Home+and+Family

=PYP PLANNER=


 * Theme: Where We Are in Place and Time**

Discipline(s) to receive the major emphasis
 * Unit Title:** Home and Family
 * Focus:** Social Studies


 * Level:** Pre-school
 * Proposed duration: 4-6 weeks**
 * Teacher(s):** Fischer
 * School:** Alsup

//A concise description of the central idea to be addressed and the scope of the inquiry//
 * Stage 1: What is our purpose?**


 * a) Central idea:** Children live in a variety of homes and family structures.
 * b) An inquiry into:**
 * Where children live
 * Who they live with
 * Comparison of various types of home life
 * Discovering our own place in the family

//People, places, audio-visual materials, related literature, music, art, computer software etc.//
 * Stage 2: What resources will we use?**

Scholastic Home and Family Unit Related Literature: __A House is a House for Me; Shelter; Look and Learn; Thank You!__

//The key questions which will drive the inquiry//. //What is it like?// || //How does it work?// || //Why is it the way it is?// || //How does it change?// || //How is it connected to other things?// || //What are the points of view?// || //What is our responsibility?// || //How do we know?// ||
 * Stage 3: What do we want to learn?**
 * **Form**
 * 1 ||
 * 2 ||
 * 3 ||
 * **Function**
 * **Function**
 * 3 ||
 * ||
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 * **Causation**
 * **Causation**
 * 1 ||
 * ||
 * ||
 * **Change**
 * **Change**
 * ||
 * ||
 * ||
 * **Connection**
 * **Connection**
 * ||
 * ||
 * ||
 * **Perspective**
 * **Perspective**
 * 2 ||
 * ||
 * ||
 * **Responsibility**
 * **Responsibility**
 * ||
 * ||
 * ||
 * **Reflection**
 * **Reflection**
 * ||
 * ||
 * ||

1. Who lives at your house? 2. What kind of house do you live in? 3. What is your responsibility in your family?
 * Teacher Questions:**


 * Student Questions:**

//Teacher and/or student designed activities which will address the key questions//. · Students use pictures to make a model of their home · Students draw a picture of their family · Students draw a picture of their house and sort by type · Graph the number of people who live in each home · Discuss shelters – similarities and differences · Students draw a picture of what one family member does best
 * Stage 4: How best will we learn?**

//The strategies which will be used to assess learning.// Students will present the picture of their family and explain it. Through this discussion, students will realize how homes and families differ. __**Student self-assessment:**__
 * Stage 5: How will we know what we have learned?**
 * __Summative Assessment__**

//How the students will demonstrate their ability to choose, act and reflect//.
 * How will we take action?**


 * Stage 6: To what extent did we achieve our purpose?**

//To what extent: were the purposes fulfilled; was the unit relevant, engaging, challenging and significant; were the resources adequate; were the concepts, skills and attitudes address//

The planner is very age-appropriate and was a great learning experience for students. The children understood that not everyone lives in the same type of house and have different types of family structures. They knew who lives in the their home and what roles they have. The summative assessment included the question, “Who do you say good night to?” This provided a great deal of information about what the students understood at the end of the unit. The children learned new vocabulary for the knowledge they brought with them. Students brought in pictures of who was important in their lives, which was a powerful piece to this unit. The planner was engaging and challenging for students since it was so “close to home”. Students were able to talk about their family life and share information. Because of this sharing, children were able to gain confidence to speak in front of their peers. The students were also able to develop empathy; they showed a great deal of kindness and caring for their classmates. This unit of inquiry helped to develop information which students will use later on while studying their personal identities and heritage. The concepts were all addressed. Students cut out pictures of things to go into different rooms of a house. Since students live in various houses, this concept was difficult for students to grasp. The teacher also used a dollhouse to support the concept of room use. The family celebration at the end of the unit was a huge success. A key piece for this unit was the parent involvement. Parents understood that school could be a fun, collaborative place to learn.
 * November, 2006**

Skills addressed: Communication – students learned new vocabulary Social – children talked with friends; role-playing; interaction with each other Attitudes: empathy, confidence, appreciation, independence

Overall, this unit is wonderful. The book “Look and Learn” can be deleted from the resource list. Taking a tour of someone’s house may be a possibility in the future. To develop curiosity and support further inquiry, a center for students to build models of homes/houses will be developed in the classroom.