3ºsigns and symbols-expressions without words! 2013

7/28/2019 3Signs and Symbols-expressions without words! 2013

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Colegio Bilinge Carson

Class/grade: 3rd Age group: 8-9

Title: Signs and Symbols: expressions without words!

Teacher(s): English, Spanish, Art, Computer, Sport, and music teachers.

Date: October

Proposed duration: 50 hrs over number of weeks 7

1. What is our purpose?

To inquire into the following:

transdisciplinary theme

How we express ourselves:An inquiry into the ways in which we discoverand express ideas, feelings, nature, culture, beliefs and values; the ways inwhich we reflect on, extend and enjoy our creativity; our appreciation of theaesthetic.

central idea

Different systems of signs and symbols have been created to make possiblehuman communication.

Summative assessment task(s):

What are the possible ways of assessing students understanding of the central idea? Whatevidence, including student-initiated actions, will we look for?

Students create their own sign or symbol models, choosing freely the materials. Theydescribe their work orally explaining what it communicates, why they chose it andhow it will benefit us.

A game will be played where students have to find out the picture and match it withthe correct symbols and reach to their winning point. EG: (Hospital- its symbol).These activities will give an understanding that signs and symbols help us tocommunicate, even when we are not in a place where our language is not spoken.

2. What do we want to learn?

What are the key concepts (form, function, causation, change, connection, perspective,responsibility, reflection) to be emphasized within this inquiry?

Key concept: Reflection and causation

Related concept: Language.

What lines of inquiry will define the scope of the inquiry into the central idea?

How we develop some systems of symbols/ signs and why.

The power of communication of visual elements such as logos, trademarks,and signs.

Signs and symbols in different disciplines.

What teacher questions/provocations will drive these inquiries?1. What were signs and symbols designed for?2. Do symbols and signs transmit the same message everywhere?3. Give an example of a sign that communicates something important to us

humans.

4. What is the role of signs and symbols in different fields? How do they helpus? Where do we use them?

5. Describe ways in which musical or scientific signs and symbols benefit usand have shaped the world that we live in today.

Provocation: Put a do not cross tape across the door to the classroom and displaya sign (eg.Stop Beware, Enter at own risk etc). Also, hang mobiles of differentsigns and symbols in the classroom before the students come in. They will be left tolook, wonder and share their thoughts with the classroom.

Planning the inquiry

International Baccalaureate Organization 2007

7165

Revised: March, 20, 2013


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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?

To pre-assess the students knowledge, they will draw whatever signs and symbolsthey know in their reflection notebook.

What evidence will we look for?

I will use peer review, concept maps, observation, and self-assessment to assesstheir understandings.

What are the possible ways of assessing student learning in the context of the lines of inquiry?What evidence will we look for?

1st

line of inquiry

Students will take a tour around the school so t hey can notice all the signs around. Then we aregoing to discuss why those signs are there and what do they stand for. Peer assessment andKWL chart.

2nd

line of inquiry

Students gather information of places or things (such as restaurants, clothing, etc) that peoplelike, and then discuss if the logo has something to do with that. Knowledge surveys, rubric and

creating cause and effect graphic organizer.

3rd

line of inquiry

Students express feelings and thoughts through symbols and signs. The have to create asystem of language using symbols to communicate. Project/demonstration, rubric, andperformance assessment.

4. How best might we learn?

What are the learning experiences suggested by the teacher and/or students to encourage thestudents to engage with the inquiries and address the driving questions?

1. Magic circle to introduce topic and perform the KWL with the students.2. Take a tour around the school to identify different signs. Then, in the

classroom discuss about what they thing those signs are for.3. The teacher will play a video of sign language for deaf people, and in their

reflection notebook write what they learned of it.4. Give them a page with signs from word and have them identify them and

write what they are trying to communicate. Then discuss as a group.5. Use different materials books, purses, shoes, clothing ect. And have the

students brainstorm why they need those symbols and what for. Have themdraw their favorite brand.

6. In small groups, sort and classify signs and symbols into various groupings

(e.g. classifications, such as safety, food, etc). Discuss and record purposes

with whole class.

7. Discuss scientific equations and how they relate to everything we have suchas light, technology, food, ect. Then with a partner choose a symbol draw itand write what its for and what it has to do with us.

8. With their computer teacher, students discuss the role that they play incomputer science and how it relates to a lot of the technology we have. Then

have them draw the symbols found or used in technology such as computer,internet, softwares, etc.

9. The physical education teacher practices referee signs with the students.10. Discuss sign language and how important it is for deaf people and share a

friend story. Share the symbols with a partner and have them try tocommunicate with sign symbols then have them create a message drawingthe signs of the hands.

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

Attitudes:Independence.Students will design a sign language by themselves.Enthusiasm.Students are going to be encouraged to learn certain signs of the sign

language.Skills:Communication. Students will learn that there are many ways to communicatebesides words.Profile:Risk-takers . They will be more open to communicate feelings and thoughts.Communicators. Students acquire knowledge of communication.

5. What resources need to be gathered?

What people, places, audio-visual materials, related literature, music, art, computer software,etc, will be available?

- Dictionaries, books, magazines, encyclopedias (Encarta).

- National Geographic video about signs and symbols.- Construction paper, color markers, different copies of signs and symbols.- Art teacher to create a collage of signs and symbols.- Library resources- City signs (school library)- School signs.How will the classroom environment, local environment, and/or the community be used tofacilitate the inquiry?

With safety signs, mathematical and music symbols, books about sign andsymbols.



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Reflecting on the inquiry

6. To what extent did we achieve our purpose?

Assess the outcome of the inquiry by providing evidence of students understanding of thecentral idea. The reflections of all teachers involved in the planning and teaching of the inquiryshould be included.

They have been able to identify different signs and symbols related to traffic,general sign, and sign language. We had class discussions what would

happen if these symbols systems were not there. They did a presentationabout how to communicate by signs, without speech. Through a classreflection day they were able to present their understanding well.

How you could improve on the assessment task(s) so that you would have a more accuratepicture of each students understanding of the central idea.

Students were able to reflect their understanding about the central idea. They now know that itis possible to communicate in another ways than speaking.

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

Students were able to express their ideas and feelings, among them, with hands signs. Theyare able to recognize that certain signs prevent us from danger.

7. To what extent did we include the elements of the PYP?

What were the learning experiences that enabled students to:

develop an understanding of the concepts identified in What do we want to learn?

Students reflected about why it is important to have signs and symbols as a way to expressourselves.

demonstrate the learning and application of particular transdisciplinary skills?

As the students got information about a sign they just knew, they wanted to communicateeveryone what it means, and what it is for. We were walking around the school, and they beganto explain what each sign communicates.

develop particular attributes of the learner profile and/or attitudes?

Students were really enthusiastic to know more about signs and symbols.

Students showed a lot of independence during the unit, since they wanted to collect informationby their own.



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Reflecting on the inquiry

8. What student-initiated inquiries arose from the learning?

Record a range of student-initiated inquiries and student questions and highlight any that wereincorporated into the teaching and learning.

At this point teachers should go back to box 2 What do we want to learn? and highlight theteacher questions/provocations that were most effective in driving the inquiries.

1. Why do some people communicate with their hands?2. Give an example of a sign that communicates something important to us

humans.3. What is the role of signs and symbols in the math field? How do they help

us? Where do we use them?4. Are signs and symbols same all around the world?5. What opportunities will occur for transdisciplinary skills development and for the

development of the attributes of the learner profile?

What student-initiated actions arose from the learning?

Record student-initiated actions taken by individuals or groups showing their ability to reflect, tochoose and to act.

Students brought in books, paper cuttings, signs and symbols and explained itsimportance.

Two of my students began to communicate with their hands movements, which wasinteresting since they explained to their classmates that there are special people whocommunicate in this way because they were not able to communicate in words(hearing impaired people).

9. Teacher notes

Everybody enjoyed this unit. We took a tour around the school to recognizedsymbols. Now they know that certain colors of those symbols want to transmit aspecific message. Kids gathered magazines and cut symbols and signs. Then,they made a collage. Students still talk about this unit!


3ºsigns and symbols-expressions without words! 2013

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