1. Whether the child can carry on the development and the expression to the holiday.
孩子是否能对节日进行展现和表达。

2. Whether the child can make local objects creatively.孩子是否能创造性制作民间成品
3. Whether they can follow the activities set for them to do. 是否孩子能按照设定的活动去
做。

4. How best might we learn? 我们如何学得最好？
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? 可以设计哪些活动促进学生参与问题的探究？
Tuning In – reflection 引入
The Dragon Boat Festival is around the corner. Ask the kids to find out the origin of the festival and finish the worksheet. Bring it to the kindergarten and share with other students.
端午节即将到来，请小朋友和家长一同搜集关于端午节来源的资料和故事，用图片等形式完成“端午节由来”的作业纸，并带回园与他人分享。

●Let the kids describe their favorite festival, why do they like it and how do they celebrate it.
请幼儿说出自己最喜欢的节日，为什么喜欢，和怎样庆祝。

Finding Out – reflection查找
●What recent celebrations are there and what are the origins of them?
最近我们要庆祝那些节日？这些节日的来源是什么？
●Make field trips to a community and visit hotels, recreation centers, supermarkets and other
places. Record the features of celebration.
去社区里实地考察，酒店，康乐中心，超市等场所。

用照相机记录下来有关于节日的装饰和特征。

●What is the Children’s Day? Why do we celebrate it? If you are to design the celebration, what’s
your plan?
六一儿童节是什么样的节日？为什么要庆祝六一儿童节？如果你是设计师，你会如何设计儿童节的庆祝活动？
●Sorting Out – reflection 总结归纳
●Let the kids tell the traditional Chinese festivals and foreign festivals.
让幼儿分辨典型的中国节日和外国节日。

●Let the kids learn about different festivals around the world. Pick out 1 or 2 festivals and find out
everything about it. Use the findings to decorate the classroom.
让幼儿了解世界各地的节日，选择自己喜欢的一个到两个节日进行探究，查找资料，将自己找到的图片等用于装饰教室和布置环境。

●Let the kids match the festivals and the food on that festival.
让幼儿对节日和节日里所食用的特色食物进行配对。

●Lead the kids learn how to wrap sticky rice dumplings and the tradition of Dragon Boat Race.
请幼儿学习包粽子和赛龙舟的传统。

Going Further – Reflection 延伸活动
●Design the Graduation celebration activity and share with others.
自己设计毕业典礼的庆祝活动，并与老师同学分享。

●Design an artwork about a specific festival and display it.
自己设计和制作有节日特征的艺术品，进行展示。

What opportunities will occur for trans disciplinary skills development and for the development of the attributes of the learner profile? 可以设计哪些活动培养学生的跨学科技能及十种基本素质？（提示：各列举2项重要的技能和素质）
●Find out the origins of celebration. (Thinking skills)
找出人们庆祝节日的原因。

（思考技能）
●Work in groups to decorate the classroom and design the graduation celebration. (Social skills )
相互合作进行班级的环境布置，设计毕业典礼活动。

（社会技能）
●Open-minded- Learn and accept different cultures through the learning of their holidays.
胸襟开阔的人-通过了解节日，学习和接受不同国家和地域的文化。

●Balanced-use what they learn from celebrations to design their own graduation celebration.
全面发展的人-通过对不同庆祝活动的学习，设计自己的毕业典礼庆祝活动。

5. What resources need to be gathered? 我们需要哪些资源？
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? 哪些有关人、场所、视听资料、文学作品、音乐、美术、电脑等资源可以使用？
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? 如何使用教室环境、学校环境、社区等公共资源来推动探究？
Classroom: we will create learning areas related to our celebration topic, as follows;
教室：我们将创设与节日有关的学习区，列举如下：
LANGUAGE: Festivals vocabulary in Chinese and English with lots of pictures
语言区：节日名称的中英文词汇表，提供大量庆祝节日的图片。

MUSIC: Learn English and Chinese songs about festivals.
音乐区：学习与庆祝有关的中英文歌曲。

READING use selected information, learn about festivals.
阅读区：利用选取的资料，了解庆祝相关的知识。

ART & DESIGN:Put rich materials in a community so that the kids can design and make their own artworks about celebration.
美术设计区：投放非常丰富的材料，让幼儿设计并制作自己的关于庆祝的作品。

People –parents teachers 人－家长，老师
Field trip Places –Ads company, supermarket, Estate company 参观地点－超级市场
Audio-visual - video clips, TV, Computer音像－VCD,电视，电脑
related literature –magazines, newspapers 相关的节日的视频
Music - advertisements that make use of songs 音乐－节日中的音乐
Art –pictures 图画－图片
Video:
magazines, newspapers 相关的书籍－杂志，报纸、民间艺术品
Music - 音乐－节日中的音乐
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? 教室环境，本地环境或是社区环境如何促进我们进行探究？Classroom - has TV, DVD player, computer, the kids can decorate the classroom themselves using different tools 教室－有电视机，DVD播放机，电脑，孩子们自主装扮自己的活动室。

Local environment or community –supermarket 本地环境和社区－超级市场
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
参观超级市场
- 利用社会教育、家庭教育的资源和优势，使幼儿广泛接触社会，贴近生活，感受节日的氛围。