Pyp activities to share

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Linda LanisLinda Lanis
SECOND LANGUAGE ACTIVITIES
RELATED TO
THE PYP UNITS OF INQUIRY

2. PYP/ Second language connection?PYP/ Second language connection?
PYPPYP
second
second
Language
Language Who isWho is
involvedinvolved
??

3. Situation:
• We teach a second language in an
International School offering the IB PYP
program.
• The school asks to connect our course to
the PYP program (or we think we should)
• The language we teach is the Host
Country Language

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6. https://whatedsaid.wordpress.com/tag/unit-of-inquiry/

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How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological)
and human societies; how humans use their understanding of scientific principles; the impact of scientific and
technological advances on society and on the environment.
Central idea
Understanding the properties of air allows people to make
practical applications
Key concepts: Function, Form, Change, Connection
Related concepts: Properties, Structure
Lines of inquiry
The evidence of the existence of air
What air can do and how we use it
The relationships between air and sound
Subject areas: Science, Maths, Language
http://www.roseparkps.sa.edu.au/docs/Rose%20Park%20PS_Combined%20POI%20July
%202012.pdf
PYPPYP
UnitUnit
SampleSample

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Something to think aboutSomething to think about
Why we should
connectHow to connect
Communication
sActivities
Combined
classes

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The big problem: the connection.The big problem: the connection.
Not really how, but why?Not really how, but why?
https://modup.net/blog/foreign-language-teacher-experience-modafinil/
Why shoud I insert
something about «forces in
motion» in a beginner level?
My students need to learn
how to greet, first!

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Why we should connectWhy we should connect
Do not let the second language be left behind
You are part of the same school
Sharing with the class teacher what we do
should not be an option

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How to connect?How to connect?
http://www.slideshare.net/PeTii1/input-interaction-and-second-language-acquisition
R

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PYP cannot be related to what I teach. My
students need to learn how to communicate in
the host country language, and this is what I
teach them. It’s pointless to teach Beginners
how climate changes because of the fossile gas!

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My school wants me to connect my lessons with
the PYP units of inquiry, and this is what I do. I
can find a topic related to the current unit and
give lessons about it.

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The goal is to find a balanceThe goal is to find a balance
betweenbetween

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How to connectHow to connect
•Create the L2 Unit to be
connected to the PYP Unit
•Create the L2 Unit to be
connected to the PYP Unit
•Work in
groups
•Work in
groups
•Communicate
and have
frequent
feedbacks
•Communicate
and have
frequent
feedbacks

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Second language UnitSecond language Unit
Grade-Level-teacher
PYP theme
Central idea
Line(s) of Inquiry
Order of unit
Concepts
Transdisciplinary skills
Length of Unit
Objectives
Vocabulary
Material
Assessment
Learner profile
End of the unit
PYP Unit
L2 Unit

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Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
Before the unit:Before the unit:
1st1st
Contact the class teacher and the
PYP coordinator
Read the unit
Reflect on the lines of inquiry
having in mind the level of your
students and the objectives in your
curriculum
Select material

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ConnectionConnection
•Language unit•Language unit

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ConnectionConnection
•Language unit•Language unit
Your program/curriculum for
that class
Modified/adapted for the
language level/objective
A stronger connection to close
the unit with

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Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
What can we find, in the central idea
and in the lines of inquiry, that can be
suitable for a student at that level and
of that age?What
topic/vocabulary/grammatical
structure do we usally cover at
that time of the year?
Where is the link?

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Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
During the unit:During the unit:
Find activities connecting :
PYP
Second language
Real life
2nd2nd
Have a check list/diary
Identify a good practice for the
end of the unit (storytelling)

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Second Language and Lines ofSecond Language and Lines of
InquiryInquiry
After the Unit:After the Unit:
Have a feedback meeting with the
PYP coordinator in order to share
problems or best practices
3rd3rd

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CommunicationCommunication
2° Language Teachers
Meeting/Sh
aring
PYP
Coordinato
r
Language
Coordinato
r
Class
Teacher

24. SamplesSamples
http://www.k-3teacherresources.com

25. CENTRAL IDEACENTRAL IDEA
The earth is part of a
vast and complex
universe.
LINES OF INQUIRYLINES OF INQUIRY
Components of the
universe
How current scientific
theories about the
universe evolved
Advances in technology
continue to increase our
knowledge and thinking
HOW THE WORLD WORKS
grade 4-5 beginners
An inquiry into the natural world and its laws; the interaction between
the natural world (physical and biological) and human societies; how
humans use their understanding of scientific principles; the impact of
scientific and technological advances on society and on the
environment.

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LUNEDÌ
È il giorno della
LUNA
MARTEDÌ
è il giorno di
MARTE
MERCOLEDÌ
è il giorno di
MERCURIO
GIOVEDÌ
è il giorno di
GIOVE
VENERDÌ
è il giorno di
VENERE
SABATO
è il giorno di
SATURNO
PosterPoster

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The planet caterpillarThe planet caterpillar
Mammaecasalinga@altervista.org

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The week wheel

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Nursery Rhyme

30. 30http://www.infanziasanlorenzo.it/bambini/racconti/La%20favola%20del%20sole%20e%20della
%20luna.php

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HOW THE WORLD WORKS
An inquiry into the natural world and its laws; the interaction
between the natural world (physical and biological) and human
societies; how humans use their understanding of scientific
principles; the impact of scientific and technological advances on
society and on the environment.
CENTRAL IDEA
Earth Materials have different properties and provide many of the resources that humans
use.
Lines of Inquiry
∀Composition of the earth
Grade 2 beginnersGrade 2 beginners
School objects made
of…
Song
Curriculum: verb to be
(essere); preposition of (di)

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Grade 2 BeginnersGrade 2 Beginners
Il quaderno è di carta
La matita è di legno

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Ci vuole un fiore
It takes a flower

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Per
Fare
Tutto
Ci
Vuole
Un
Fiore
Everything
is
Made
From
A
Flower
'
CI VUOLEPER FARE

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Italian Language 4-5
Level: Beginners
Teacher: Name
HOW THE WORLD WORKs
An inquiry into the natural world and its laws; the interaction between the natural world
(physical and biological) and human societies; how humans use their understanding of
scientific principles; the impact of scientific and technological advances on society and on
the environment.
CENTRAL IDEA
The physical laws of forces and motion affect all matter.
Lines of Inquiry
∀What a force is and what forces are at work in our world
∀How forces affect us and all other matter
Body parts and related verbs
Verbs of motions
Means of transportation
•Curriculum:
•Definite and indefinite
articles- prepositions
Leonardo da Vinci

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L’aereo
La barca
Il treno

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Vado a
scuola
A piedi
In bici
In autobus
In macchina

38. Activities!Activities!
http://pwekinders.weebly.com/pyp.html

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Inquiry into the nature of the self; beliefs
and values; person, physical, mental,
social and spiritual health; human
relationships including families, friends,
communities, and cultures; rights and
responsibilities; what it means to be
human.
Who we areWho we areWho we areWho we are
http://sarah.theworkexperiment.com/this-is-who-i-am/

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Objectives ActivitiesObjectives Activities
Descriptions
Verbs of description
To like/dislike
Expressing
preferences
Greetings
Age (Numbers)
Possessive words
Gender
Poster with portrait
Description
(physical and
personality)
Box of moods
Ask for and give
personal information

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Box of moodsBox of moods

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http://www.speechmark.net/developing-awareness-qualities-and-strengths-
issue-39

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Inquiry into orientation in place and time;
personal histories; homes and journeys;
the discoveries, explorations and
migrations of humankind; the relationship
between and the interconnectedness of
individuals and civilizations, from local
and global perspectives.
Where we are inWhere we are in
place and timeplace and time
Where we are inWhere we are in
place and timeplace and time
www.dreamstime.com

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Objectives ActivitiesObjectives Activities
Adverbs of space
Talk about personal
experiences
Past tense
Short stories
Places
Time
Days/months/seaso
n
Field trip
Description of
pictures/ bedroom/
classroom
Comics
Put sentences in
order
Family history

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Inquiry into the natural world and its laws,
the interaction between the natural world
(physical and biological) and human
societies; how humans use their
understanding of scientific principles; the
impact of scientific and technological
advances on society and on the
environment.
How the worldHow the world
worksworks
How the worldHow the world
worksworks
www.fineartamerica.com

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Objectives ActivitiesObjectives Activities
Weather
Cities
Countries
Languages
Technology
Environment
Broadcasting
School communities
Searchwords
My country:
presentation

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Inquiry into the ways in which we
discover and express ideas, feelings,
nature, culture, beliefs and values; the
ways in which we reflect on, extend and
enjoy our creativity; our appreciation of
the aesthetic.
How we expressHow we express
ourselvesourselves
How we expressHow we express
ourselvesourselves
http://www.janeaustenbrasil.com.br/

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Objectives ActivitiesObjectives Activities
Expressing feelings
How are you?
Connecting words
Space markers
Adjectives
Colours
Description
Matching sentences
and pictures
Creating a character
Songs/poems

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Inquiry into the interconnectedness of
human-made systems and communities;
the structure and function of
organizations; societal decision-making;
economic activities and their impact on
humankind and the environment.
How we organiseHow we organise
ourselvesourselves
How we organiseHow we organise
ourselvesourselves
http://www.colorkiddo.com.

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Objectives ActivitiesObjectives Activities
School
Jobs
Products
Shops
Imperative
Ask for and give
information and
direction
Simple request
Roles cards
Jobs games
Role play
School schedule
At the shop

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Roles cardsRoles cards

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Roles cardsRoles cards

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Inquiry into rights and responsibilities in
the struggle to share finite resources with
other people and other living things;
communities and the relationship within
and between them; access to equal
opportunities; peace and conflict
resolution.
Sharing the planetSharing the planetSharing the planetSharing the planet
whiteboxerchronicles

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Objectives ActivitiesObjectives Activities
Animals
Environment
I’m sorry/
Please/Thank you
Presentation of the
students’ own country
Role play: resolving
conflicts
Description: out of the
window
What animal is it?
Do you have an
animal?
Let’s create a fantasy
animal!

55. First step Second step
Form groups based on the
language you teach (when
possible)
Get a theme
Decide the level of your
class (beginner/pre-
intermediate)
Select one of the lines of
Inquiry
Try to look beyond the line
in order to adapt the
concept to the objectives
and the language level
Create an activity
Share!

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Combined classesCombined classes
Combin
ed
classes
Connec
t to
both
classes
(to do
so, a
complet
e
collabor
Connec
t to one
class.

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International School ofInternational School of
FlorenceFlorence
Linda Lanis
Modern Languages Department Chair
Italian Language coordinator
l.lanis@isfitaly.org
www.midisegni.it
The very good site
where you can find
pictures ready for
you to use in class!

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