OVERVIEW

Grade/Year PYP-5 Collaborative teaching team: Ms Asima, Ms Mylene Abrar, Ms Carmela, Ms Hira Saleem, Ms
level: Anum

Date: Timeline: (continued investigation, revisiting 22nd of November (5 weeks )

once, or numerous times, discrete beginning and
ending, investigating in parallel with others)

Transdisciplinary theme

Where we are in place and time

An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and
migrations of humankind; the relationships between, and the interconnectedness of, individuals and civilizations, from
local and global perspectives

Central idea

Human migration is a response to circumstances, challenges and opportunities.

 Lines of inquiry

1. Causes and affects of migration

2. Different perspectives that leads to migration
3. The effects of migration on individuals and communities

Key concepts Related concepts Learner profile attributes

Causation, perspective, Migration, revolution, partition Inquirers and Thinker

change,reflection

Approaches to learning

Research Skills, Thinking skills

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 Action

CREATE A CLASS QUILT

Celebrate your students' cultural backgrounds with a class quilt. Distribute 8-inch squares of white or light-colored construction paper. Using markers
or collage materials, have students create an image on their square that represents their family culture. Encourage students to use diverse materials,
such as photographs or recipes. Reinforce the squares with cardboard if necessary. When all the squares are ready, use a hole puncher to make holes
around the edges. Lace the quilt panels together with yarn. Display the finished quilt and invite students to explain their panel to the class.

HALL OF FAME

Invite the class to create a Hall of Fame of immigrants who have made important contributions, by adapting to change. Guide students to search for
biographies of the individuals using reference materials from the library or from online sources. For their Hall of Fame submission, each student
should provide a photograph or other likeness of the person, as well as their birthplace, the date when they migrated, and the reason why. Another
paragraph should explain their accomplishments. This can be done on a small canvas, utilizing the art work done in the integrated VA lesson.

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 REFLECTING AND PLANNING
Initial reflections

o Due to the current world refugee crisis and unprecedented human displacement students might
connect migration more immediately with mass migration in response to war, conflict and
persecution. It will be important to respond to their existing questions and experiences as well as
highlight other present and historical reasons for migration (for example, economic, development,
climate change and related concepts, such as, systems, resilience and sustainability).
o The push and pull factor in some cases.
o In response to the current refugee crisis there might also be scope for planning learning
experiences connected to internally displaced people, asylum seekers, refugee status,
multilingualism, languages, community, country support, the United Nations (UN), and so on.
o Animal migration will also be a part of the push and pull factor


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 Prior learning

o Group and paired discussions surrounding personal experiences of migration (family, histories, home languages,
personal journeys read and heard)
o Mind map on human migration and animal migration

 Graphic organizers (for example, venn diagram, concept web, KWL chart) on human and animal migration

Connections: Transdisciplinary and past

● Previous unit of inquiry Trans-disciplinary theme-who we are on Personal experiences, beliefs and values can shape people’s identity and
are reflected in our behaviour and actions towards others. Connection with the lines if inquiry

● How to cope with transitions in our lives

● How to reconcile Similarities and differences among belief systems within our communities and to keep our identity intact
● The influence of beliefs and spiritual traditions on society in general

Learning goals and success criteria

Students will be able to develop their understandings surrounding migration and its current challenges and opportunities.
Success criteria will be co-constructed with students using the following I can statements.
I can...

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 ● describe what migration is and its current challenges and opportunities in local and global communities

 gather information and interpret

data to inform inquiries
 explain using critical and creative thinking the causes and effects of migration

 analyse the relationship between migration and sustainability

 identify different human migrations through history.

Teacher questions

 Why do people migrate?

 What effects does migration have on people and places? (community, languages and diversity)

 What is the connection between geographical features and migration?

 What are the connections between migration, the environment and sustainability? (social, economic, political and cultural aspects)

 How have patterns of migration changed over the past 300 years?

 Has migration changed how people live over time?

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 Student questions

● How many times has my family migrated? Why did we migrate?

● What other people do we
know that have migrated? Why did they migrate?
● What current patterns of migration are there around the world? What happens when people migrate?
● How does migration change peoples lives? (communication, language, culture, friends and family)
●

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 -DESIGNING AND IMPLEMENTING
Unit of inquiry and/or subject specific inquiry (inside/outside programme of inquiry)

Transdisciplinary Where we are in place and time

theme/Central idea: Human migration is a response to circumstances, challenges and opportunities.

Collaborative teaching team: Ms Asima, Ms Mylene Abrar, Ms Carmela, Ms Hira Saleem, Grade/Year level: Date:
Ms Anum PYP - 5 22nd November
(5 weeks )

Designing engaging learning experiences

 Tuning In
 - 4 rooms set up as 4 'countries' at different stages of development. Various events occur along a timeline, students
 decide whether to stay or migrate to another country & state why on stay/go sheet.
 - Reflection Hot Potato (based on above simulation):
 · How did the populations of each 'country' change over time?
 · Where did most people go and why?
 · Why did some people want to leave their country?

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  · Why do rich people want to leave their country?
 · How do you think poor people feel about rich people coming to their country?
 · How do you think rich people feel about poor people coming to their country?
 · What do you think this Inquiry unit is about? Do you know anything about this?
 - Begin Morning Meeting with greetings from different nationalities
 - Display a map of student migration


 Finding Out
 - Push and Pull Factors discuss then watch clip "Why do people migrate?”
 - T chart of positive and negatives of migration from different perspectives)
 - Compare to animal migration (Venn Diagram to show things that are different and the same)
 - Animal Migration Simulation Game
 - Look for evidence of migration in our local area - walkabout and take photos:
 · consider the perspective of the native population to migration into their city
 · maybe record the voices for the interviews
 · concept of change: how has our local area changed because of migration, how has migration changed the lives of the
migrants
 · consider the perspective of people who were born and raised in this area - what changes have they experienced?
 - Case studies of historical migrations in the past: current and personal connections to migration
 - Place the results of their learning (migrations) on a large map for reference.
 - Interview their parents using the same questions from the migration walk. Share, collate and graph
 - Question for debate and discussion: Is there a difference between a migrant and a refugee? If so, what? And why?

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  Sorting Out
 - Using the data collected (Tuning In: Community Walkabout, Historical Readings, Personal Stories, Family Stories)
identify push and pull factors
 for migration.
 - Use the thinking routine "Give One, Get One" to share ideas and clarify understandings of what it means to migrate and
why people migrate.


 Going Further
 - Use the "Circle of Viewpoints" thinking routine as an introduction to the idea that we can have different views about the
same ideas. Read a
 series of belief statements (e.g. School Lunch should be cut to 30 minutes) and have students move to agree/disagree sides
of the room.
 Extend this thinking to ideas about migration that arise as challenging for students to come to a consensus on with the
purpose of listening
 to each other to build empathy rather than to 'win' an argument.
 - Looking at the impacts of migration through compass points - Nature, Economy, Society & Wellbeing (positive and
negative). Have students
work collaboratively to build a picture of how different factors are impacted by migration.
- Simulation: remove students from the classroom at short notice, telling them to find a new place to work. Other teachers to
move them on
elsewhere (e.g. We love to have you in the XXX, but you can only stay a short time / no, you can't stay here etc). Finally,
other students come
in and 'take over' their new room - how do they feel? The goal is to identify reasons why people don't want them, provide
different
perspectives & promote empathy.
- Reflect on this experience and the discussions about impact using Systems thinking: make a web with each person in the

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 circle representing
a different part of the community. As more migrants arrive or as people leave, what are the effects on the community (pull
the string as
impacted).
 Making conclusions

- Primary Sources: Conduct an interview with someone who has migrated at some point: identifying and explaining reasons why
that person
migrated, impacts of what they left behind & where they migrated to, challenges, new learnings, long & short term impacts, how
other people felt
about them moving.

Supporting student agency

o Students beginning questions and experiences as well as their developing understandings will inform the planned learning
experiences—responsive and adaptive.
o Students will co-construct some of the resources/materials (for example, the comparison charts, the learning wall, the
accompanying and ongoing display of the unit of inquiry).
o We will co-construct learning spaces and be responsive to student questions, wonderings and reflections.

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 Teacher and student questions

Man idea/ main question and add after

Teacher:
Share your understandings surrounding refugee status, internally displaced people and asylum seekers.

Why is the word “home” important?

How would we feel if we were displaced or lost our home?

Student:
How do the daily things we do have an impact on migration?

What positive action can we take to support refugees in our local area?

Ongoing assessment

● Documenting—students' beginning musical interpretations, creative writing and icebergs can be used to document their
learning and be added to portfolios as appropriate.
● Monitoring and documenting—reflection circles regularly held on their thoughts, feelings and ideas surrounding migration
so far (challenges and opportunities in local and global communities); informal observations taken by the teacher in note

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 form throughout discussions to facilitate feedback and next steps.
● Documenting—reflect and review concept maps throughout the unit adding new/developing understandings.

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 Making flexible use of resources
● A wide range of fiction and non-fiction books (including multilingual) to support inquiries into the central idea

● Online resources including migration simulations, such as Google Earth

● Online libraries
● Present historical stories, photos, quotes, maps, articles, and so on, surrounding migration
● A range of migration/journeys/world music resources, for example, Putumayo presents
● Prepared sets of push and pull factor cards
● Interview/discussion materials for visits in and visits out to support inquiries, for example, voice recorders, notebooks and clip
boards.

Student self-assessment and peer feedback

● Reflection and self-assessment—students will use a learning journal/annotation to document reflection and self-assess
against learning goals and success criteria. One-to-one teacher-student feedback to feedforward sessions to support
students.

● Peer-to-peer feedback on collaboration and decision-making in a group, for example, verbal feedback on the learner profile,
ATL and relevant learning goals and success criteria for the iceberg model and/or push and pull factors.

Ongoing reflections for all teachers

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 Supporting student-initiated action by sharing the action to be taken (or would like to take) on the action part of the learning wall, as well as
guiding students on what type of action might be appropriate or giving feedback on action taken. Students can add their thoughts and ideas
as we do the exercise using the sticky notes or the class board: holding reflection circles to see how students will be progressing.
Response to students’ emerging questions about the meaning of “home” and the effects of migration on people by involving parents in our
socratic circle. This will support students in gaining deeper understandings about communication, integration and culture--

Additional subject specific reflections

● In numeracy students may use bar graph for data handling of the migrants from over the past years.
● In science students will investigate and illustrated impacts on eco system

● In language students will revisit different creative writing styles, and read and explored migration stories from around the world.
Also prepare a Migration Fact Book in library lesson. More over poetry of different regions will be touched upon.
● In music students will investigate music's impact on communities, language and culture (for example, migrating
musical forms and musicians, music as a shared language, community music making and world music). We
have composed, performed and reflected upon our own and each other’s journey/migration music, exploring
rhythm and rhyme.

● Origami birds Painting on migration scene will be integrated in the art lesson VA.
● Geography: in geo students will investigate and illustrated geographical and environmental changes and effects that have
impacted (and have been impacted) by migration.

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