pyp healthy body

8/18/2019 PYP Healthy Body

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Class/grade: 5-6s, Grupa mare (Bees/Dragonflies) Age group:

School: !A"D School code:

#i$le: %eal$h& 'od&, heal$h& mind

#eacher(s):ma onescu Cris$ina elin$escu

Diana Calin "icole$a %aras

Gina #alos !ana #randafir

Da$e: *+.*5

010 planner

1. What is our purpose?

To inquire into the following:

• transdisciplinary theme

• central idea

Summative assessment task(s:

2ha$ are $he possi'le 3a&s of assessing s$uden$s4 unders$anding of $he cen$ralidea 2ha$ eidence, including s$uden$-ini$ia$ed ac$ions, 3ill 3e loo7 for

• Identifying internal organs(pair game/individual)

• Discussions in big and small groups about what children like or

dislike, about what they can do and what they need help with.

• Drawings – somebody who is similar somebody who is different

• !raphs with favorite sports/fruit etc

• " booklet# $"ll about me%

!. What do we want to learn?

2ha$ are $he 7e& concep$s (form, func$ion, causa$ion, change, connec$ion,perspec$ie, responsi'ili$&, reflec$ion) $o 'e emphasi8ed 3i$hin $his in9uir&

"esponsi#ility$ reflection$ perspective

%entral idea: A3areness of our charac$eris$ics, a'ili$ies and in$eres$s informsour learning in deelopmen$

2ha$ lines of inquiry 3ill define $he scope of $he in9uir& in$o $he cen$ral idea

• 0h&sical, social and emo$ional charac$eris$ics

• Similari$ies and differences 'e$3een ourseles and o$hers

• 0ersonal a'ili$ies and in$eres$s

2ha$ $eacher 9ues$ions/prooca$ions 3ill drie $hese in9uiries

• 2ha$ is our responsi'ili$& in school or/and a$ home

•

%o3 do 3e ge$ $o 7no3 ourseles (ph&sical, social and emo$ionalcharac$eris$ics)

• 2ha$ are $he poin$s of ie3 of differen$ people regarding in$eres$s

(ho''ies) and a'ili$ies

0lanning $he in9uir&

n$erna$ional Baccalaurea$e !rgani8a$ion *;


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0lanning $he in9uir&

&. 'ow might we know what we have learned?

This column should be used in conjunction with “How best might we learn?”

2ha$ are $he possi'le 3a&s of assessing s$uden$s4 prior 7no3ledge and s7ills2ha$ eidence 3ill 3e loo7 for

-o'sering and $al7ing a'ou$ 3ha$ happens $o our 'odies 3hile 3e "listCDE-;;-DE>"B76F6


http://www.ftk.ro/programe-educationale/fastrackids-camps/corpul-umanhttp://www.ftk.ro/programe-educationale/fastrackids-camps/corpul-umanhttp://www.ftk.ro/programe-educationale/fastrackids-camps/corpul-umanhttps://www.youtube.com/watch?v=RGXJdhBdzEMhttps://www.youtube.com/watch?v=RGXJdhBdzEMhttp://edituraedu.ro/index.php?page=povesti_aventurihttp://www.alsc.ala.org/blog/2013/04/body-science-for-preschoolers-using-our-brains-to-learn-about-our-bodies/http://www.alsc.ala.org/blog/2013/04/body-science-for-preschoolers-using-our-brains-to-learn-about-our-bodies/http://www.alsc.ala.org/blog/2013/04/body-science-for-preschoolers-using-our-brains-to-learn-about-our-bodies/http://www.brighthubeducation.com/preschool-lesson-plans/60161-teaching-about-the-human-body-and-the-five-senses-lesson/http://www.brighthubeducation.com/preschool-lesson-plans/60161-teaching-about-the-human-body-and-the-five-senses-lesson/http://www.ftk.ro/programe-educationale/fastrackids-camps/corpul-umanhttps://www.youtube.com/watch?v=RGXJdhBdzEMhttp://edituraedu.ro/index.php?page=povesti_aventurihttp://www.alsc.ala.org/blog/2013/04/body-science-for-preschoolers-using-our-brains-to-learn-about-our-bodies/http://www.alsc.ala.org/blog/2013/04/body-science-for-preschoolers-using-our-brains-to-learn-about-our-bodies/http://www.brighthubeducation.com/preschool-lesson-plans/60161-teaching-about-the-human-body-and-the-five-senses-lesson/http://www.brighthubeducation.com/preschool-lesson-plans/60161-teaching-about-the-human-body-and-the-five-senses-lesson/


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eflec$ing on $he in9uir&

*. To what e+tent did we achieve our purpose?

Assess $he ou$come of $he in9uir& '& proiding eidence of s$uden$s4unders$anding of $he cen$ral idea #he reflec$ions of all $eachers inoled in $heplanning and $eaching of $he in9uir& should 'e included

Discussion among children a'ou$ 3ha$ happens $o $heir 'odies 3hen $he& run,ea$ s3ee$s or eggies

Sharing opinions a'ou$ each o$hers? li7es and disli7es 3hich sho3ed $olerance

%o3 &ou could improe on $he assessmen$ $as7(s) so $ha$ &ou 3ould hae amore accura$e pic$ure of each s$uden$4s unders$anding of $he cen$ral idea

2ha$ 3as $he eidence $ha$ connec$ions 3ere made 'e$3een $he cen$ral ideaand $he $ransdisciplinar& $heme

#he children reali8ed $ha$ $he& hae $hings in common 3i$h $heir friends, 'u$ alsodifferences (dra3ings)@ some of $hem s$ar$ed $o accep$ $ha$ differen$ doesn?$ mean'ad

#he children concluded $ha$ 3e mus$ ea$ heal$h&, prac$ice differen$ spor$s and follo3$he h&giene rules on a dail& 'asis

,. To what e+tent did we include the elements of the --?

2ha$ 3ere $he learning e=periences $ha$ ena'led s$uden$s $o:

• deelop an unders$anding of $he concep$s iden$ified in 2ha$ do 3e 3an$ $o

learn

• demons$ra$e $he learning and applica$ion of par$icular $ransdisciplinar& s7ills

• deelop par$icular a$$ri'u$es of $he learner profile and/or a$$i$udes

n each case, e=plain &our selec$ion

Social skills: (accep$ responsi'ili$ies and respec$ o$hers): discussions andgames in order $o no$ice similari$ies and differences (ph&sical, li7es/disli7esregarding food, clo$hes, spor$s, e$c)@ $olerance (#igrul si $oleran$a s$or&) in oursocial group

%ommunication skills (lis$ening and spea7ing): games $ha$ inole lis$ening $oo$her children 3hile $al7ing a'ou$ $heir in$eres$s, a'ili$ies, preferences,li7es/disli7es, e$c games and graphs $ha$ inole formula$ing 9ues$ions andans3ers (eg Can &ou> 1es can/ "o can?$)

Thinking Skills: comparing similari$ies and differences during differen$ ac$ii$ies

Self/management skills: (special a3areness, heal$h& life s$&le): posi$ionallanguage ac$ii$ies, h&giene (gli$$er ac$ii$&, frui$ salad, discussions a'ou$coughing and snee8ing, food p&ramid, spor$)

"esearch skills: (formula$ing 9ues$ions, o'sera$ion, collec$ing and recordingda$a): graphs, 9ues$ionnaire, o'sering and lis$ening $o o$her children

"esponsi#ility: discussions $ha$ emphasi8ed $he impor$ance of haing aheal$h& life s$&le (heal$h& food, spor$s, going $o $he doc$or)@ shor$ ideos 3i$h3ha$ $he& do a$ home $o help $heir paren$s

"eflection: s$ories $o reflec$ upon (ain'o3 ish, #igrul si #oleran$a, Ersul siprie$enia), sharing 3i$h $he o$hers $heir s$reng$hs and $he areas $he& need help3i$h, dra3ings 3i$h similari$ies and differences 'e$3een $hemseles and o$hers,anal&8ing o3n life s$&le comparing 3i$h 3ha$ $he& hae learned

-erspective: 'ecoming a3are $ha$ friends migh$ hae differen$ li7es, disli7es,in$eres$s, ho''ies, e$c and accep$ing $hem during games and groupdiscussions

0alanced: '& $he end of $his uni$, children $o dra3 $he conclusion $ha$ heal$hinoles a heal$h& 'od&, 'u$ also a heal$h& mind



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eflec$ing on $he in9uir&

. What student/initiated inquiries arose from the learning?

ecord a range of s$uden$-ini$ia$ed in9uiries and s$uden$ 9ues$ions and highligh$ an&$ha$ 3ere incorpora$ed in$o $he $eaching and learning

ecord a range of s$uden$-ini$ia$ed in9uiries and s$uden$ 9ues$ions and highligh$ an&$ha$ 3ere incorpora$ed

-2here differen$ in$ernal organs are placed inside $he 'od&

-2h& do &ou li7e $his (color, spor$, ins$rumen$, e$c)

-2h& sugar is no$ heal$h&

-2ha$ does heal$h& mind mean

-2h& do 3e need $o drin7 lo$s of 3a$er

-2h& do 3e hae $o coer our mou$hs 3hile snee8ing/coughing

-2h& do 3e hae $o 3ash our hands

At this point teachers should go back to box 2 “What do we want to learn?” and

highlight the teacher questionspro!ocations that were most e""ecti!e in dri!ing theinquiries#

What student/initiated actions arose from the learning?

ecord s$uden$-ini$ia$ed ac$ions $a7en '& indiiduals or groups sho3ing $heir a'ili$& $oreflec$, $o choose and $o ac$

-0re$end pla& 3hen $he $eacher-child 3as as7ing 9ues$ions and $he s$uden$-children 3ere coming 3i$h ans3ers (2ha$ is &our faori$e spor$s #ell me someheal$h& food, e$c)

-ole-pla& area (G&m, Doc$or, S$age)

-Discussions a'ou$ food during meal $imes and ou$door pla&

-ree dra3ing

2. Teacher notes

3t was a very successful pro4ect. The children en4oyed most the sciencee+periments and finding out more a#out own #odies. They also likedtalking a#out their ho##ies$ likes and dislikes and started to listen more totheir friends. They started to show a little #it more tolerance towards theirclassmates.

The children reali5ed it6s for their own good to eat healthy food andpractice different sports$ #ut they didn6t understand the connection#etween having a healthy life style and disposition for learning.


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