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PYP IB Curriculum
Grade: 6
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?
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PYP IB Curriculum
Grade: 4-5
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:

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Students providing feedback to other students.

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From Tanzania to Norway, and vice-versa.

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From Congo to Norway.

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A great-grandfather escaping from Norway to Sweden during WWII

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A student from Palestine presents her story.

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From Eritrea to Sudan and then to Sweden and Norway

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United States of America National Curriculum
Grade: 5
Time: 12 sessions

The purpose of this lesson is to design a new governmental building. The project will be based on democratic principles such as inclusion. During 5th grade, students from New York City public elementary schools study “how geography determines culture and how issues of power, wealth and morality influence exploration and colonization”(US National Social Science Standards). The central focus and purpose of this learning segment is to teach students how power is expressed in architecture. Students will analyze and compare examples from architectural works from Frank Gehry to government buildings from different historical epochs spanning Ancient Middle Eastern Architecture to the White House. The standards and learning objectives in my lesson unit help students to create and respond to visual art by incorporating form and structure, production, art context and personal perspective. They analyze different types of forms such as geometric and organic. Students develop their abilities to create and respond to visual art concepts by applying the technique of perspective, bird-eye’s view in order to structure their building design project.

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Students from 5th. Grade discuss about what democracy means and compare it to monarchy. They design a non-democratic governmental building as a first step of this lesson.

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Students analyze the work of contemporary architect Frank Gehry. They fold a paper to create a form in order to design a democratic governmental building.

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Finished scale model of a contemporary design project for The White House.

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Students learn the technique of perspective.

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