How We Organize Ourselves

How We Organize Ourselves
Springdale International School Aziza Sharmin, Sharmin Sarah, Taslima Khatoon
IB PYP HOMEROOM PRE K HIVE 1 (Pre Kindergarten)
Summary
Subject Year Start date Duration

English, Mathematics, ICT/ Pre Kindergarten Week 1, October 9 weeks
STEAM
Description
An inquiry into the interconnectedness of human- made systems and communities; the structure and function of
organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Inquiry
Transdisciplinary Theme
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities
The Central Idea

Different kinds of transportation help people move from place to place.
Lines of Inquiry
- Different modes of transport
- We use different transport to takes us to different places
- Need of transport system
Student questions
- What is transport?
- Where does train go?
- Can we take a car to the moon?
- How does a car move on the road?
Teacher questions
- What kinds of transportation do I use and why? 
- How are various modes of transportation similar and different? 
- How do we stay safe when using transportation?
- What kind of transport do you use to come to school?
- What kind of vehicles do you see on the street?
Springdale International School

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Learning Goals
Connections: Transdisciplinary and Past

Literacy:
Reading: We will be reading non-fiction texts and storybooks relating to transport systems.
Writing: Labeling drawings and designs.
Mathematics:
Measurement: Use non-standard tools and techniques to estimate and compare length Use mathematical language such as
longer, shorter
Shape and Space: Describe the sides of Basic 2D shape
Number: sequencing numbers 0-20 forward and backwards
Learning Goals and Success Criteria

Learning Goal:
Recognise the connection between transport and destinations.
Develop an awareness of various modes of transport.
Grasp the importance of having a system for transportation.
Success Criteria :
• Students can name at least three different modes of transport.

• Students can differentiate between land, water, and air transport.
• Students can express curiosity about different modes of transport.
• Express understanding that cars are for roads, boats are for water, etc.
• Match pictures of transport modes to the places they are used (e.g., boat with water, car with roads).
• Express that transport helps us go places.
• Understand that different modes of transport serve different purposes.
Scope & Sequence
English
Oral language - listening and speaking
Overall Expectations
show an understanding of the value of speaking and listening to communicate. They recognise that sounds are associated
with objects, or with symbolic representations of them. They are using language to name their environment, to get to know
each other, to initiate and explore relationships, to question and inquire.
Conceptual Understandings

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Spoken words connect us with others.
People listen and speak to share thoughts and feelings.
People ask questions to learn from others.
Learning Outcomes
tell their own stories using words, gestures, and objects/artifacts
understand simple questions and respond with actions or words
follow classroom directions and routines, using context cues
realize that people speak different languages
use the mother tongue (with translation, if necessary) to express needs and explain ideas
realize that word order can change from one language to another
use gestures, actions, body language and/or words to communicate needs and to express ideas
Visual language - viewing and presenting
show an understanding that the world around them is full of visual language that conveys meaning. They are able to
interpret and respond to visual texts. Although much of their own visual language is spontaneous, they are extending and
using visual language in more purposeful ways.
Visual language is all around us.
The pictures, images, and symbols in our environment have meaning.
We can enjoy and learn from visual language.
Learning Outcomes
attend to visual information showing understanding through play, gestures, facial expression
reveal their own feelings in response to visual presentations, for example, by showing amusement, curiosity, surprise
make personal connections to visual texts, for example, a picture book about children making friends in a new situation
select and incorporate colours, shapes, symbols and images into visual presentations
Written language - reading
show an understanding that print represents the real or the imagined world. They know that reading gives them knowledge
and pleasure; that it can be a social activity or an individual activity. They have a concept of a "book", and an awareness
of some of its structural elements. They use visual cues to recall sounds and the words they are "reading" to construct
meaning.

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Illustrations convey meaning.
Print conveys meaning.
People read for pleasure.
Stories can tell about imagined worlds.
Learning Outcomes
show empathy for characters in a story
distinguish between pictures and written text, for example, can point to a picture when asked
join in with chants, poems, songs, word games and clapping games, gaining familiarity with the sounds and patterns of
the language of instruction.
listen attentively and respond to stories read aloud
begin to discriminate between visual representations such as symbols, numbers, ICT iconography, letters and words
recognise their own first name
express opinions about the meaning of a story
Mathematics
Data Handling
will develop an understanding of how the collection and organization of information helps to make sense of the world.
They will sort, describe and label objects by attributes and represent information in graphs including pictographs and tally
marks. The learners will discuss chance in daily events.
Learning Outcomes
When transferring meaning into symbols learners:
sort and label real objects by attributes.
When applying with understanding learners:
create pictographs and tally marks
Shape and Space
will understand that shapes have characteristics that can be described and compared. They will understand and use
common language to describe paths, regions and boundaries of their immediate environment.

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Shapes can be described and organized according to their properties.
Learning Outcomes
When constructing meaning learners:
understand that 2D and 3D shapes have characteristics that can be described and compared
Number
will understand that numbers are used for many different purposes in the real world. They will develop an understanding
of one-to-one correspondence and conservation of number, and be able to count and use number words and numerals to
represent quantities.
Numbers are a naming system.
Numbers can be used in many ways for different purposes in the real world.
Learning Outcomes
When applying with understanding learners:
count to determine the number of objects in a set
use number words and numerals to represent quantities in real-life situations
use the language of mathematics to compare quantities in real-life situations, for example, more, less, first, second
When constructing meaning learners:
understand one-to-one correspondence
understand that, for a set of objects, the number name of the last object counted describes the quantity of the whole set
understand that numbers can be constructed in multiple ways, for example, by combining and partitioning
understand conservation of number
understand the relative magnitude of whole numbers
recognise groups of zero to five objects without counting (subitizing)
When transferring meaning into symbols learners:
connect number names and numerals to the quantities they represent.

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Key and Related Concepts
Key Concepts
Key
Concepts Key questions and definition Rationale
What is it like? n exploring different modes of transport, students will identify

The understanding that everything has a form the structures and physical characteristics of various vehicles.
Form with recognizable features that can be For example, they may notice that a car has wheels, a body,
observed, identified, described and windows, and doors. Analyzing these components contributes
categorized. to their understanding of the form of different modes of
transport.
How does it work? The line of inquiry inherently involves understanding the
The understanding that everything has a purpose or function of different modes of transport. Students
Function purpose, a role or a way of behaving that can explore why various vehicles exist and how they serve the
be investigated. fundamental function of transporting people or goods from one
place to another.
How is it linked to other things? Students understand that the need for a transport system
The understanding that we live in a world of extends beyond local communities to create a global
Connection interacting systems in which the actions of interconnectedness. They explore how transport systems
any individual element affect others. enable the exchange of goods and cultures, fostering
connections between people around the world.
Developing IB Learners
Learner Profile
Inquirers
Thinkers
Communicators
Description
Inquiry Skills:
- Students explore various modes of transport through hands-on activities, visuals, and discussions.
- Encourages students to ask questions about how different modes work and why they are used in specific situations.
- Sparks curiosity about the reasons behind the existence of transport systems.

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Thinker:
- Encourages critical thinking as students compare and contrast different modes of transport.
- Encourages analytical thinking about the functions and roles of transport systems.
Communicator:
- Encourages students to verbally communicate about different modes of transport, expressing preferences and ideas.
- Encourages students to express their understanding of the purpose of transport systems through written or drawn
representations.
- Promotes collaborative discussions about how transport systems contribute to community life.
ATL Skills
Approaches to Learning
Thinking Skills
- Critical thinking - Analysing and evaluating issues and ideas, and forming decisions
Analysing
Observe carefully in order to recognize problems.
Consider meaning of materials.
Take knowledge or ideas apart by separating them into component parts.
Use models and simulations to explore complex systems and issues.
Evaluating
Organize relevant information to formulate an argument.
Evaluate evidence and arguments, and associated decisions.
Recognize unstated assumptions and biases.
Consider ideas from multiple perspectives.
Synthesize new understandings by finding unique characteristics; seeing relationships and connections.
Test generalizations and conclusions.
Identify obstacles and challenges.
Forming Decisions
Develop contrary or opposing arguments.
Propose and evaluate a variety of solutions.
Revise understandings based on new information and evidence.
Draw conclusions and generalizations

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Research Skills
- Information literacy - Formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating
and communicating
Formulating and planning
Ask or design relevant questions of interest that can be researched.
Outline a plan for finding necessary information.
Evaluate and select appropriate information sources and/or digital tools based on the task.
Data gathering and recording
Gather information from a variety of primary and secondary sources.
Use all senses to find and notice relevant details.
Record observations by drawing, note taking, charting, tallying, writing statements, annotating images.
Synthesizing and interpreting
Sort and categorize information: arrange information into understandable forms such as narratives, explanatory
and procedural writing, tables, timelines, graphs and diagrams.
Use critical literacy skills to analyse and interpret information.
Evaluating and communicating
Draw conclusions from relationships and patterns that emerge from data.
Present information in a variety of formats and platforms.
Understand the significance of academic integrity and intellectual property rights.
Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized
conventions.
Action
Student-initiated Action
Transportation Parade:
• Initiate a student-led "Transportation Parade" where children can dress up as their favorite mode of transportation and walk
around the classroom or school, sharing information about their chosen vehicle.
Mapping Adventures:
• Invite students to plan and embark on a "mapping adventure" within the school or classroom. They can create simple maps,
marking out key transportation-related locations.
Community Outreach:
• Explore the possibility of a small community outreach project, such as creating transportation-themed artwork to display at

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a local community center or inviting a community member with a transportation-related profession for a visit.
Assessment & Resources
Ongoing Assessment
OCT What are transport? Wheels and no wheels
19 Formative Classroom Activity Thursday at 3:55 PM
Students have been learning about transport. They will do a picture sorting activity today. The purpose of this activity
is to help the students develop their observational and categorisation skills by sorting objects based on whether they
have wheels or not. This task aims to reinforce their understanding of basic characteristics and encourage critical
thinking.
NOV Transport: People or Goods

8 Formative Classroom Activity Wednesday at 3:00 PM
Students have been exploring that different modes of transport not only carries people but also carries other things
and are used for community service. They will do a group work on sorting activity.
DEC "Exploring the World of Transportation: Air, Water, and Land Journeys"
2 Summative Classroom Activity Saturday at 12:00 PM
Students have investigated various modes of transportation and how we utilize different forms of transport for varying
distances. They will be grouped into three teams, each assigned a specific domain—air, water, and land. Each group
will present the types of transportation associated with their assigned category, sharing their insights and learning
from the unit with the entire class.
NOV Discovering the Big World through Transportation

21 Formative Classroom Activity Tuesday at 3:00 PM
The aim of this task is to introduce Prek students to the concept that the world is vast and diverse, and different
modes of transportation take us to various places. Through exploration and discussion, students will develop an initial
understanding of how transportation connects us to different parts of the world.
Making flexible use of resources
• Different learning corners

• Differentiated instructions
• flexible grouping/ seating arrangements
• scaffolded learning: Break down complex concepts into smaller, manageable steps, providing support as needed.
• Smart board
• Task sheets
• open ended tasks
• students choice of picking a learning corner
Student Self-assessment and Peer Feedback
Self-Assessment for Pre-K Kids - Transportation Unit:
1. I can name different types of transportation.

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a. Smiley face if true, Sad face if not there yet.

2. I can tell you what each transportation is used for.
a. Thumbs up if true, Thumbs down if not there yet.

3. I can show you how some things move, like a car going "vroom vroom" or a plane flying.
a. High five if true, Handshake if not there yet.

4. I can sort pictures of transportation into groups like cars, planes, and boats.
a. Sticker if true, No sticker if not there yet.

5. I can use words like "fast" or "slow" to describe different types of transportation.
a. Clap if true, Wiggle fingers if not there yet.
Peer Feedback for Pre-K Kids - Transportation Unit:
1. Giving compliments:
a. Share one thing your friend did well during our transportation activities.
2. Being a good listener:
a. Did your friend listen when others talked about transportation? Yes/No.
3. Sharing and taking turns:
a. Did your friend share toys or take turns when playing with transportation things? Yes/No.
4. Helping each other:
a. Did your friend help you or others during our transportation activities? Yes/No.
5. Using kind words:
a. Did your friend use kind words when talking about transportation? Yes/No.
Teacher's Note: This self-assessment and peer feedback are designed to be simple and positive, encouraging young learners
to reflect on their understanding and behavior during the transportation unit. The emphasis is on the joy of learning and
collaboration.
Learning Experiences
Designing engaging Learning Experiences

Provocation Activity: "Journey of Toys"
Objective: To ignite curiosity and interest in the topic of different modes of transport among students.
Materials Needed: Toy Vehicles: Collect a diverse set of toy vehicles, including cars, buses, bicycles, trains, boats, airplanes,
etc. Ensure that the collection represents various modes of transport.
Display Area: Set up a designated display area in the classroom where the toy vehicles can be arranged in an inviting manner.
Assessment: Observe students' initial responses, questions, and level of curiosity. Use this information to guide the direction
of the inquiry.
Finding Out:Exploration of Modes
Objective: To facilitate hands-on exploration and research about different modes of transport, allowing students to gather

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information and build their understanding.
Materials Needed:
• Research Stations: Set up different stations, each dedicated to a specific mode of transport. For example:
Station 1: Cars and Trucks
Station 2: Bicycles and Scooters
Station 3: Buses and Trains
Station 4: Boats and Ships Station 5: Airplanes and Helicopters
proceed with guided questions or prompts toGoing Further: help students collect information. For example:
• "What does this mode of transport look like?"

• "Where do people use this mode of transport?"
• "How does it move?"
Means Of Transport For Children - Land, water and air transport for kids
Sorting out:
Activity 1: Does everything that moves is a transport?
Objective: students will learn to differentiate between what is called a transport and what is not a transport.
Transport or not sorting activity
Objective: To engage students in categorizing and sorting various modes of transport based on the environments they operate
in—air, water, and land.
• Sorting Discussion:
Facilitate a brief discussion about the characteristics of different modes of transport. Ask questions such as: "Which vehicles
can travel through the air?" "Can you think of vehicles that move on water?" "What vehicles do we use on the land?"
Cut and paste activity
Going Further: Activity 1
Objective: To deepen students' understanding of the diverse purposes of transportation by investigating whether different
modes of transport carry both people and goods.
Trucks for Kids
Trucks for kids! In this video Mayta and B learn about garbage trucks, excavators, cement mixers, police cars, emergency
vehicles and the awesome jobs they do to help us!
Labeling how different type of transport has a different purpose.
Activity 2:
Objective: Different type of transport take us to different places
The students will understand that we use different kinds of transport to travel different distances.

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Making Connections:
Real-World Examples: Share real-world examples or videos showcasing how certain modes of transport are designed for
specific purposes.
Storytelling: Encourage students to create short stories or scenarios involving different modes of transport and their roles in
transporting people and goods.
Community Exploration: Take a community walk or virtual tour to observe and document various modes of transport in the
local area, discussing their purposes.
Assessment:
Creating Concept Maps:
• Encourage students to create concept maps or diagrams to represent their understanding of different modes of transport
and their purposes.
Taking Action:
Safety rules for the mode of transpor.t they use the most
Supporting Student Agency
1. Choice of Transportation Topics:
a. Allow students to choose which aspect of transportation they are most interested in exploring, such as cars, airplanes,
or boats.
2. Hands-on Exploration:
a. Provide various transportation-related materials for hands-on exploration, such as toy vehicles, pictures, and books.
Allow students to choose what they want to explore.
3. Creative Expression:
a. Encourage students to express their understanding of transportation through creative activities, such as drawing,
coloring, or building their own "dream" transportation.
4. Decision-Making Activities:
a. Incorporate decision-making activities, like asking students to decide which mode of transportation they want to learn
more about or which transportation-related activity they want to do next.
5. Show and Tell:
a. Allow students to bring in their own transportation-related items or share experiences related to transportation during a
show-and-tell session.

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Reflections
General Reflections
Looking Back
Sharmin Sarah Nov 28, 2023 at 6:41 PM
Due to the political unrest for election, our field trip / guest speaker related with student action taking wasn't fulfilled.
Looking Forward
Sharmin Sarah Nov 28, 2023 at 6:41 PM
Do more show and tell

visit places like the plane museum

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How We Organize Ourselves

Springdale International School Aziza Sharmin, Sharmin Sarah, Taslima Khatoon

IB PYP HOMEROOM PRE K HIVE 1 (Pre Kindergarten)