PYP PLANNER
Unit Title: Animal Survival /Focus: Life Science
Discipline(s) to receive the major emphasis.
Level: Grade 1 / Proposed duration:
4 weeks
Teacher(s): Thomas/Bismilla
School: GESS
Stage 6: To what extent did we achieve our purpose?
To what extent: were the purposes fulfilled; was the unit relevant, engaging, challenging and significant; were the resources adequate; were the concepts, skills and attitudes address
Due to time limitations, we were not able to realize all of our plans. We did not complete the animal research project as originally planned, in as much detail. We did not have the time to address how animals care for their babies, nor did we touch on how humans impact on animal survival. We did not have time for peer appraisal of the projects, nor did we develop a rubric for that.
It would be very useful to do these steps, and even present the projects to other classes, perhaps grade 2 or G-Sec grade 1. We would also like the children to create 3-D artefacts for this unit, perhaps as dioramas of animals and their young in their natural habitat. Parents should be invited in as well to view these.
The most successful aspects of the unit were the trips, especially the trip to the Butterfly Park, and follow up observations of chrysalis in the classroom. The children were also able to buy butterfly chrysalis and take them home for further observation, which really helped to heighten interest and understanding. The “birth” and subsequent death of “Mouldy” the broken-winged butterfly, was a galvanizing moment for the children as they saw it return to the food chain.
Another interesting link was the incorporation of a discussion about human and animal adoption. Sharon Mueller, mother of Alina, came in to talk about how and why humans adopt babies. We linked this to adoption in and between species in the animal world. Very successful.
Because Sarah bought enough relevant books, there are appropriate resources available, although the purchase of “Animal Planet” videos would be a huge plus.
The movement activities where children played out the life cycles and the relationships among animals in a given food web, were very useful for developing understanding. These must definitely be repeated. The animal information cards are great because they can be used in so many different ways.
This is a very high interest unit of inquiry that needs 8 weeks to properly explore.
Stage 2: What resources will we use?
People, places, audio-visual materials, related literature, music, art, computer software etc.
· Trip to Butterfly Park (Sentosa)
· Trip to the Zoo
· Website: www.sandiegozoo.org
· Books (see attached list)
· Boxed set of “Animal Information” cards, available in library
From city library:
§ Discovery Channel School “Building a Baby”
§ Discovery Channel School “Humans: Who Are We?
Stage 1: What is our purpose?
A concise description of the central idea to be addressed and the scope of the inquiry
a) Central idea: Many factors influence the survival of animals.
b) An inquiry into:
§ how animals care for their young
§ how habitats influence animal survival
§ how humans have an impact on animal survival
Stage 3: What do we want to learn?
The key questions which will drive the inquiry.
FormWhat is it like?
Function
How does it work? / 1 / 2
Causation
Why is it the way it is?
Change
How does it change?
Connection
How is it connected to other things? / 3 / 5
Perspective
What are the points of view? / 4
Responsibility
What is our responsibility? / 4
Reflection
How do we know?
Teacher Questions:
1. How do different animals care for their young?
2. How do baby animals learn to survive?
3. What do animals need from their habitats to survive?
4. How do humans help or hurt animals’ chances for survival?
5. What is the food chain of Singapore’s wild life?
Related concepts: food web/chain, life cycle, animal classifications
Student Questions/Observations:
Why are the predators not always the top of the food chain?
For animals to survive, people need to die.
Are people animals?
Stage 4: How best will we learn?
Teacher and/or student designed activities which will address the key questions.
Examine different animal families to discuss procreation:
How many babies do mothers have at once? How often? How does she take care of them? Do fathers get involved, and how? How soon must an animal baby take care of itself? What does it need to be able to do to be independent? What does an animal need from its habitat to survive? How are people helping or hurting animal survival?
Life cycles: Read about different life cycles among:
1) birds
2) amphibians
3) reptiles
4) insects
5) mammals
Represent these in movement activities and schematic drawings.
§ Excursion to Butterfly Park: Create a butterfly mini-habitat in the classroom to observe the life cycle.
Food web: Read about predators and prey, herbivores, carnivores and omnivores.
Represent these in cooperative movement activities and schematic drawings.
§ Trip to Zoo.
Animal Research Project: Choose one animal to research: Explore and write about the questions above. Create a visual representation of the animal and habitat, 2-D or 3-D.
Stage 5: How will we know what we have learned?
The strategies which will be used to assess learning.
FORMATIVE:
Student explains:
§ Life cycle schematic drawings
§ Food Web schematic drawings
SUMMATIVE:
Choose one animal to research: Explore and write about the questions above. Create a visual representation of the animal and habitat, 2-D or 3-D.
§ Present the finished work to classmates orally.
§ Rubric
Journal reflection:
Should people help animals to survive?
How can they do that?
Student self-assessment:
Peer assessment of oral presentations
Recorded in rubric
How will we take action?
How the students will demonstrate their ability to choose, act and reflect.
PYP Planner, © IBO, September 2000