Class/grade班级：KAge group年龄：5
School学校：Jurong Country Garden kindergarten School code学校代码：
Title单元题目： Advertising
Teacher(s)老师： Anna, Hope, Pethy, Tina, Sophie
Date日期：March 31st to May 9th, 2014
| Proposed duration建议期限：time 16 hours 16小时 over number of week: 6 weeks 6周 |
1. What is our purpose? 我们的目的是什么？
To inquire into the following
●Trans-disciplinary theme 跨学科主题：（提示：既要写主题名称，也要写主题描述）
How we express ourselves
自我表达
An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.
探究---我们通过语言和艺术发现并表达自己天性、观点、情感、信仰和价值观的方式。
central idea 中心思想：（提示：中心思想应当用简明扼要的一句话来表述，它将帮助学生对跨学科主题形成自己的理解，并能挑战和扩展学生的已有知识。中心思想对于所有学生来说具有强制性。不同能力不同年龄层次的学生都可对中心思想进行不同深度的学习。）
Advertisements affect our daily life.
广告影响着我们的日常生活。
Summative assessment task(s) 总结性评价设计：来评价学生对中心思想的理解？我们希望用什么形式（包括学生的自发行动）来进行评价？（提示：参考评价策略和评价工具）
Summative Assessment Task-总结性评价：
●What are the possible ways of assessing students’ understanding of the central idea? What evidence, including student-initiated actions, will we look for? 大概用什么方法展示。
●Organize a “Flea market” in Kindergarten where children and parents can all join and sell the second-handed goods. Children should design their own ads and put out fliers to KB and KC. The money they made should be donated to poor people.
在幼儿园范围内开展“跳蚤市场”活动，孩子和家长一起参与，把自己想卖的东西做成广告，展示出来，并进行买卖。获得款项用于帮助他人。
Evidence 证据
●Can tell different kinds of ads. 能说出在哪些媒介上能找到广告。
●Can tell the features of ads and design ads.可以说出广告的特点，自己设计广告。
自我评价：Self-assessment
●Can you find ads in public places? 你能在公共场合找到广告吗？
●Can you tell the different types of ads? 你能说出广告的不同种类吗？
●Can you tell the true or false of an ad? 您能分辨广告的真假吗？
●Can you describe your favorite ad? 您能描述自己最喜欢的广告吗？
●Can you design your own ad? 你能自己设计广告吗？
| ●Can you sell goods with the help of your ads? 你能通过广告的帮助卖东西吗？ |
What are the key concepts to be emphasized within this inquiry? 本次探究活动要强调的核心概念有哪些？
（提示：只要选取2-3个核心概念，但要思考如何用概念推动探究）
Form, Function, Perspective
形式，功能，视角
What lines of inquiry will define the scope of the inquiry into the central idea? 探究范围：
（提示：每个探究主题都要包含3-4个探究范围，探究范围要围绕中心思想来设计）
What teacher questions/provocations will drive these inquiries? 为推动探究，老师拟设计哪些问题？
1.1. What kinds of advertisement are there you can find in our daily life?
你知道生活中哪些广告？
2.Do you believe in advertisement?
你相信广告吗？
3.Why do you like/ dislike advertisement?
你为什么喜欢/不喜欢广告？
4.What’s your favorite advertisement?
| 你最喜欢的广告是什么？ |
| 3. How might we know what we have learned? 我们如何知道我们学到了什么？ This column should be used in conjunction with “How best might we learn?” 此栏目应与“我们如何学得最好”结合使用。 What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for? 大概用什么方法来评价学生的已有知识与技能？我们希望用什么形式来评价？（提示：这是前期性评价） Oral expressing, telling and introducing the following question are the ways of assessing students’ prior knowledge and skills. 通过口头表达、讲述、介绍的方法来评价我们已有的知识和技能。 Discussion: The kids share the ads they can find in newspapers and magazines and discuss why they think they are ads. Teacher records the changes of the kid’s comprehension, feelings and actions to school. 讨论：幼儿分享他们在报纸、杂志等媒介上找到的广告，小组讨论为什么觉得那些是广告。老师记录下孩子对学校了解程度的变化，感情的变化，及行为表现的变化。 What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for? 大概用什么方法来评价学生在探究活动过程中的学习情况？我们希望用什么形式来评价？ （提示：这是过程性评价） Methods we use: Oral questions 口头提问 group communication小组交流 Drawing 绘画 Design 设计 acting 表演 |
What are the learning experiences suggested by the teacher and/or students to encourage the students to engage with the inquiries and address the driving questions? 可以设计哪些活动促进学生参与问题的探究？
Tuning In – reflection 引入
●Every child finished the worksheet where they cut the ads from newspapers etc. or they take pictures of the ads they can find in their lives. 每个孩子剪下在报纸等媒介上找到的广告，或者请家长用照相机拍下身边的广告，完成“寻找广告”作业纸。
●Finish the “Little Question” where parents and children discuss where we can find ads. 家长和孩子一同讨论广告有何种形式，完成“小问号”作业纸。
Finding Out – reflection查找
●Go to Xin Jiekou in Nanjing and find ads. Teachers will take pictures when ads are pointed out by students. Finish the worksheet.
去南京新街口寻找广告。找到广告时请老师拍下照片并完成作业纸。
Sorting Out – reflection 总结归纳
●State the different types of ads. 说出你在新街口找到的不同类型的广告。
●Tell your favorite ad. 说出自己最喜欢的广告。
●State which ads are believable and which aren’t. 说出那些广告可信，那些不可信。
●Find out the differences between ads and other TV programs. 找出广告和其他电视节目的不同。
●Tell the features of an ad. 说出广告的特征。
Going Further – Reflection 延伸活动
●Design the class newspaper. 设计班级报纸。
●Post for an ad in a magazine. 做“小小模特”，拍摄杂志中的一组广告。
●Shoot your own TV ad. 拍摄自己的一个电视广告。
What opportunities will occur for transdisciplinary skills development and for the development of the attributes of the learner profile? 可以设计哪些活动培养学生的跨学科技能及十种基本素质？（提示：各例举2项重要的技能和素质）
●Social skills – the kids get to know deeper about our society and the living environment.
社会技能—孩子能更深入地了解我们生长的社会和周边的环境。
●Research skills – the kids divide and assess the ads around them.
| 研究技能—孩子们对广告进行归纳、分类、辨别。 |
What people, places, audio-visual materials, related literature, music, art, computer software, etc, will be available? 哪些有关人、场所、视听资料、文学作品、音乐、美术、电脑等资源可以使用？
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry? 如何使用教室环境、学校环境、社区等公共资源来推动探究？
Providing a wide range of newspapers, magazines, TV ads, fliers etc.
提供大量报纸、杂志、电视广告、宣传册、传单等。
Student’s artwork and worksheet for reviewing, we have Advertising corner for students to have hand-on experiments. Collected pictures and videos of different ads that they found and display them.
| 幼儿的手工和作业，设立了班级“广告”角，为幼儿提供实践操作。收集幼儿在不同媒体上寻找到的广告。班级电脑用于循环播放各种不同类型的广告，包括公益广告。老师制作“电视”教具给孩子训练电视广告。孩子做“小模特”拍摄平面广告进行展示。 |
6. To what extent did we achieve our purpose? 我们的目标达到了什么程度？
Assess the outcome of the inquiry by providing evidence of students’ understanding of the central idea. The reflections of all teachers involved in the planning and teaching of the inquiry should be included. 围绕对中心思想的理解，请记述和反思师生参与探究活动的过程和结果。（提示：要详述1-2个例子）
Reflections from KA show that children have achieved a respectively good understanding of the planned aims and objectives for our topic.
从KA的反眏中表明，孩子们对“我正在成长”的计划目标和目的都有了较好的了解。
Evidence is as follows;
列举如下：
1. They can differentiate the different phases of human growth, as well as animals’. When we went out and found some baby frogs, the teacher asked them: “If baby frogs are human, are they like you or your parents or your grand-parents?” They all said they are like themselves. When asked what changes in your life, Alan says: “My mom grew one gray hair and I grow taller.” Sheila says: “I can do more things by myself. I’m more polite and independent. I can be a boarding student. My grandparents are older.”
These demonstrate that kids have a good understanding of how human grow up and what’s the differences between a child and an adult.
KA学生可以清楚地辨认人的一生的不同阶段。外出活动时我们发现了蝌蚪，老师问小朋友，如果蝌蚪是人，它是处于那个阶段呢？是你们自己、你们的父母，还是爷爷奶奶？他们都毫不犹豫地说是自己。当问及自己及周围环境变化在哪里时，Alan说，妈妈长了一根白头发，自己长高了。Sheila则说，自己比以前更懂事了，更懂礼貌了，可以可以住校了，但是爷爷奶奶变老了。
这些证据说明孩子们对不同的人生阶段及其发生的不同变化有了基本的了解。也知道了孩子和大人的区别在哪里。
2. In the activities regarding primary school, they respect the teachers and students there. They know the different rules between kindergarten and primary school and they are eager to be a first grader. When we go to primary school to listen to a demo class, Peter showed great interest and talent in their math class. After they come back, Tim said, “It’s really an interesting day!” They finished their worksheet of telling the differences between kindergarten and primary school. They know that in primary school, the table and chair are together. They understand that primary school has stricter rules against students. They all showed confidence in becoming a good first grader.
在幼小衔接的活动中，孩子们懂得尊重小学的老师和同学。他们可以分辨幼儿园和小学的不同的硬件，例如幼儿园有滑梯，小学只有大操场；课室区别，例如小学的书本比较多，幼儿园的玩具比较多，小学桌子和椅子在一起，幼儿园是分开的；规则的区别，例如小学对于排队的要求更高，课堂上发言必须先举手，不能随便说话等等。在一次去小学听课的过程中，Peter非常认真，表现出了对数学的极大兴趣和天赋，得到了小学老师的赞扬。Tim在去小学参观后很有感叹地说：“今天的参观还真有趣啊！”孩子们对于小学的更高要求深有体会，说出了很多关于小学的规则。大家纷纷表示，自己有信心能成为一名合格的小学生。
3. Through the interviews to adults in our school, kids have a better understanding of how things are different from the old times. When Peter interviewed a teacher who’s about 30 years old, he asked which toys he played with. The teacher said: “Swimming in the lake and playing with sand.” But Peter never did all those. Peter asked him: “Do you know Ultra-man?” He didn’t know anything about him. When children shared their experience of the interview, George said: “It’s a happy and interesting experience. I interviewed 7 people!” Sunny said: “I’m too nervous.”
在采访成年人的过程中，孩子们对事物、时代的变化有了一定的了解。Peter选择了一位30多岁的教师进行采访，他问老师，你们小时候都玩什么样的玩具和游戏，老师回答：我们在河里游泳，玩沙子、沙包。Peter听到后很惊讶，因为这些都是他没有玩过的。大家都分享了采访新的， George很兴奋地告诉大家，自己的觉得很开心，采访了7个人。Sunny则表示自己很害羞，不敢去采访别人。大家一致认为，大人们小时候玩的玩具和游戏和他们现在的很不一样。时代在变化，我们在慢慢长大。
How you could improve on the assessment task(s) so that you would have a more accurate picture of each student’s understanding of the central idea. 为了让学生能更加正确地理解中心思想，请反思评价方式，并提出改进措施。
What was the evidence that connections were made between the central idea and the transdisciplinary theme? 请例举哪些证据体现了中心思想与跨学科主题之间的联系？
Our evidence of connections made between the central idea (As I’m growing up, life changes in all aspects.) and the trans-disciplinary theme (Who we are) is shown in the reflections above, particularly the different phases of life, how our toys are different from adults’ and what the differences are between kindergarten and primary school. As can be seen in the above evaluations, children have become aware of the fact that they are changing and growing up. They have learnt that they need to get ready for the next stop of life and they progress a lot compared to KC students.
| 我们以上的一连串证据体现了中心思想（随着我渐渐长大，生活各方面都在发生变化）和跨学科主题（自我认识）之间的联系，特别是能够区分人生长发育的不同阶段、大人和我们玩的玩具有什么不同以及幼儿园和小学有什么不同等等。这些都可以在上面的评价中看出来，孩子们已经知道他们正在成长，周围正在变化，他们相比较小班的同学已经进步了很多，并且需要为进入小学做好准备。 |
What were the learning experiences that enabled students to:
●develop an understanding of the concepts identified in “What do we want to learn?” 我们是如何培养学生对核心概念的理解？
●How our body change (change) 我们的身体如何变化（变化）
●How the change of world affect ourselves ( Connection) 周围世界的改变如何影响我们 (联系)
●What our responsibilities are as a student (Responsibility) 我们作为学生的责任（责任）
The key concepts of change, Connection, Responsibility worked well in driving the learning experiences throughout the unit and were essential in unpacking the central idea especially the change of our body (change), and how we can be better students.
核心概念 “变化”,“联系”与“责任”在单元中很好地推动孩子的学习，特别是在论证中心思想中“生活各方面都在发生变化”（变化）时。
●demonstrate the learning and application of particular trans-disciplinary skills? 我们是怎样指导学生学习与运用跨学科技能的？
●Self-management skills – The kids have a better understanding of themselves and how they change.
自我管理技能- 学生更加了解自己和自身的改变。
●Social Skills – The kids learn about the change of environment and change of others by interacting with others.
社会技能—学生通过与别人的交流沟通了解到环境的变迁个他人的改变。
●develop particular attributes of the learner profile and/or attitudes? 我们是怎样培养学生十种素质和十二种积极态度的？
In each case, explain your selection. 请分别进行举例阐述：
Thinker -The children think about the process of human growth and analyze the changes of themselves.
善于思考的人- 孩子们思考自己的成长过程，分析成长过程中自身的变化。
Reflective – The children reflect on themselves and tell how they should behave in the future.
| 勤于反思的人- 孩子们对于自己的行为进行反思，思考今后如何表现更好。 |
Record a range of student-initiated inquiries and student questions and highlight any that were incorporated into the teaching and learning.
请记录学生自发采取的探究活动及提出的问题。并将其中涉及到本单元探究活动的主要活动和问题作出标注。
（At this point teachers should go back to box 2 “What do we want to learn?” and highlight the teacher questions/provocations that were most effective in driving the inquiries. 在这一点上，建议老师们回到第二步“我们想学些什么”，标注出最能推动探究的教师问题）
student-initiated inquiries学生自发采取的探究活动：
1. Children share their milk bottles and clothes that they used as an infant.
学生主动和他人分享自己小时候用过的奶瓶,小时候穿过的小衣服等.
2. Children take care of the KC students, helping them get dressed and have meals.
学生热情地帮助小班的小朋友穿、脱衣服，吃饭等，照顾他们。
student questions学生提出的问题：
George: “Why do people get old?”
George问：“我们人为什么会变老啊？”
Peter: “Why doesn’t primary school have slides?”
Peter问：“小学为什么没有滑滑梯啊？”
What student-initiated actions arose from the learning? 学生在探究过程中有哪些自发的行动？Record student-initiated actions taken by individuals or groups showing their ability to reflect, to choose and to act. 请记录学生个人或小组在“反思、选择和行动”中展示自我能力的自发行动。
1.Share what they want to be when they grow up.
说出自己长大后想成为什么样的人。
2.Tell the rules of primary school and stick to them.
| 说出小学的规则，并遵守。 |
Further reflections and connections to other central ideas, transdisciplinary themes or single-subject areas should be included where appropriate.（请将无法归类的关于学生的探究过程记录在此。并总结反思本单元探究活动整体推进的情况。）
The kids did a great job in this unit. They learnt different kinds of food and could classify which is healthy food or junk food. How to keep their diet balanced. The below is some subject areas integrated with the unit:
Chinese: 诗歌：回乡偶书，故事：丑小鸭
English: My senses of taste and touch. My five senses.The lion and the mouse.
Songs: I can hear the bell, I want to be a bee.
Maths: Recognizing time
| Visual Art: playing with pottery mud, cut the newspaper to make my family. |
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