What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry Key concepts: Form, responsibility, connection
Related concepts: cooperation or conflict, interdependence
What lines of inquiry will define the scope of the inquiry into the central idea? What teacher questions/provocations will drive these inquiries? Lines of inquiry
Characteristics that develop healthy friendships Form How friends are made and kept Responsibility Why friends are needed Connection Characteristics that develop healthy friendships
teacher shows 2 photograph of her friends and tells them they are her friends. Ask if children have friends? What is nice about having friends? Why is it good to be friendly to others? ● How friends are made and kept. How do we make friends? ( Places where you meet your friends building, bus, communication ) Activity – Circle time – introduce yourself (hello, my name is _____). Why friends are needed?
What do friends do for you?
Provocation Simulated situation Playing alone in the playroom, discussions to follow.
What if you don’t have friends?
Chits with situations written on them regarding the attributes and attitudes ‘caring, sharing, tolerance, etc. the student has to say what s\he will do in such a situation. ( I want to play with the red car Aman is playing with, I will __________ ) Role play – give them a role of an attribute (eg. taking turns), they will demonstrate that attribute during play time and teachers will observe. Listing the golden rules for class
Evidence Teacher observation, how they get along with peers and to make anecdotal records of the same.
4.How best might we learn?
Characteristics that develop healthy friendships Form ● discuss the characteristics from display board. ● teach ‘A friend is trustworthy’ by arranging obstacles in an area. pair students, have them guide his partner, who is blindfolded, through the obstacles. ● Story – 1. Bruno books
The selfish kitten, dramatization through stick puppets by teachers The boy who cried wolf A story in which 34 characters show different traits, at the end of story ask who showed which trait. Students will draw friends Ask parents to send list of friends of child – then discuss why they like them. Circle time discuss when students were a friend or when they needed a friend. 2 puppet friends (class buddy) – mime what sort of things do they do together? (pg. 24 of circle time ) Make a smiley and write ‘friends bring a smile to my face’ as a follow up in the ‘how friends are kept’ the students make smileys again and write ‘you make me smile’ and give to their best friend.
How friends are made and kept Responsibility
● Who’s missing? students close their eyes. one student ( tap one) goes out and the remaining students look around and identify who is missing. ● Showing sensitivity to the needs of your peers. The 2 puppets talk – asking Why are you sad? ● By caring, sharing, through play teachers observe, then they question, story, worksheet ● Cooperation and peaceful resolution of conflict (saying sorry etc) The same 2 puppets are fighting, and teachers ask children how they will resolve it.Conflict resolution cards giving situations and ask for solutions. ● Friendship band red bead for honesty, blue for ‘ I trust you’, green for fairness, yellow for compassion ● Getting to know you 2 teachers dramatize a situation introducing themselves and asking questions like which is your favorite color? then students come forward in pairs and ask questions to each other. ● Visit the other 2 KG classes and make new friends by introducing yourself and asking at least 2 other children’s name. ● Going to a different class (1or 2) and making friends in that class. at the end of the unit, discuss if they are still meeting their friend from the other classes, when, where and what do they do or talk.
Why friends are needed Connection
● Teamwork activity to be done by 1 child, which he cannot, so the realization dawns – Why friends are needed. ● Story/ dramatization using props – united we stand divided we fall ● 15th august celeberation with music teacher Miss Pooja for the song ‘Hind desh ke nivasi’ and putting up a stage show alongwith props made by students. in the freedom march students can hold placards saying things about friendship.
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? THINKING SKILLS: through the provocations provided COMMUNIICATION SKILLS: Through Circle time, while playing and other activities SELF MANAGEMENT SKILLS: RESEARCH SKILLS: SOCIALSKIILS: Through cooperation, interaction
ATTRIBUTES AND ATTITUDES:
● Open – minded
● Being kind
Planning the inquiry
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? Prior knowledge Learning engagement – story Rainbow fish……… After reading the story Students should be able to give simple reasons for their friendships, for example, like to sit together, play together, sharing, close to each other’s homes. ○ Circle time I like my friend because answers What do you like in your friends? wthe teachers will record their answers and look for who has talked about which friend and if someone has been missed.
How friends are made and kept? – Show and tell – photograph of friends children bring from home and talk how s/he met and do together and what do they look forward to doing together when they grow up. teachers will look if the students are using the terms like caring, sharing, love etc. Teamwork keep 6 varieties of munchies ( peanut, raisins, pretzels) but name them 1.teamwork, 2.cooperation, 3.respect, 4.caring, 5.fair, 6.doing our best, and make 6 teams. ask each team to measure 1 cup of a type of munchy and pour in a bowl. all the teams pour in the bowl and it is mixed and eaten. teachers observe how the students work as a team. What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
5. What resources need to be gathered?
What people, places, audiovisual materials, related literature, music, art, computer software, etc, will be available? Puppets, worksheet, toys, masks, charts, rhymes, story books
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? 6. To what extent did we achieve our purpose?