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    Colegio Bilingüe Carson: Who We Are: An Inquiry Into The Nature of The Self Beliefs and Values Personal

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    DocumentosCarson
    Central Idea Every culture is identified by what they eat and how they prepare their food. Students will Create a menu showing the process and different kinds of food from around the world. Teacher will ask the students questions about the country's culture and its food.

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    Colegio Bilingüe Carson: Who We Are: An Inquiry Into The Nature of The Self Beliefs and Values Personal

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    DocumentosCarson
    66 views4 pages
    Central Idea Every culture is identified by what they eat and how they prepare their food. Students will Create a menu showing the process and different kinds of food from around the world. Teacher will ask the students questions about the country's culture and its food.

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    K2Yummyfood 2013

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    Central Idea Every culture is identified by what they eat and how they prepare their food. Students will Create a menu showing the process and different kinds of food from around the world. Teacher will ask the students questions about the country's culture and its food.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    66 views4 pages

    Colegio Bilingüe Carson: Who We Are: An Inquiry Into The Nature of The Self Beliefs and Values Personal

    Uploaded by

    DocumentosCarson
    Central Idea Every culture is identified by what they eat and how they prepare their food. Students will Create a menu showing the process and different kinds of food from around the world. Teacher will ask the students questions about the country's culture and its food.

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 4

    Planning the inquiry

    Revised: February, 10, 2013

    \8 is our purpose? 1. What


    To inquire into the following:

    Colegio Bilinge Carson


    7165
    Class/grade: Kinder II Title: Yummy food Teacher(s): Miss. Lizeth, Mr. Edson, Miss. Argelia Date: May Proposed duration: Number of hours 30 over number of weeks 3 weeks Age group: 4-5

    Transdisciplinary theme

    Who we are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

    Central Idea

    Every culture is identified by what they eat and how they prepare their food.

    Summative assessment task(s):


    What are the possible ways of assessing students understanding of the central idea? What evidence, including student-initiated actions, will we look for?

    2. What do we want to learn?


    What are the key concepts (form, function, causation, change, connection, perspective, and responsibility, reflection) to be emphasized within this inquiry?

    The students will investigate about a different country, its culture and its food. Create a menu showing the process and different kinds of food from around the world. Students will pair up and choose a country and a typical kind of food from it. As an evidence of the learning process, they will present their dishes before an audience (students, parents, teacher).. The results will be presented and explained by the children. At the end they will serve their dish and share. . The teacher will ask the students questions about the countrys culture and its food.

    Key concept : Form and change Related concept: Habits and process

    What lines of inquiry will define the scope of the inquiry into the central idea?

    Process and preparation of food My citys food. Food habits around the world.

    What teacher questions/provocations will drive these inquiries?


    What is the process of food? What is food? Why does food have to be cooked? What kinds of animals and plants can we eat? What is the local food? What food do you know about another country? Where do food ingredients come from?

    Planning the inquiry

    3. How might we know what we have learned?


    This 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?

    4. How best might we learn?


    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?

    Bring to class different pictures of food recopies. Talk about them and register their answers with the teachers help on the KWLH wall. Look at things that need a process to be able to eat, and then with clay the students will try to recreate the food. Investigate the process of milk, and go visit to barn, to observe the milking of the cows. They will visit a place where cheese is made. . Investigate about different processes in life not just food, example how seeds grow, water cycle with a video of the magic school bus. The teacher will give examples of different habits people have and ask them what habits they have. The students will investigate with their grandmothers how to make tortillas. Students bring all of the ingredients they will need for making the tortillas. Register with drawings what they learned about the process of making of tortillas. The students will know the process of a pizza and they will prepare one. Make a drawing of the process of making a pizza. Sit the students in the magic circle to talk about the eating habits from the different cultures we investigated to close the inquiry.

    Ask the students what they think that process is? They will make a drawing that will be hung on the KWHL

    What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?

    The students will talk about the process of food and make a drawing of it. The students will investigate about the local food and they will talk about it with the rest of the class. The teacher will take note of it in the record book. The students will know the process of pizza and they will make a drawing of it.

    The students will visit a farm to see the different food products in the region. They will take pictures to make a collage.
    The teacher and the mothers of the students will make a food demonstration of the different food around the world and the students will taste it and will be able to recognize the characteristics of the food. A photo album will be made with pictures of the different food.

    5. What resources need to be gathered?


    What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available?

    A visit to the farm and milk a cow, Computer, posters and pictures, food
    How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?

    What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile?

    Communication skills: self-control. They use fine and gross motor skills to prepare food.
    Profile: Open minded, inquires, and well balanced. Open minded when they respect others points of view. Inquirers, they explore and look for information. Well balanced, they practice fine and gross motor skills, thinking and emotional skills. Attitude: tolerance when they listen to others and respect their ideas.

    Look at the food in our community and compare it to other countries.

    International Baccalaureate Organization 2007

    Reflecting on the inquiry

    6. To what extent did we achieve our purpose?


    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. 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. What was the evidence that connections were made between the central idea and the transdisciplinary theme?

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


    What were the learning experiences that enabled students to? Demonstrate the learning and application of particular transdisciplinary skills? Develop particular attributes of the learner profile and/or attitudes?

    Demonstrate the learning and application of particular transdisciplinary skills?

    . In each case, explain your selection.

    International Baccalaureate Organization 2007

    Reflecting on the inquiry

    8. What student-initiated inquiries arose from the learning?


    Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning..

    9. 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. The activity where they showed more interest was the assessment task making their instruments and then dancing and experimenting with the sounds they can create.

    What student-initiated actions arose from the learning?


    Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act.

    International Baccalaureate Organization 2007

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