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Using function as a conceptual lens in PE lessons helps students understand not just "what" they’re doing but "why" they’re doing it.

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KG Kate - Conceptual Understanding Reflection: Change

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KG Kate - Conceptual Understanding Reflection: Change

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The "Guess the Baby" lesson was a fantastic provocation to get the children thinking about change and growth as the key concept. They were highly engaged and loved trying to match baby pictures to their classmates, sparking curiosity and meaningful discussions.

This activity naturally introduced key vocabulary for our new unit on change, helping children begin to articulate their observations. Teaching conceptually has allowed the class to think in broader terms, thinking about changes to weather, themselves, and growth of animals and plants.

It also tied in with my co-teaching session with Mr. Greg, who extended the learning with an EAL lesson on Cats and Kittens, reinforcing the concept of growth and development in a fun and accessible way.

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Tuning In-How Learning Works (Function) Grade 3 Team

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Tuning In-How Learning Works (Function) Grade 3 Team

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We as teachers chose this tuning-in activity to enhance conceptual understanding of key language while reading. The idea is to choose a meaningful sentence, phrase, and word to share out. We can see our students completing this activity to help develop language around our unit of inquiry on ecosystems. Conceptual-based learning focuses on understanding overarching concepts or big ideas rather than just memorizing facts. Here are some straightforward reasons why this approach is beneficial for both teachers and students:

Benefits for Teachers:

1. Depth of Understanding: Allows teachers to delve deeper into key concepts, helping students see connections between different topics.

2. Flexibility: Provides flexibility in teaching methods, allowing for varied approaches to explore the same concept.

3. Integration: Encourages integration across subjects, making learning more holistic and relevant.

4. Long-term Retention: Promotes long-term retention of knowledge as students understand the underlying principles.

Benefits for Students:

1. Meaningful Learning: Promotes meaningful learning experiences as students grasp fundamental ideas rather than isolated facts.

2. Critical Thinking: Encourages critical thinking skills as students analyze and apply concepts in various contexts.

3. Engagement: Enhances student engagement by relating learning to real-world issues and applications.

4. Interdisciplinary Connections: Facilitates connections between different subject areas, fostering a deeper understanding of how knowledge is interconnected.

Visible Thinking Routine: See-Think-Wonder

Example Application to Your Central Idea:

Central Idea: "Biodiversity relies on interdependence and balance in an ecosystem."

Lines of Inquiry:

1. The needs of living things in an ecosystem

2. Interdependence of living things

Key Concepts:

Connection

Responsibility

Change in an ecosystem

Related Concepts:

Interdependence

Ecosystem

Change

See:

Observations: List observable details about different ecosystems (rainforests, oceans, etc.).

Data: Include specific examples of species interactions (predator-prey relationships, mutualism).

Think:

Patterns: Identify recurring themes or patterns in how species depend on each other.

Connections: Consider how changes in one species affect others and the entire ecosystem.

Wonder:

Questions: Pose questions about how human activities impact biodiversity.

Predictions: Make predictions about the consequences of losing certain species in an ecosystem.

Visible Thinking Routine: Sentence-Phrase-Word

This routine helps focus on the essence of a text, fostering deeper thinking about key ideas and concepts.

Exemplar Using Your Unit of Inquiry

Central Idea:
"Biodiversity relies on interdependence and balance in an ecosystem."

Text for the Routine:
(This could be a short passage, an article, or a student-friendly definition of ecosystems and biodiversity.)

"Ecosystems are made up of living and nonliving things that interact in a delicate balance. Every organism plays a role in maintaining this balance. If one species disappears or changes significantly, it can cause a ripple effect throughout the entire ecosystem. Human activities, such as deforestation and pollution, often disrupt this balance, leading to loss of biodiversity."

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It emphasizes the purpose behind movements and skills, creating a more intentional and connected approach to physical education that links to both short-term and long-term benefits.

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Review the ATT's strategies brainstormed on Tuesday, November 12 and reflect on what is written based on your reading: Is it valid? Does it need to be changed? Anything new to add?

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Review the ATT's strategies brainstormed on Tuesday, November 12 and reflect on what is written based on your reading: Is it valid? Does it need to be changed? Anything new to add?

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Learning and teaching-Updated March 2024

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Meeting student learning diversity-learning and teaching

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التعلم والتعليم مارس 2024

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المتعلم مارس 2024

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مجتمع التعلم مارس 2024

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Please read the chapter of Conceptual Understanding in the PYP from Learning and Teaching in preparation for next Tuesday, November 19, 2024. Document is uploaded in the section of IB Documents or you can find it in MYIB.

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Please read the chapter of Conceptual Understanding in the PYP from Learning and Teaching in preparation for next Tuesday, November 19, 2024. Document is uploaded in the section of IB Documents or you can find it in MYIB.

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All staff read the Designing for conceptual understanding. Homeroom teachers (English and Arabic) read concepts and the unit of inquiry. Single subject teachers read concepts and the single subjects.

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All staff read the Designing for conceptual understanding. Homeroom teachers (English and Arabic) read concepts and the unit of inquiry. Single subject teachers read concepts and the single subjects.

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IB says Transdisciplinary Themes should -

Have global significance

Contribute to the common

Address contemporary opportunities and challenges

Be supported by knowledge, concepts and skills from the subjects

Be revisited so the learning is wide-ranging, in-depth and articulated

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While reading your assigned parts, use the Connect, Extend, Challenge prompts to capture your thinking.

-Connect: How are the ideas and information presented connected to what I already know?

-Extend: What new ideas did you get that extended or broadened your thinking in new directions?

-Challenge: What challenges or puzzles have come up in your mind from the ideas and information presented?

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Connect Extend Challenge LLT Activity Conceptual Understanding in the PYP

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The Role of Concepts

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The Role of Concepts - Arabic

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التعلّم والتعليم

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Strategies for Implementing Inquiry Student-Led Questions: Student-Led Questions: Encourage students to form their own questions and lead discussions. Hands-On Activities: Use manipulatives, visuals, and real-life applications. Reflection and Sharing: Foster an environment where

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Connect: The reading highlights how concepts help students make connections between ideas and apply their learning across subjects and real-life situations. In the classroom, this means teaching isn’t just about facts but about helping students explore bigger ideas that driv deeper understanding.

In my previous school, when teaching Pre4 about community, instead of just naming roles like firefighters or teachers, the class explored the broader concept of responsibility. Students reflected onhow everyone—both in the classroom and beyond—plays a role in helping a community thrive and made connections.

I think it creates more meaningful learning with connections beyond the classroom.

Extend: The flexibility of concept-based learning helps students develop transferable thinking skills across subjects and helps them make their own connections.

Challenge: Sometimes I find it a challenge to think in concepts, rather than topics, or skills. I find I have to keep reminding myself when planning to think more conceptually.

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Connect: Inquiry-based learning aligns with the idea that asking questions and exploring collaboratively which supports deeper understanding

Extend: I like the idea of designing central ideas to cross national, cultural, and subject boundaries.

Challenge: How do teachers ensure that central ideas remain substantial and open-ended without being too vague or abstract for younger learners?

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November 19-A deep dive into conceptual understaning

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November 19-A deep dive into conceptual understaning

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Connect: Each unit has key (specified) concepts that drive our student's learning.

Extend: Concepts can be developed through our planning as content organizers and curriculum organizers.

Challenge: How do we engage our students in understanding the meaning of each specified concept explicitly? Or is demonstrating an actionable understanding more relevant?

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Connect: Each unit has key (specified) concepts that drive our student's learning.

Extend: Concepts can be developed through our planning as content organizers and curriculum organizers.

Challenge: How do we engage our students in understanding the meaning of each specified concept explicitly? Or is demonstrating an actionable understanding more relevant?

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Connect:
The ideas in the documents resonate with my understanding of PYP principles, particularly around fostering conceptual understanding and student agency. As a digital integrator, I focus on building transferable skills and using technology to make inquiry more engaging and interdisciplinary. The emphasis on connecting to students’ prior knowledge aligns perfectly with how I design learning experiences in the FabLab, where curiosity and creativity take the lead.

Extend:
The documents expanded my thinking in several ways. They highlighted the importance of embedding conceptual understanding dynamically by allowing authentic connections to emerge during lessons, which inspires me to make FabLab projects even more adaptable. They also challenged me to rethink how digital tools can support differentiation, tailoring learning to each student’s path. Lastly, the progression from guided to free inquiry aligns with the iterative design process in the FabLab, showing me how project-based activities can support deeper inquiry.

Challenge:
These insights raised a few questions for me. How can I effectively document students’ evolving skills and conceptual understanding in open-ended projects without oversimplifying? How can I balance giving students agency with ensuring they meet essential competencies, especially when working with diverse technologies? Finally, how can I help students explore their passions in depth while also developing a broad range of skills?

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Connect:

The ideas connect to my work as a librarian because I already help students use their knowledge to explore topics, build research skills, and make connections through books and resources.

Extend:

I learned new ideas about:

Giving students more control over their learning by letting them guide their inquiries.

Creating chances for students to make surprising connections as they explore resources.

Helping students move from guided research to more independent learning.

Challenge:

Some questions I have are:

How can I track what students are learning without limiting their creativity?

How can I make sure students meet important goals while following their interests?

How can I balance helping students dive deep into topics while exploring a variety of ideas?

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The ideas connect to my role as a homeroom instructional assistant because I help students build on their prior knowledge and stay engaged in learning. I learned new ways to support student-led exploration, encourage unexpected connections, and guide them toward independence. However, I wonder how to balance creativity with meeting key goals, track learning effectively, and ensure students explore deeply while covering essential topics. These insights inspire me to make learning more meaningful and student-focused.

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Connect: Students develop a deeper understanding by making connections and transferring knowledge across disciplines and in real life.

Extend: I like the "bus stop strategy" where students move around to groups to read what others are thinking and add new ideas to their own recording sheets.

Challenge: Because our students are English Language Learners the language itself can be a barrier. However, at the same time, this further adds to the reasons why it is so vital to teach conceptually.

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Connect: How are the ideas and information presented connected to what I already know?

Teaching conceptually is essential because it supports students to develop their understanding in a much deeper way in order to make connections and transfer knowledge across disciplines and in real life. In addition, students develop a more personalized relationship with their learning, and it supports teachers to individualize learning throughout their inquiries.

-Extend: What new ideas did you get that extended or broadened your thinking in new directions?

-Challenge: What challenges or puzzles have come up in your mind from the ideas and information presented?

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CONNECT: As a PE team, we see how content organizers are a great tool for helping our students make connections between different movements and sports. These organizers can be adapted to suit varying ages and skill levels, helping students link what they learn in the gym to real-life situations, both inside and outside the walls of our school. It’s all about reinforcing their understanding of physical activity in a way that makes sense to them.

EXTEND: We’ve shifted our thinking about conceptual understanding in PE—it’s no longer about reaching a final conclusion, but about embracing it as an ongoing process. What works for one student or one activity may not work for another, and that’s okay. We’re learning to adjust and evolve based on each student’s needs and context, always encouraging growth.

CHALLENGE: One challenge we’re grappling with is how to ensure that students' reflections, drawings, or concept maps truly capture their understanding. We want these activities to be more than just a surface-level task; they should give us insight into their thought processes and help us see how they are making connections between ideas in physical education.

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Activities:

Concept Sort:

https://docs.google.com/presentation/d/12XwHClbH4asOaYGFZaekzsF5vBXm00dJlOQcfHE3yjg/edit#slide=id.p

(T&L)

Function of local advertisements:

https://docs.google.com/document/d/1EGwaZhwnEvCKW8GJ4DFRSM2hvXHWUB0pFLusk-OdRU0/edit?usp=sharing

(T&L)

Qatar History:

Belonging and Identiy through 3D Designs

(T&L)

Teacher Moves: sharing instructions of activities, asking questions to provoke thinking, gathering and documenting student talk/ideas, organize content, planning, backward design,

Learner Moves: sharing their thinking, answering questions, engagement, participation, completing activities, exit tickets, peer collaboration

Assessments:

Teacher observations and peer observations

Choose a specified concept or a related concept and show your understanding through pictures and/or words

Make connections between specified concepts and related concepts.

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Student and Teacher Criteria

1. Visible thinking and/or visible tools

2. Collaboration

3. Conceptual vocabulary

4. Inquiry and "wonderings"- open ended questions

5. Reflection- why? how?

6. Rubrics

Collaboration- Teacher and Student Criteria

Co-constructed rubric

Reflection- student, peer, teacher

Engagements (stations)-pairs, groups

Inquiry- open ended questioning

Assessment

Rubric- co-constructed

Student reflection

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Form:

T/L: Hands on activities

T/L: Connecting to real-life events or objects

T/L: Building on prior knowledge to make connections to new learning

L: High engagement: students understand not only what but why

L: Student agency and reasoning

L: Students are asking questions and taking ownership of their learning

T/L: Feels impactful and connected as it has a broad, far reaching impact as learning is not isolated and connections are constantly being made through reflection

Change:

T/L: As engagement and agency increases student autonomy increases and learning extends beyond the classroom as students make connections within and beyond their learning

Responsibility:

T/L: Visible thinking routines to check for understanding

T: Encouraging students to lead the learning and facilitating classroom discussions to put students at the center of their learning

L: Students are the experts in their own learning

T: Giving space for experimentation and exploring possibilities

L: Students apply conceptual understanding to new learning and have a selection of skills and aptitudes that they can apply to solve problems in a variety of ways

T/L: Provide time and space for student reflection and agency

Assessment:

T/L: Consistent reflection and targeted questioning so students articulate their learning

T/L: Feedback in terms of glows and grows so students self assess and consolidate the why in their learning

T/L: Document student action, growth, and insightfulness

T/L: Inclusive and equitable in terms of forms of expression of learning

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Specified Concepts:

• Form: What is water? What are its properties?

• Function: How does water work in our lives and in nature?

• Responsibility: How can we take care of water as a resource?

Potential Additional Concepts:

• Connection: How is water connected to people, plants, and animals?

• Change: How does water change in the water cycle?

• Perspective: Why do some people have less water than others?

Engagements with a Focus on Conceptual Understanding

Engagement 1: Discovering the Form and Function of Water

Objective: Help students understand what water is (Form) and how it is used (Function).

Activity:

1. Exploration Stations:

o Set up three stations:

 Station 1: Touch and observe water (bowl of water, ice cubes, steam images).

 Station 2: Real-life objects showing water’s uses (watering can, soap, drinking cup).

 Station 3: Role-play with miniature desert plants and pretend to water them.

2. Group Discussion:

o Guide students to describe water: "It is wet, clear, cold."

o Connect water to uses: "We drink it to live. Plants need water to grow."

3. Link to Qatar:

o Show a map of Qatar and highlight the desert. Discuss how people in Qatar need to get water from the sea and clean it because there isn’t much rain.

Conceptual Connection:

• Form: Students explore the properties of water.

• Function: Students identify its roles in their lives and the environment.

Engagement 2: Simplifying the Water Cycle and Exploring Responsibility

Objective: Introduce the idea of water change (Change) and conservation (Responsibility).

Activity:

1. Simplified Water Cycle Model:

o Use a clear plastic bag with water inside. Tape it to a sunny window and observe condensation and “rain” over time.

o Use simple vocabulary: "Water goes up (evaporation), becomes clouds (condensation), and falls down (rain)."

2. Qatar Connection:

o Explain how in Qatar, the rain doesn’t come often, so we use special machines to clean sea water.

o Discuss: “What would happen if we ran out of clean water?”

3. Responsibility Activity:

o Storytime: Read a short story about a Qatari child conserving water at home.

o Practice together: Turn off the tap while brushing teeth.

Conceptual Connection:

• Change: Students observe water’s transformation.

• Responsibility: Students learn small actions they can take to save water.

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Group 9 Developed Local and Global Contents

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التعلم المبني على المفاهيم ( منال -سناء -هويدا -ميسا -سمر - ريم)

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التعلم المبني على المفاهيم ( منال -سناء -هويدا -ميسا -سمر - ريم)

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1. ما الذي أعلّمه ولمن؟

تطور نمو الكائنات الحية والتغيرات التي تطرأ عليها للمرحلة الإبتدائية

2. لماذا أعلّمه؟

لتعميق الفهم لدى الطالب حتى يحصل على معلومات جديدة ومفاهيم جديدة مثل ( مفهوم التغيير )

3. كيف أعلّمه؟

لتعليم المعلومات المرتبطة بالحقائق: وهي أن الكائنات تمر بمراحل نمو حتى تصل إلى مرحلة النضوج .

التفكير بطرق مختلفة خارج حدود الصف بدون تدخل من أولياء الأمور: اصطحاب الطلاب إلى رحلة علمية لمشاهدة مراحل تطور ونمو الكائنات الحية وتدوين ملاحظاتهم التي تعزز المهوم ، ومن ثم مشاركة ذلك مع المعلمة والطلاب ؟

تدريب الطلاب على تجاوز المواد الدراسية : من خلال إتاحة فرصة للطالب للبحث في مصادر متعددة .

ربط المعرفة السابقة بالمعرفة الجديدة مما يسهل الفهم والتطبيق : استخدام استراتيجيات مختلفة مثال : KWL

تقديم أمثلة واقعية : مثل يشارك الطالب عن دورة حياة كائن حي

تشجيع الطالب على طرح الأسئلة .

توفير البيئة التعليمية المناسبة

4. لماذا أعلّمه بهذه الطريقة؟

حتى يتعمق فهمه لفهوم التغيير ويعكس ما تعلمه خارج نطاق المدرسة .

5. ما الأدلة التي سأجمعها لإثبات أن الطلاب فهموا؟

من خلال عرض تعلمه أمام زملائه - يشرح تعلمه - تقييم الطاب لتعلمه - نقل تعلمه إلى زملائه داخل الصف . تنفيذ مجموعة من الأنشطة

6. كيف سيعرف الطلاب أنهم فهموا؟

التقييم الذاتي لتعلمه ، تقييم الأقران ومن خلال عرضه للمشاريع

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اولا تجربتي مع التدريب المصغر كانت فعّالة. يساعد هذا النمط في التركيز على مهارات أو مواضيع يمكن تعلمها في وقت محدود، مما يعزز التعلم الذاتي دون الشعور بالإرهاق. كما يتيح تطبيق المعلومات تدريجيًا ويساعد في تثبيتها عبر التكرار والممارسة المستمرة.

ثانيا في تأملي حول التعلم القائم على المفاهيم، أجد أن هذا النمط من التعليم يساهم في تطوير مهارات التفكير النقدي لدى الطلاب. بدلاً من تكرار المعلومات بشكل آلي، يُحفز الطلاب على الفهم العميق للمفاهيم الأساسية من خلال ربطها بتجاربهم اليومية. من خلال الاستراتيجيات التفاعلية مثل النقاشات والتطبيقات العملية مثال: كما في كتاب التخطيط الخاص بالسيد ليندي، يصبح بإمكانهم نقل معارفهم إلى سياقات جديدة، مما يعزز قدرتهم على التفكير بمرونة والتفاعل مع العالم من حولهم. هذه الطريقة تجعل التعلم ذا مغزى عميق وتفتح أمامهم آفاقًا للتطور الشخصي والمهني المستمر.

1. ما الذي أعلّمه ولمن؟

أعلّم الأطفال في صف الروضة أساسيات القراءة والكتابة مع التركيز على الحروف والأصوات. الهدف هو بناء قاعدة معرفية راسخة تساعدهم على الانتقال إلى مهارات قرائية وكتابية متقدمة في المستقبل.

2. لماذا أعلّمه؟

تعلم الحروف وأصواتها يشكل الأساس الذي يُمكن الطفل من قراءة الكلمات وتكوين الجمل في المستقبل. هذا الأساس ضروري لتطوير مهاراتهم اللغوية وزيادة قدرتهم على التعبير عن أفكارهم ومشاعرهم بوضوح.

3. كيف أعلّمه؟

سأستخدم أساليب تعلم تفاعلية، مثل الأغاني أو الأناشيد التي تحتوي على حروف وأصوات، واللعب بالألعاب التعليمية التي تساعد الأطفال على التفاعل مع الحروف والأصوات، بالإضافة إلى القصص المصورة التي تظهر الكلمات في سياقات حياتية مألوفة.

4. لماذا أعلّمه بهذه الطريقة؟

التعلم القائم على المفاهيم يسمح للأطفال بربط المعرفة الجديدة بتجاربهم اليومية، ما يجعل المفاهيم أكثر وضوحًا وملموسة لهم. كما يساعدهم هذا الأسلوب على فهم أفضل ويدفعهم لاستخدام المعرفة بطرق مرنة في مواقف حياتية مختلفة.

5. ما الأدلة التي سأجمعها لإثبات أن الطلاب فهموا؟

سأجمع الأدلة من خلال مراقبة كيفية استخدام الأطفال للأصوات والحروف بشكل صحيح في أنشطتهم اليومية، بالإضافة إلى تقديم مهام فردية وجماعية حيث يظهر الأطفال فهمهم من خلال تمييز الحروف وقراءتها بشكل صحيح.

6. كيف سيعرف الطلاب أنهم فهموا؟

سيعرف الأطفال أنهم فهموا عندما يتمكنون من التمييز بين الحروف والأصوات في سياقات مختلفة. سيكون لديهم القدرة على قراءة كلمات بسيطة باستخدام الحروف التي تعلموها، وسيمكنهم أيضًا فهم العلاقة بين الحروف والأصوات عند سماعها أو رؤيتها في الكلمات.

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إن هدف البحث والتساؤل على المفاهيم في مرحلة رياض الاطفال هو نقل هذا الفهم وتطبيقه في المواقف والحياة العملية وربط كل مفهوم في وحدة البحث بحياة الطالب سواء تعلم الأحرف والكلمات البصرية والمهارات المختلفة والتركيز على المفاهيم أثناء قراءة القصص والأغاني المرتبطة بالوحدة لتقوية اللغة لدى الطفل ومراعاة أن يظهر هذا التعلم خارج جدران الصف ،ومع مراعاة ردود فعل الأهل وتطبيق الطلاب لما تعلموه في العالم الواقعي لكي نعرف مدى الاستيعاب والفهم .

-الاستماع إلى آراء الطلاب والنقاش اليومي وتسجيل ملاحظات تبين لنا مدى التعلم .

استخدام الصور المرئية في القصص أو في الكتب أو صور للطلاب ويصف الطلاب ما تعلموه من خلال التحدث والتعبير .

التركيز على المفاهيم من خلال تخطيط أنشطة وألعاب تناسب المرحلة ومن خال اللعب يحقق الطفل الإستيعاب ونقوم بقياس ذلك وتسجيل ملاحظات والعمل على تغيير وتعديل إن كان غير مناسب .

تطوير الفهم لأحد المفاهيم أو أغلبها في هذه المرحلة من خلال الممارسات اليومية .

التركيز على مهارة التفكيروالتحفيز لفهم المفاهيم مثلًا إنشاء روابط بطرق غير إعتيادية .طرح أسئلة للنقاش والاستماع إلى الإجابات .

الإنخراط في تمثيل الأدوار لتجربة إحدى المفاهيم .

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أنا أعمل في مرحلة الطفولة المبكرة لعمر الثلاث سنوات صف اللغة الإنجليزية,اخترت العمل في هذه المرحلة لما فيها من متعة تعلم للمعلم و الطالب فهي مرحلة التعلم فيها قائم على الحصول على المعرفة أو استكشافها عن طريق اللعب و مساعدة المعلم عن طريق طرح الأسئلة و التوجيه و المراقبة عن بعد في بعض الأحيان.

مثال:من طرق تعليم الحروف الإنجليزية أستخدم بعض من ألعاب الصف كالعصي الخشبية و بعض الأشكال الهنسية و أضعها على الأرض و أقوم بإثارة فضول الطلاب(تحفيز) حول ماذا يمكن أن نصنع بهذه العصي و الأشكال بعض الطلاب قاموا بربط الأشكال هذه مع أشكال الحروف الموجودة على اللوح أمامهم و قاموا بتشكيلها و من ثم التعرف على أصواتها و أسمائها مع إعطاء أمثلة عليها من حياتهم اليومية.

قياس الإستيعاب المبني على الفهم:

أطلب من الطلاب مثلا إحضار أشياء من الصف تبدأ بصوت حرف معين .

أقوم بوضع أنشطة في الأركان للبحث و الإستكشاف و تثبيت المعلومة.

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Experience with the Nano as an Asynchronous Learning Delivery Mode:

It was flexible and engaging. Allowed me to explore the nuances of concept-based learning at my own pace.

1. What am I teaching and to whom?

I am teaching Grade 3 students "HTWW" UOI . The focus is on the concept of systems, using Makey Makey to design interactive posters that explain the functions of various body systems.

2. Why am I teaching it?

This lesson helps students develop a deeper understanding of systems and how they function, aligning with the key concepts of connection and function. It fosters critical thinking and problem-solving skills (ESTE Standards) and encourages students to make connections between technology and real-world applications.

3. How am I teaching it?

I am teaching through a hands-on, inquiry-based approach.

4. Why am I teaching it that way?

A hands-on inquiry-based approach allows students to have a deeper understanding and transferable knowledge. The Nano PD highlighted how focusing on concepts allows students to think beyond factual recall, encouraging them to see patterns and relationships across disciplines.

5. What evidence will I collect to show my kids are getting it?

Completed interactive posters demonstrating knowledge of body systems.

Observations of student collaboration during the project.

Student reflections and self assessments showing how they applied the concepts in their projects.

6. How will my students know they are getting it?

Feedback on their posters from peers and teachers.

The learning celebration where they present their interactive posters, explaining the system they represented and how they connected the science content to the technology used.

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ضرب مثال على التفكير بصوت عال لنقل الاستيعاب المبني على المفاهيم .

كيفية تطبيق هذه الاستراتيجية بصفوف الطفولة المبكرة مثال قراءة قصّة ذات مغزى وبعد ذلك يقوم الأطفال بمناقشة آرائهم وأفكارهم مع المعلّمة والقيام بعد ذلك بعملية التأمل الخاصة بكل طفل عن طريق الرسم .

تطوير الفهم لأحد المفاهيم أو أغلبها في هذه المرحلة من خلال الممارسات اليومية .

التركيز على مهارة التفكير والتحفيز لفهم المفاهيم مثلا إنشاء روابط بطرق غير اعتيادية .

طرح أسئلة للنقاش والاستماع للإجابات .

الإنخراط في تمثيل الأدوار لتجربة إحدى المفاهيم .

التركيز عل المفاهيم من خلال أنشطة وألعاب تناسب المرحلة ومن خلال اللعب يحقق الطفل الاستيعاب المبني على المفاهيم ويتمّ قياس ذلك وتسجيل الملاحظات .

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- كانت تجربتي مع التدريب المصغر كنمط للتعلم الذاتي ممتعة، واضحة، مفيدة ومرنة حيث سمحت لي بالتوسع أكثر في التعلم القائم على المفاهيم بالسرعة والوقت والمكان المناسب لي.

1- ما الذي أعلّمه ولمن؟

الموضوع الذي أعلمه هو التراث الثقافي كمصدر للتغيير ومسؤوليتنا في الحفاظ عليه،لطلاب الصف الرابع الإبتدائي.

2. لماذا أعلّمه؟

لإظهار التغيير: شرح كيف يتغير التراث الثقافي بمرور الزمن بسبب التكنولوجيا، الانفتاح على العالم بالإضافة إلى الاحتياجات المتغيرة.

لتعزيز المسؤولية: توعية الطلاب بأهمية الحفاظ على التراث كجزء من هويتهم الثقافية وضمان نقله للأجيال القادمة.

للربط الشخصي: إشراك الطلاب في التفكير بكيفية مساهمتهم كأفراد في حماية التراث.

3.كيف أعلمه؟

دروس مصغرة:

تقديم أمثلة على تغييرات في التراث الثقافي (مثل التغيرات التي طرأت على كتابة اللغة العربية).

تعريف الطلاب بالمسؤوليات المختلفة: شخصية، مجتمعية، وقانونية.

أنشطة عملية:

إجراء بحث عن تراث محلي تغير بمرور الزمن مع توثيقه.

تنظيم نقاشات حول طرق المحافظة على التراث (مثل المتاحف، اللغة ، العادات والتقاليد).

مشاريع جماعية:

إنشاء معرض صغير يعرض مظاهر من التراث الثقافي وكيف تغير مع الزمن.

تصميم خطة للحفاظ على جزء محدد من التراث (مثل أزياء شعبية أو حرف يدوية).

4. لماذا أعلّمه بهذه الطريقة؟

الأنشطة التفاعلية تُشرك الطلاب مباشرة في الموضوع، مما يجعل التعلم شخصيًا وملموسًا.

المشاريع الجماعية تُعزز التعاون والإحساس بالمسؤولية المشتركة.

ربط التغيير بالمجتمع يساعد الطلاب على رؤية العلاقة بين الماضي والحاضر.

إحساسه بالمسؤولية تجاه تراثه وهويته.

5. ما الأدلة التي سأجمعها لإثبات أن الطلاب فهموا؟

تقديم تقارير عن التغيرات في التراث المحلي (بالاعتماد على مقابلات مع كبار السن أو البحث).

نتائج المناقشات الجماعية، حيث يعبر الطلاب عن آرائهم بشكل منطقي حول أهمية الحفاظ على التراث.

مشاريعهم النهائية التي تعرض حلولًا واقعية للحفاظ على عناصر من التراث.

6. كيف سيعرف الطلاب أنهم فهموا؟

قدرتهم على شرح كيفية تغير التراث الثقافي مع الزمن وتأثير ذلك على هويتهم.

إظهار وعيهم بأهمية دورهم ومسؤوليتهم في حماية التراث من خلال الأنشطة والمشاريع.

الشعور بالفخر تجاه ثقافتهم والعمل على نقل هذا الفهم إلى أقرانهم أو عائلاتهم.

بهذه الطريقة، يتحقق التوازن بين مفهومي التغيير والمسؤولية في سياق التراث الثقافي، مع إشراك الطلاب في التفكير والنشاط العملي.

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G3 Animal Ecosystem Plays Planning Development

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G3 Animal Ecosystem Plays Planning Development

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G3 Created this scaffold to support our students in using conceptual understandings from our unit for students to incorporate in their animal ecosystem plays.

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Grade 2 inquired into inquiry using yhe “compass points” visual thinking routine.

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A framework for the process of developing conceptual understanding in stages

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We looked at Thinking Routines that we can add to our toolbox that support conceptual understanding.

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Conceptual Understanding - Thinking Routines

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Pedagogical Strategies that Foster Conceptual Understanding

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IB Inquiry-Based Lesson: The Concept of Change

Age Group: Kindergarten (KG)

IB Approaches to Teaching: Classification, Inquiry-based, Conceptual Understanding, and Learner-Centered

Lesson Title: "Look How We've Changed!"

Key Inquiry Question:

How do living things change over time?

1. Provocation – Baby Mystery Photos

Objective: To spark curiosity about growth and change over time.

Materials:

Baby pictures of the students (sent in by parents beforehand).

Current pictures of the students (or a mirror for self-reflection).

Pictures of baby and adult animals (e.g., kitten & cat, tadpole & frog, caterpillar & butterfly).

Process:

1. Show the baby pictures one by one and ask, “Who do you think this is?”

2. After revealing each student’s picture, ask:

"What has changed?"

"What is still the same?"

3. Connect this idea to other living things: Do animals and plants change too?

2. Exploring Change – "Then & Now" Sorting Activity

Activity: Matching Game

Provide pairs of pictures showing baby vs. adult animals (e.g., egg → chick, seed → tree, caterpillar → butterfly).

Let students match the pairs and discuss how each has changed.

Ask:

"What happens as they grow?"

"Do all living things change the same way?"

3. Stick pictures of baby photos and pictures 'now' in books or on display roll of paper and ask children to draw their thinking and understandings using the discussion as a prompt.

4. Reflection & Extension

Discussion:

"How did we change from babies to now?"

"What do we think we will look like when we are older?"

"What other living things do we know that change as they grow?"

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Grade 1 are using this as the launch provocation for our new unit. We were aiming to do that this week but still working on finishing off current UOI. Hoping to gauge interest/prior knowledge/direction.

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Reflection:

The read aloud went well and students remembered Eric Carle from before.

One class chose 5 animals that they wanted to inquire about so they read stories and drew the life cycle in groups.

In the other class, almost each student chose a different organism to inquire about, which is taking a lot more time.

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Representation in Teaching Strategy

This lesson meets the Representation teaching strategy by incorporating multiple modes to represent ideas. Through visualization, storytelling, and role-playing, students gain a deeper understanding of ecosystems.

Visual Representation: Students create simple props to represent different organisms and environmental elements, reinforcing their learning visually.

Kinesthetic Learning: Acting out the roles of producers, consumers, and decomposers helps students internalize how living things interact in an ecosystem.

Verbal and Written Expression: Scriptwriting and dialogue encourage language development while reinforcing scientific concepts.

Contextual Application: By choosing their own ecosystems and demonstrating food chain interactions, students apply their knowledge in varied and meaningful ways.

By engaging students in multiple learning modes, this lesson ensures accessibility for different learning styles and enhances comprehension across various contexts.

Lesson Plan: Ecosystem Skit

Grade Level: 3rd Grade
Duration: 1-2 class periods
Group Size: 3-6 students per group

Objective:

Students will learn about ecosystems by writing and performing a short skit. Each group will choose an ecosystem and show how different living things work together.

Materials Needed:

Chart paper or whiteboard

Markers, crayons, and paper for props

Books or printed information about ecosystems

Lesson Breakdown:

Step 1: Introduction & Group Work (30 minutes)

1. Discuss different ecosystems (desert, forest, ocean, jungle, etc.).

2. Introduce key words: producer, consumer, decomposer, ecosystem, living things, predator, prey.

3. Divide students into small groups. Each group picks an ecosystem and three organisms (a producer, a consumer, and a decomposer).

4. Groups plan a short (2-3 minute) skit showing how these organisms interact.

Step 2: Creating & Practicing (30 minutes)

1. Groups create simple props (e.g., paper trees, animal masks).

2. Students write a simple script or act out their ideas with guidance.

3. Groups practice their skits.

Step 3: Performances (30 minutes)

1. Each group performs their skit for the class.

2. After each skit, discuss the ecosystem and key vocabulary words.

Assessment & Reflection:

Participation: Did each student contribute?

Understanding: Did the skit show how living things interact?

Creativity & Effort: Did students engage in making props and acting?

Discussion: Could students explain their ecosystem?

Extension Idea:

Have students draw a picture of their ecosystem and write a few sentences about it.

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2nd Grade Conceptual Understanding Strategy learning engagement: Classification

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2nd Grade Conceptual Understanding Strategy learning engagement: Classification

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2nd Grade Learning Engagement: Classifying Animals and Imaginary Creatures into Habitats

Learning Objective:
Students will classify real and imaginary animals into the correct habitats (desert, ocean, rainforest, and Arctic) by recognizing their characteristics and justifying their classifications.

Engagement Plan:

1. Introduction (Whole Class Discussion - 10 minutes)

Show images of the four habitats (desert, ocean, rainforest, Arctic) and briefly describe their climate, land features, and common plants and animals.

Ask guiding questions:

What do you notice about these places?

What kinds of animals might live here? Why?

Can a polar bear live in the desert? Why or why not?

2. Animal Sorting Activity (Small Groups - 15 minutes)

Materials: Animal picture cards and four large habitat sorting mats.

Each group receives a set of real animal cards and must place them onto the correct habitat mat.

Discussion Prompts:

"Why did you put the shark in the ocean?"

"How does this animal survive in its habitat?"

"What would happen if this animal lived in a different habitat?"

3. Imaginary Animal Classification (Small Groups - 15 minutes)

Teacher presents a fictional animal (e.g., "This animal has thick fur, webbed feet, and a layer of fat to keep warm").

In groups, students discuss and decide which habitat it would best survive in.

Students justify their classification:

"This animal belongs in the Arctic because thick fur keeps it warm."

"It should live in the ocean because webbed feet help it swim."

Extra Challenge: Students draw their own imaginary animal, describe its features, and classify its habitat.

4. Class Discussion & Wrap-Up (Whole Class - 10 minutes)

Review a few sorting choices and imaginary animal classifications.

Address misconceptions, such as:

“Not all deserts are hot!”

“Some ocean animals also live on land!”

Have students reflect on what they learned by completing the sentence:

"I learned that animals in the _______ have _______ to help them survive."

Assessment:

Observation: Listen to students’ justifications for sorting.

Sorting accuracy: Check if animals were placed in the correct habitats.

Imaginary animal classification: Did students apply their knowledge to classify a new creature?

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We didn't do this engagement because we were thinking this would happen in a few weeks. We were able to do a different lesson that involved classifying animals and plants within each habitat. We will do the main classifying activity in a few weeks once we have gone thru all the habitats.

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Classification - Materials

As a provocation, students can explore a variety of materials on a tray during centers and use them to decorate Elmer the elephant.

On a different days, we can use the visible thinking routine “See, feel, think, wonder” for deeper understanding. Then we can try to sort the materials into categories based on the material they are made of.

The we read the story “If you give a mouse a donut”, to brainstorm objects made if different materials. Then students were asked to draw these objects on post-it and stick it in the corresponding corner of the classroom (there are labels for each material in different corners with a basket).

We are here now 👇🏼

Next, students are going to bring objects from home, talk about them and put them in the corresponding basket.

Then we can have a treasure hunt to assess their understanding.

During this UOI, we will have a variety of experiments to learn about different materials characteristics (absorbent/non-absorbent, magnetic/non-magnetic…)

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Lesson Plan: Musical Detective Challenge
Week of April 6-10
Grade Levels: 3, 4, and 5
Subject: Music (Instrument Family Classification)
IB PYP Framework

Lesson Title: Musical Detective Challenge – Classifying Instrument Families

Key Concept: Form

Explanation: This lesson focuses on the concept of Form, as students explore the recognizable structure and classification of musical instruments. They will analyze patterns in sound production, materials, and playing techniques to categorize instruments into their respective families.

Objective:

Students will be able to classify musical instruments into their correct families (strings, woodwinds, brass, percussion, and keyboard) by analyzing their sound, structure, and playing technique.

IB Learner Profile Connections:

✔ Inquirers: Investigate how instruments create sound.
✔ Thinkers: Use logical reasoning to classify instruments.
✔ Communicators: Discuss and justify their choices with peers.

Materials Needed:

Audio clips or live demonstrations of different instruments.

Printed or digital images of various instruments.

Clue cards with instrument descriptions.

Instrument Family Classification Chart.

Small whiteboards or sticky notes.

Lesson Breakdown:

1. Hook (5 minutes) – "Mystery Sounds"

Play 3-4 short sound clips of different instruments.

Ask students: “What do you hear? What clues help you determine the instrument?”

Discuss how sound, material, and playing technique provide classification clues.

2. Group Inquiry (15 minutes) – "Instrument Detectives"

Divide students into small groups.

Provide each group with clue cards and instrument pictures (randomized).

Their task: Match clues to the correct instruments and sort them into the correct instrument family on the classification chart.

Encourage students to justify their choices using key vocabulary (e.g., vibration, resonance, air column, strings, percussion, etc.).

3. Whole-Class Discussion (10 minutes) – "Case Closed?"

Each group presents their classifications and explains their reasoning.

Play the corresponding sound for each instrument to confirm accuracy.

If errors occur, discuss and adjust placements accordingly.

4. Reflection (5 minutes) – "Exit Ticket"

Each student writes or draws one new fact they learned about instrument families.

Challenge question: "If you could invent a new instrument, which family would it belong to and why?"

Assessment & Differentiation Strategies:

✔ Formative Assessment: Observation of group work, reasoning in discussions, and classification accuracy.
✔ Differentiation:

Provide additional visual/audio support for students who need reinforcement.

Encourage advanced learners to research and present a unique instrument from different cultures.

Follow-Up Activities:

Have students create their own instrument classification posters.

Introduce a digital instrument-sorting game for practice.

Explore how different cultures classify instruments beyond Western categories (e.g., Sachs-Hornbostel system).

Reflection & Teacher Notes:

What went well?

What challenges did students face?

Adjustments for next time?

End of Lesson Plan

Instrument Images and Clue Cards

Instrument Family: Strings

1. Violin

Clue: "I am small, have four strings, and you play me with a bow. I can create both high and low sounds. What am I?"

2. Cello

Clue: "I am bigger than a violin and rest on the floor. My deep, rich sound makes me important in orchestras. What am I?"

3. Guitar

Clue: "I have six strings and can be played by plucking or strumming. I am used in many types of music. What am I?"

4. Harp

Clue: "I have many strings and stand tall. You pluck my strings with both hands to create a beautiful, flowing sound. What am I?"

5. Double Bass

Clue: "I am the largest string instrument in the orchestra and produce deep, low notes. You play me with a bow or by plucking my strings. What am I?"

Instrument Family: Woodwinds

6. Flute

Clue: "I am made of metal and do not have reeds. You blow air across my opening to make a bright, high sound. What am I?"

7. Clarinet

Clue: "I have a single reed and a warm, smooth tone. You play me by covering holes and pressing keys. What am I?"

8. Saxophone

Clue: "I am made of brass but belong to the woodwind family because I use a reed. You can hear me in jazz music. What am I?"

9. Bassoon

Clue: "I have a long, wooden body and a double reed. My deep, rich tone adds warmth to an orchestra. What am I?"

10. Oboe

Clue: "I have a double reed and a distinctive, bright sound. You can find me in orchestras and concert bands. What am I?"

Instrument Family: Brass

11. Trumpet

Clue: "I am small and shiny. You play me by buzzing your lips into my mouthpiece, and I make a bright, powerful sound. What am I?"

12. Trombone

Clue: "I have a long slide instead of valves. You move my slide to change my pitch. What am I?"

13. French Horn

Clue: "I have a circular shape and a warm, mellow tone. You put your hand inside my bell to help shape my sound. What am I?"

14. Tuba

Clue: "I am the largest brass instrument and produce the lowest sounds. You play me by buzzing your lips into my large mouthpiece. What am I?"

15. Euphonium

Clue: "I look like a small tuba and have a rich, mellow sound. I am often found in brass bands and concert bands. What am I?"

Instrument Family: Percussion

16. Drum

Clue: "You hit me with sticks or hands to make a beat. I come in many shapes and sizes. What am I?"

17. Xylophone

Clue: "I have wooden bars arranged like a keyboard. You hit my bars with mallets to create notes. What am I?"

18. Tambourine

Clue: "I have jingles that make sound when you shake me. You can also tap me with your hands. What am I?"

19. Triangle

Clue: "I am a simple metal shape. You strike me with a beater to produce a bright, ringing sound. What am I?"

20. Maracas

Clue: "I am a pair of small, handheld instruments filled with beads. You shake me to create rhythmic sounds. What am I?"

21. Bass Drum

Clue: "I am the largest drum in the percussion family. You strike me with a mallet to produce deep, booming sounds. What am I?"

22. Snare Drum

Clue: "I have metal wires stretched across my bottom head. When you strike me, I produce a sharp, crisp sound. What am I?"

Instructions for Use:

Print and cut out each instrument image and corresponding clue card.

Use them in small group activities or class discussions.

Have students match instruments with their clues or sort them into their families.

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Grade 1 team

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REFLECTION:

While one lesson wasn't enough, it was great to see students eager to learn more about forces and play related games. They were engaged and excited to create diagrams and charts representing their understanding.

From a PE team perspective, we recognize that this learning can be 100% achieved in the science lesson. However, it's important to explore how we can interlink these concepts in PE as well, finding simple connections and making the learning transdisciplinary. Engaging students through play remains a key part of their learning, and by incorporating the concepts into PE, we can enrich their understanding and offer new opportunities for exploration.

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KG lesson 1

Students were excited to find and match their baby and now photos. After that we brainstormed what they were able to do when they were babies. This was easy for them. The writing of this was quite difficult. Students have lots of ideas but were unable to record all hence copying and teacher support was needed.

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I am planning to begin the learning engagements tomorrow, starting with a levelled reading comprehension that provides information about the Ramadan cannon's significance in the past and present and also looks at the link between potential and kinetic energy. I had planned to make it an informational writing task but instead decided to focus on the text type we will use throughout this UOI: Procedural Text. Therefore, during the building of the cannon students will be given parts of a procedural text and tasked with constructing their cannon. They will then reflect on their learning and the challenges faced and how each part of a procedural text is needed for success.

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G3 started the process of having groups form and decide which parts they want to play in different "Ecosystem Book" plays. We will continue this multi-step conceptual engagement in the coming weeks.

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I haven't yet been able to do the provocation, because we are still MAP testing. However, I do have a reflection from the task we posted from last week...

I think that in the "Near-Far Transfer" Strategy that we need to have a central concept or idea that transfers 'near' and 'far', which helps the students to deepen their understanding of that concept or idea. We have chosen a provocation activity, but we haven't yet discussed what exactly we are trying to 'provoke', beyond the obvious (it relating to energy).

I think it would be more effective if we determined some key questions that we will ask, so we know what we are trying to get out of the provocation. From there we can reflect on the Math and Language engagements to see if they actually promote transfer and understanding of the specific concept or idea we are focusing on. I think the Math engagement we have planned will likely will. I'm not sure that the Language will, however, as it is an entirely different concept (relating to Ramadan and paraphrasing, not energy).

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Strategy: Representation

Students use various strategies to represent real world division problems.

Visual thinking routine grid: modelling, pictorial, abstract, and application

Students connect the usage and understanding of exploding dots with addition/subtraction/multiplication to explode backwards for division.

Through physical, and pictorial classification of 'exploding dots', students solve division problems involving remainders and establish connections using numerical/abstract strategies to streamline their approach in solving these problems and applying to real world problems allowing the conceptualization of remainders.

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Students chose a living organism and read a story about it 

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Students chose a living organism and read a story about it 

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Students created the life cycle of that organism

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Students created the life cycle of that organism

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Choosing materials to create the life cycle 

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Choosing materials to create the life cycle 

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G3 Deciding Which Ecosystem Play to Choose (Rainforest/Jungle Ecosystem)

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G3 Deciding Which Ecosystem Play to Choose (Rainforest/Jungle Ecosystem)

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G3 Deciding Which Ecosystem Play to Choose (Desert Ecosystem)

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G3 Deciding Which Ecosystem Play to Choose (Desert Ecosystem)

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G3 Deciding Which Ecosystem Play to Choose (Savanna/Grasslands Ecosystem)

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G3 Deciding Which Ecosystem Play to Choose (Savanna/Grasslands Ecosystem)

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While some students preferred to focus on the physical activity, another group worked on visualizing the concepts through diagrams.

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KG A - Jinsha - Reflection - Conceptual understanding

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KG A - Jinsha - Reflection - Conceptual understanding

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In our recent exploration of the unit "How the World Works," focusing on the central idea that all living things undergo a process of change, learners engaged in a game "Guess Who?" activity. This learner-centered approach utilized baby and toddler photographs of the students to deepen their understanding of personal growth and development.

Activity Overview:

Engagement: Baby pictures of the learners and invited them to guess which classmate was in each photo. This sparked excitement and curiosity. We also looked at the toddler pictures in the same way.

Observation and Comparison: Learners were then then asked to find a partner and discuss observable changes and constants in their facial features, such as eye color, hair texture, and facial expressions.

Reflection: Each pair shared their observations with the class, fostering a collaborative learning environment. This reflective practice allowed students to articulate their thoughts and listen to their peers' insights, reinforcing the concept of change over time.

Learner Experience:

The learners thoroughly enjoyed this interactive activity. The opportunity to see and discuss their own and their classmates' baby pictures created a personal connection to the concept of change. They exhibited enthusiasm in guessing the identities in the photos and demonstrated keen observation skills during discussions about physical changes and similarities.

Conceptual Understanding:

Through this activity, students developed a concrete understanding of how living beings, including themselves, change over time. They recognized that while certain features evolve, some characteristics remain constant, providing a foundational comprehension of growth and development.

This "Guess Who?" activity not only made the abstract concept of change tangible for young learners but also promoted critical thinking, observation, and communication skills within a joyful and engaging framework.

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Key concept: FUNCTION                                                                                

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How does it work?

Students got to experience both the physical and mental sides of net sports, making the learning process more holistic.

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Students explored various strategies to solve long division problems. They applied their understanding using the exploding dots method (backwards) and even created their own problems for a partner to solve, reinforcing their learning through collaboration and problem-solving. Using white boards, base ten blocks and strategy of choice students explored multiple equations finding the ways and methods that make the most sense to them.

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My classification lesson posted in Session 1 is complete, but I haven't been able to trial it because I've been using all of the new lessons that I learned in my PD over the Eid holiday. I will use the planned lesson in the next few weeks :)

Instrument Family Classification Activity: "Musical Detective Challenge"

Grade Level: Upper Elementary (IB PYP)
IB Connection: Encourages inquiry-based learning, collaboration, and critical thinking

Objective:

Students will identify and classify musical instruments into their respective families (strings, woodwinds, brass, percussion, and keyboard) by analyzing their sound, structure, and playing technique.

Activity: "Musical Detective Challenge"

Materials Needed:

A variety of recorded instrument sounds (or live demonstrations, if possible)

Pictures of different instruments (printed or digital)

Clue cards with descriptions of instruments (e.g., "I have strings and need a bow to play" for violin)

Instrument Family Chart (for sorting)

Small whiteboards or sticky notes for student responses

Step-by-Step Instructions:

1. Hook (5 minutes) – "Mystery Sounds"

Play 3-4 short sound clips of different instruments without showing them.

Ask students: “What do you hear? What clues can help you figure out what kind of instrument this is?”

Discuss how sound, material, and playing technique provide hints about the instrument’s family.

2. Group Inquiry (15 minutes) – "Instrument Detectives"

Divide students into small groups. Give each group a set of clue cards and instrument pictures (randomized).

Their mission: Match the clues to the correct instruments and place them in the correct instrument family on the classification chart.

Encourage students to justify their reasoning using key vocabulary (vibration, resonance, air column, strings, percussion, etc.).

3. Whole-Class Discussion (10 minutes) – "Case Closed?"

Groups share their classifications and reasoning.

Play the corresponding sound for each instrument and confirm whether they categorized correctly.

If a group made a mistake, discuss why and allow them to adjust their placements.

4. Reflection (5 minutes) – "Exit Ticket"

Each student writes or draws one new fact they learned about instrument families.

Challenge question: "If you could invent a new instrument, which family would it belong to and why?"

Assessment & IB Learner Profile Connections:

✔ Formative Assessment: Observation of group work, reasoning in discussions, and accuracy in classification.
✔ IB Learner Profile Attributes:

Inquirers: Investigate sound properties and instrument characteristics.

Thinkers: Classify instruments using logical reasoning.

Communicators: Discuss and defend their choices with peers.