Class/Grade: Kindergarten and Standard 1

PYP Planner
Age Group: 4 to 6 years
School: Global Pathways School
School Code:
Title: Festivals
Year: 2009
Proposed Duration:
18 hours over 8 weeks Jan 4th – February 28th
2. What do we want to learn?
What are the key concepts to be emphasized within this inquiry? (Bold needed concepts)
Form Function Causation Change
Connection Perspective Responsibility Reflection

What lines of inquiry will define the scope of the inquiry into the central idea?
· What celebrations look, sound, taste and feel like
· Similarities and differences between Hindu, Muslim and Christian celebrations
· Values that Hindus, Muslims and Christians share
Related Concepts similarities and differences, communication, beliefs and values, structure
What teacher questions/provocations will drive these inquiries?
Teach Questions
· What are the most important events in Hinduism, Islam, and Christianity and how are they celebrated?
· What are some similarities and differences between them?
· What are the universal values in each?

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?

share what they know about celebrations. Teachers will record some of the information on a chart using the headings – purpose of the celebration, food, clothing, symbols, music etc.

What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
Students will identify the most important events in the three different religions and make drawings of symbols, special food, and clothing. With the help of the teachers, students will make Venn diagrams recording the similarities and differences between the religions. Students will perform songs and dances connected to these celebrations. They will be able to tell the story of the song and/or dance. Students will create artwork depicting celebrations in the three different religions.
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?
Teachers will bring in an artifact related to a special event they have celebrated and share this with the students. Students will bring in an artifact or picture to tell about their own special celebration.
Students will learn songs and dances related to celebrations in the three different religions and the stories behind them focusing on Christmas, Easter, Pongol, Divali, Ramadan/Eid, and Pilgrimage to Mecca.
Students will draw and describe symbols, food, clothing, art work related to the different celebrations with the help of the art master. They will explore the architecture and paintings connected to the different religions.
Students will visit a mosque, church and Hindu temple and be given tours.
Teachers will read/tell stories related to the three religions and students will dramatize them.
Create an exhibition using artifacts brought in by the students.

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

Transdisciplinary Skills
Thinking skills: acquisition of knowledge, seeing relationships, analysis
Social skills: respecting others, recognizing that other beliefs may differ from our own.
Communication skills: listening, speaking, presenting, viewing, interpreting visuals that convey ideas, values and beliefs.
Research skills: observing pictures, collecting data, organizing data, interpreting data, presenting data.

Learner Profile
Inquirer, Knowledgeable, Thinkers, Open-minded, Principled
5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software, etc. will be available?
Picture/Story books of the three religions. Collect specific dances, songs, rhymes. Dramatization of stories. Brainpop Junior Social Studies. Pictures of food, clothing, symbols, architecture, and art work. Language activities e.g. matching cards, puzzles, labels. Guest speakers from the three different religions.
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
The art master, dance master and music master will collaborate in teaching songs, dances and art. Teachers will read the stories and picture books and arrange class visits to the places of worship. Pictures and posters will be displayed around the room of the art, symbols, clothing and architecture.

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 teacher involved in the planning and teaching of the inquiry should be included.

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How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea.

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

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7. To what extent did we include the elements of the PYP?
What were the learning experiences that enabled students to:
· develop an understanding of the concepts identified in “What do we want to learn?”
· demonstrate the learning and application of particular transdisciplinary skills?
· develop particular attributes of the learner profile and/or attitudes?
In each case, explain your selection

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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.

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What student–initiated actions arose from the learning?

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9. Teacher notes

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