PYP IB Curriculum
Time: 12 sessions
Summative Assessment: Currency Design
Inspired by the Norwegian banknotes design, among others of students’ choice, they will made an artwork applying the technique of collage and drawing as a response to a social issue (UN Sustainable Goals). The prototype is printed in color paper to simulate currency. Students also play the role of governments deciding where would they invest the money to achieve theUN Sustainable Goals.
UOI: How We Organize Ourselves
Central Idea: All financial decisions have consequences.
Lines of inquiry:
– Change: How does economy change the world?
– Reflection: How do we know about the impact of global financial risks? Who takes the risks?
– Responsibility: What is our responsibility as consumers and citizens of a Globalized world?
PYP IB Curriculum
Time: 15 sessions
Summative Assessment: Comic Books
In this lesson, 15 students from grades 4th and 5th addressed issues of migration and culture by making a comic book. The lesson plan followed the central idea of “People migrate altering the existing environment, culture and their own lives” focusing the discussion questions on the two lines of inquiry: causation and reflection. The IB lines of inquiry questions used for discussions and creating art were the following:
- Causation: Why is migration like it is?
- Reflection: What is culture?
To support the discussions, students analyzed the artworks of Jacob Lawrence Migration Series (1941), artist Marjane Satrapi, and archive images from migration in Norway during WWII as well as newspapers to better understand how migration affects existing cultures. The experiences of sharing different socio-cultural perspectives in the classroom successfully help students make meaning and acquire knowledge about migration, diversity while bringing community and respect towards each other. The assessment of the lesson consisted of a simple student rubric and museum walk.
Students’ comics in accordion book format:
Students providing feedback to other students.
From Tanzania to Norway, and vice-versa.
From Congo to Norway.
A great-grandfather escaping from Norway to Sweden during WWII
A student from Palestine presents her story.
From Eritrea to Sudan and then to Sweden and Norway