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PYP Homeroom Teacher

Mike is an excellent candidate to teach PYP homeroom. He has 7 years of experience in the PYP - teaching grades 3, 4, and 5 and also PYP Visual Arts. He is very well rounded which allows him to help children with different strengths, challenges, and learning styles. He has years of experience working with ESOL students.

Lines of Inquiry:

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  • Cultural uniqueness and perspetive

  • The impact of exploration

  • The connection between people and place

Central Idea:

 Cultures are unique and interconnected through geography.​

Learner Profile Goals:
  • Open-minded
  • Inquirers
Key Concepts:
  • Change
  • Connection
  • Perspective
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Student-Led Inquiry:

Below are some of the students' questions that helped to drive this inquiry:

  • How do cultures start?​

  • Is it good or bad when cultures mix?​

  • Why do cultures from different parts of the world have similarities?​

  • Why do tribes want to stay isolated?​

  • How do religions affect cultures?​

  • Why do tribes die?​

  • Was Christopher Columbus the first person to discover America?​

  • Why do tribes paint their skin?​

  • Are there really cannibal tribes?

These are some of the fun and interesting activities and topics that were done during the unit:

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  • What is Culture Brainstorm and Small Group Research

  • My Culture Family Interview

  • HIS Community Culture Interview

  • Cultural Iceberg 

  • Famous Explorers for Kids Videos

  • Native People of North America

  • Columbian Exchange Mapping

  • Columbian Exchange Dinner Activity 

  • The Five Themes of Geography

  • Climate, Clothing, Food, & Shelter 

  • Tribes around the World KWL

  • JimmyNelson.com tribal photography and information scavenger hunt

  • Why do We Explore?

  • Digital Tribal Poster

  • Food Dye and Water experiment (What happens when cultures mix?)

  • Tribal Masks from around the World

  • Tribal Art projects

  • Tribal Drumming Videos

  • What does open-minded mean?

Learning Activities:

Below is an example of a 5th Grade PYP Unit of Inquiry Mike helped create.

  • For the end of unit assessment, students were given a choice of working individually or in small groups (2-3 students). 

  • Students were asked to create a tribe and accompanying culture based on geography.

  • Students could choose to make a Digital Presentation (PowerPoint, etc.) a picture book. Students also needed to give oral presentation of their information.

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 ____/10 Location:

  • Illustrated map of state including location of tribe

  • Written description of the tribe’s location 

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____/10 Geographical Impact:

  •  Written description of how climate, ​​landforms, water, and other aspects of geography affect tribe's daily life and culture.

 

____/10  Village:

  • Illustration of village

  • Shows dwellings, surroundings, & environment

 

_____/10  Food:

  • Illustration of foods eaten by tribe

  • Written description of the food the tribe eats

  • Written description of who catches, gathers, and prepares the food

  • Information is accurate based upon the location of tribe

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____/ 10 Artifacts:

  • Illustrations or replicas of tribal artifacts (ex: weapons, pottery, clothing, housing, etc.)

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____/ 10 Presentation

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End of Unit Project & Assessment

Student Reflections:

At the end of the unit, students were asked to reflect upon the unit and their final projects. These are some of the scaffolded prompts given to the students:

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  • Did you like this project? Why or Why not?

  • How happy are you with your team’s project? Why?

  • What would have made your project better?

  • How did your team work together? What problems did your group have? How did you resolve them?

  • Did all the members of your team do equal amounts of work? Why or Why not?

  • What did you learn from this unit and project?

  • What else do you want to say about this unit or project?

Photo Gallery:

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