1.

What is our Purpose?

Year: Kindergarten School: AIS Saigon Unit Title: From Field To Table

Cohort/Age: 5-6 School Code: 300553

To inquire into the following: Transdisciplinary Theme: How we organise ourselves Central Idea: Food goes through several stages of production before it gets to our homes. Summative Assessment Tasks: They will share and reflect on their personal recipe and discuss the process the product goes through from the field to the table (origin, transportation, storage). Checklist

Teacher: Ros Braham & Andrew Stewart & Wilf B & Jaqui Gaynor Unit Start Date: Feb Term : Term 1 Term 2 Finish Date: April Term 3 Term 4

Proposed Duration: 6 Weeks 2. What do we want to learn?

What are the key concepts? Assessment Tools: Rubric, Venn, Flow, Anecdot Related Ideas: Production, Needs, Flow Charts What lines of inquiry will define the scope of the inquiry into the central ideas? Origins of food products Stages of food production Transportation and storage functions related to food Connection function

What teacher questions/provocation will drive these inquiries? - What are some things that happen to the food BEFORE you eat it? What do you know about this food? Where does it come from? How does food get from its original source to (store, market, factory etc.)? How does food differ from its original source? Why does it differ? What ingredients are in this food? How is it combined to make it? Why is it in this type of container (link to Material UOI)? Where is it stored? Why?

Learner Profile Focus: inquirers knowledgeable communicators

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How might we know what we have learned?

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How might we best learn?

Column should be used in conjunction with How best might we learn? What are the possible ways of assessing students prior knowledge and skills? What evidence will we look for? Pre Assessment: Using magazines, cut out a picture of a food they know and write what it is and where it comes from based on the background knowledge. Formative Assessment: Identify foods that come from animal, field or both (Venn Diagram)

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? What opportunities will occur for Transdisciplinary skill development and for the development of the attributes? Research Skills Communication Skills Thinking Skills 1. Exploration Table (Inquirer/Knowledgeable): Menus, natural/packaged foods, picture cards, food labels, tools/cooking, types of storage containers 2. Sorts (Knowledgeable): food groups, natural/processed, origin field or animal, 1 or more production steps (closer to source = healthier) 3. Word Wall: to support EAL learners (foods, storage, transpo, tools, stores/markets, roles such as farmers, tellers etc.) 4. Classroom Stations(Communication): kitchen (fridge, stove, pots, pans, play-doh etc.), bakery, factory, market, tellers (money exchange/prices), construction/ transportation, exploration table (natural/packaged foods, picture cards, tools, menus, flyers etc.), computers (you tube, kidspiration, e-mail experts etc.) 5. Read Aloud Non-Fiction/Fiction Books (Inquirer/Knowledge/Research): from Peanut to Peanut Butter, Little Red Hen, Bake A Cake, From Wheat to Bread, From Cocoa to Chocolate, From Milk to Ice Cream etc. 6. You Tube (Inquirer/Research): Where Food Comes From & to follow inquiries

Summative Assessment: Sharing of Show and Share Home Project. They will share and reflect on their personal recipe and discuss the process the product goes through from the field to the table (origin, transportation, storage). Checklist 4. What resources need to be gathered?

What people, places, audio visual materials, related literature, music, art, computer software, etc, will be needed? Fiction/Non-Fiction Books: From Peanut to Peanut Butter, Little Red Hen, Bake Cake Computer: You Tube videos How It's Made Discovery Channel Series, Charlie Chocolate Factory, Little Red Hen Story, Kidspiration, E-mail, Master Chef How will the classroom environment, local environment, and/or the community be used to facilitate the enquiry? Class Stations - kitchen (fridge, stove, pots, pans, play-doh etc.), bakery, factory, market, tellers (money exchange/prices), construction/ transportation, exploration table (natural/packaged foods, picture cards, tools, menus, flyers etc.), computers (you tube, kidspiration, e-mail experts etc.) Local: Library (research/inquiries), Kitchen: Explore tools and equipment, guest in to cook pizza with us, to make playdoh etc. (storage, create snacks,oven, tools), Lunch room/Lunch boxes (identify origin, fractions etc.) Community: Harvest Baking, local market, supermarket, rice-paper making, flyers, menus etc. Homes: Add items to exploration table, share fave foods, see show and share porject

7. Home Project(Knowledgeable): Follow a recipe at home to cook something, write it down, share and reflect on it. 8. Sequence Processes (Communication): Kernel to Corn, Cocoa to Chocolate, Wheat to Bread 9. Field Trips / Special Guests(Inquirer/Communication): Visit Harvest Bakery, Visit local supermarket, local markets, food stands etc Visit Alfesco's make your own pizza Explore Vietnamese foods in VLC Visit/make in response to student inquiries

10. Technology (Inquirer/Knowledge/Research/Communication): Kidspiration, You Tube (How is .... Made), Charlie and the Chocolate Factory, contact experts using e-mail (customer service on labels), Nguyen (books or stories about making food in Vietnam), Kidspiration sorts

where kids shared how to make recipe and made page for Class Cookbook, send in items for 'store', send in food labels to look at 'sugar' and number of ingredients Library: Searches following inquiries through books/computers, non-fiction series Be GREAT to pick up this book: The Little Red Hen (Makes a Pizza) [Hardcover] Philomen Sturges (Author), Amy Walrod (Illustrator) as it is another version of Little Red Hen which goes well with book and bakery trip and links to Math and fractions and sharing!

11. Making Fairy Bread and link to Fractions in maths by cutting the bread, looking at the way the pizza is cut at Alfresco's. Picture graphs on favourite foods. 12. Reading Groups: Sandwich Words, Super Sandwich Recipe 13. Identify different food groups (analyzing their lunches based on lines of inquiry) 14. Sequence production of popcorn (teacher notes) and other foods using pic cards 15. Consider transportation/storage scenarios between class bakery/store/farm/home

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To What extent did we achieve our purpose?

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To what extent did we include the elements of the PYP?

Assess the outcome of the inquiry by providing evidence of the students understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. -Excellent unit. The outcome showed that further experience closer to the source of food is needed early on as it is not prevalent in the lives of city living children. As dramatic play, read alouds, home experiences and videos were shared, students dramatic play, knowledge and understanding improved, connected and extended. This was shown through assessment tasks (sorts, flow charts, venn etc.), dramatic play, comments, book choices in the library, requests for materials and items in class and comments at lunch and snack time. Students were confidently able to present their knowledge at assembly. How could you improve on the assessment task(s) so that you would have a more accurate picture of students understanding? Assessment was solid in this unit. Feel confident in what was done. What is the evidence that connections were made between the central idea and the transdisciplinary theme? Food goes through . How We Organise Ourselves -Decisions of how to organise room and how room evolved (need cash register, need plates at home, at bakery and in the store etc. -Dramatic play, movement within stations and between stations progresssed (versus initially playing independently, containers were brought in, requests for Saran wrap, price tags were put on, roles developed, request for tools like whisks and blenders), playing out a factory line etc. -Drawing/Making new items for it - money, price tags, a plane (to fly food to places where they don't have any), chairs to drive tractor to plant fields -Items brought in. -Request to show others the steps to take to make recipes -Wanting to watch cooking shows (Junior Masterchef) and watch more factory videos

What were the learning experiences that enable student to: Develop an understanding of the concepts identified in What do we want to learn? Connection function For all concepts the 3 most important activities were the trip to Harvest bakery, Show and Share and the Little Red Hen. Connection - Harvest Bakery, Al Fresco, Mauro Chocolate, Show & Share, Popcorn, making play-doh (cooking experience), youtube videos (how to and we watched Master Chef editions), read alouds (from .. to series), dramatic play (of factory or movement from farm to apple pie etc) Function - Videos, exploration table, dramatic play (function of storage containers, transportation, farm, kitchen utensils, factories, etc.) Demonstrate the learning and application of the transdisciplinary skills? Research Skills Communication Skills Thinking Skills Research - research to find out how food changed, where it comes from, how its made, Children asked for books and videos to answer these questions, sharing of knowledge Communication - Graphic organizers, dramatic play, show and share, interviews Thinking Skills - Sequence flow charts, tools needed, responses to teacher questions Develop particular attributes of the learner profile attitudes? inquirers knowledgeable communicators

Inquirer - not take for granted that food just is on shelves at a store. Aware there is a process. Some able to identify and explain in detail, other need experience as it is not provided in a city enviro. Knowledgeable - food pyramid, from animal or plant, sequence of stages, new vocabulary, dramatic play stations (farm, store, bakery etc) Communicator - Show & Share, Graphic organisers, Y Board noting student comments and sorting into 'form, function and change', interviews, creating Cook Book.

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What student-initiated inquiries arose from the learning?

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Teacher Notes:

At this point, teachers should go back to box 2 What do we want to learn? and highlight the teacher questions/provocations that were most effective in driving the inquiries. Students want to make all the recipes (even chose their favourites) from their cook book. Students requested to watch videos about foods Students watched cooking shows at home with families Students commented on snacks and lunches Students role played different aspects of food production. Students made lego transportation models.

Prior Knowledge worked really well. Students chose cut a food picture from a magazine and shared something they know about the food. They had to write where they thought this food came from. Really liked having Harvest Bakery at beginning of unit as it was a 'visit to a new place' provide opportunity to create inquiries together around a 'bakery' to practice 'inquiring' and provided real experience to those who had not quite tuned in early. Show & Share - Worked well. The kids enjoyed cooking something with their family and sharing the process with the class. They were proud to see the results in the KG recipe book. Consider buying book: The Little Red Hen (Makes a Pizza) [Hardcover] Philomen Sturges (Author), Amy Walrod (Illustrator) as another version of Little Red Hen and to link to Math (fractions, sharing etc.) Pronins Food Pyramid on the table (build with pictures and magazine clippings etc) is a nice large visual and a way to create a cool vocabulary wall. Created on day with EAL support in the room also provided opportunity for reading, writing & sorting Consider link to Transdisciplinary SKills - SELF-MANAGEMENT. This is about 'organizing ourselves'. Children worked to set up bakery, store etc. in a way that worked and was easy to clean up and organise so that they could 'play' longer and clean up quickly. MEASUREMENT fit well in this unit . temperature to time, to mass and volume. Works well when introduced earlier, then applied in this unit NUMBER SENSE -(addition and subtraction) KINDER MASTER CHEFS COOKBOOK - charged 200,00dong to have it colour printed. Most parents bought it. Consider providing outline for parents to complete so that all pages for recipe book are completed at home and make for easy assembly. SHOW & SHARE - order tools and ingredients as we saw a blender in action, a whisk etc. and they learned so much from each other.