REFLECTING AND PLANNING

Date-26 th May to 30th June 2022

Timeline-6weeks

Grade level - 2

COLLABORATING TEACHING TEAM- Ms. Neusa Gomes, Mr. Nsingi Paulo, Mr. Vicente Nunda, Mr.
Paulo, and Ms. Shibani Banerji.

Teacher questions- Lines of inquiry- Prior learning/ knowledge-

 I wonder what 1- Different animal groups.  Before starting the unit, the
competition is. students had prior
2- Interaction between knowledge of different
 I wonder how many animals and the animal groups and how
different animal environment. they all survive in certain
groups exist. environments.
3- How changes in the
 I wonder how environment affect the
animals interact in survival of animals.
the environment and
with human beings.

 I wonder what
predation is.

Key concepts- TRANSDISCIPLINARY ATL skills-

THEME  Research
 Connection  Sharing the Planet  Social
 Causation
 Change
Related concepts – Central idea- Learner profile attributes-

 Adaptation  Animals interact  Inquirer

 Animals with each other  Knowledgeable
 Conservation and the
 Habitats environment in
order to survive

Action -

 Students created
posters and props,
to demonstrate
save the animals
and the planet.
 Learners also
decided to start
collecting some ant
and bugs that enter
the classroom and
 took them back to
their natural
habitat.
Students questions Learning goals and success Connections- transdidiciplinary
criteria
 Why do we share the Collaboration– learners tea Music – Students learnt the Earth
planet with living med up towards, shared song ( Michael Jackson )
things? goals which was to be
aware how changes in the Art – Students created drawings
 Why do human being related to saving the animals.
environment affect the
cut trees?
survival of animals and
French – Students learnt the
which actions we should name of some animals in French.
take toward this situation.
 Can we fight climate
change? Integration – we have Portuguese – Students learnt the
integrated on the subject name of some animals in
 How can we save the focus, which was English Portuguese.
animals? (descriptive and picture
writing), and Portuguese
(They went out f to identify
some Portuguese
vocabulary words in
Portuguese according to our
central idea.
ATL Skills- students have
asked meaningful
questions, expressing their
thinking skills. Teachers
fostered and supported the
development of these skills
by providing opportunities
through authentic learning
experiences. Learners used
their research skills and
shared meaningful
information, related to the
central idea, which was
Animals interact with each
other and the environment
in order to survive.

Knowledge content-
students were nurtured
with new content and now
they’re brave enough to
share their knowledge with
their peers.

Learner profile attributes-

students have become
 more reflective after this
unit, which is sharing the
planet. They decided to be
more careful with their
action toward the
environment and the
animals. They have become
more principled and caring
by taking better care of the
animals and the
environment around them.

Initial reflections that could inform learning and teaching in this unit of inquiry-

 Pre - Assessment

IMPLEMENTINGND IMPLEMENING

Emerging student and teacher’s questions Designing engaging learning Ongoing

experiences assessment
 Why do humankind have the necessity of
cutting down trees? LOI 1- Different animal FA1- Learners
group have done a
 Which are actions we should take in short quiz on
order to save animals from climate TASK1 – Learners have different
change? drawn different groups of animals
animals groups.
Learning tool – See-Think- Tool used -
Draw Checklist
Feedback tool
TASK2 –Learners have -
drawn how animals interact
with each other in the Anecdote
environment.
Learning tool – Placemat FA2 – Learners
have drawn
Task3 – Learners have different ways
translated in group what animals
they have understood about interact with
the Michael Jackson song ‘’ people and
Earth Song’’. the
Learning tool - Reflections environment.
Tool used –
LOI2 – Interaction between Placemat
animals and the Feedback tool
environment – Anecdote

TASK1 – Learners have FA3 - Learners

visited the CISA farm in have
order to observe how presented in
 animals interact in the Grade 5 how
environment. the changes in
Learning tool – See-Think- the
Connect. environment
affect the
TASK2 – Learners have survival of
presented in groups ways animals.
on, how animals interact in Tool used –
environment. Oral
Learning tool - Presentation
Brainstorming Feedback tool
– Checklist
TASK3- Learners have
watched a video about Summative –
animals interacting in the Learners have
environment , then summarized
described what they have the unit
watched using Descriptive ( Sharing the
and Picture writing Planet)
Learning tool – See-Think- Tool used –
Write or Draw Oral
Presentation
LOI3 – How changes in the Feedback tool
environment affect the - Rubrics
survival of animals.

TASK1 – Learners have

gathered ideas and solutions
on how to save aquatic
animals, after watching a
video ( short film )
Learning tool -
Brainstorming

TASK2 – Learners have

Created posters and props
to demonstrate save the
animals and the planet.
Learning tool - Reflections

Flexible use of resources Student self-

Supporting student agency assessment
Through the inquiring process the resources and peer
used were. Learners have reflected feedback-
upon their work with
Videos – https://www.youtube.com/watch? inquiry-based learning, they Students were
v=n3OWsRFtTeI&t=11s used their voice, to express able to
https://www.youtube.com/watch? their thoughts on why we
v=HQdiSMUZEDA&t=2s need to be more caring Take action.
toward our planet and the They took
https://www.youtube.com/watch?
living things. action by
v=xznlCuhqfOI&t=7s
https://www.youtube.com/watch? saving the
v=u75w751uzoQ animals,
https://www.youtube.com/watch? planting trees
v=N5YR2GMhYcI&t=129s and cleaning
the school.
Digital books – N/A
One of the
students
Guest speaker – N/A during the
breakfast, she
Songs – Michael Jackson (Earth Song) was trying to
https://www.youtube.com/watch? help an ant
v=XAi3VTSdTxU get back to its
natural
habitat.
Ongoing reflection for all teachers- Additional
subject-
 Pie Reflection specific
 I Understand Reflection reflection
 Thumb up thumb down
 T.A.G feedback
 How do I feel reflection

Reflecting

Teacher’s Reflection Student’s reflection

 We reflected that our planner has Students have reflected on their understanding
good strategies and tools to execute of each task related to animals interaction in
the lesson. the environment by using the following
reflection sheets:
 We have made learning engagements
enjoyable by bringing collaboration in  Pie Reflection
class.  I Understand Reflection
 We were focusing on concepts  Thumbs up thumbs down
through hands-on activity.  T.A.G feedback
 How do I feel reflection
Assessment reflection Special overall notes

 We have reflected that the  The unit was very informative and
assessments were well executed, the enjoyable for both teachers and
learners understood what needed to students.
be done. Learners have reflected after
every task, so that brought clarity.  We worked on our central idea, which
is Animals interact with each other and
The following assessment tools were used: the environment in order to survive.
 Checklist
 Rubrics  We have connected with the key
 Quick quiz concepts: connection, Causation and
  Oral Presentation change.
 Brainstorming

We have integrated with some SDG-Goals

which are:
 SDG-Goal nº 13 Climate Action

 SDG-Goal nº 14 Life below Water

 SDG-Goal nº 15 Life on land

And this unit has helped learners to be aware of

what happen in our planet and around them.

Extra space for learning engagements -

LE- Students went out for a nature walk in order to find some symmetric lines in the nature
(Integration with Math).
Example: the Symmetric lines on the lives.

LE- Students have created some sentences in Portuguese language using some vocabulary
words from the central idea (animals interact with each other and the environment in order to
survive).