Unit Title

Kindergarten Teaches the World

“What do good learners do to help themselves learn?”



Designed by

Nicholas Garvin

Time Frame

6 Weeks

Stage 1- Desired Results

Establish Goals

Standards: ISTE standards

  1. Empowered Learner

Students leverage technology to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences. Students:

      1b. use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.

2. Digital Citizen

Students recognize the rights, responsibilities, and opportunities of living, learning and working in an interconnected digital world, and they act and model in ways that are safe, legal and ethical. Students:

     2a. cultivate and manage their digital identity and reputation and are aware of the permanence of their actions in the digital world.

6. Creative Communicator

Students communicate clearly and express themselves creatively for a variety of purposes using the platforms, tools, styles, formats and digital media appropriate to their goals

    6d.  Students publish or present content that customizes the message and medium for their intended audiences.

7. Global Collaborator

Students use digital tools to broaden their perspectives and enrich their learning by collaborating with others and working effectively in teams locally and globally.

     7c. Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.

PYP Key Concepts & Skills

Key Concepts: Function, Causation, Responsibility

Transdisciplinary Skills

  • Self Management Skills: Informed Choices
  • Thinking Skills: Acquisition of Knowledge, Analysis
  • Communication Skills: Listening, Speaking  
  • Research Skills: Formulating Questions



Learners will be able to....

to take an active role in choosing, achieving and demonstrating competency in their learning goals, informed by the learning sciences.

to provide highlight the importance of peer feedback, metacognition, & reflection work/posts.

take ownership of their own content they chose post on the internet as they learn to become responsible digital citizens.



Learners will understand that…

to provide highlight the importance of peer feedback, metacognition, & reflection work/posts.

  • What a success criteria is
  • The importance of an authentic audience
  • How to give and receive effective feedback
  • How their learning and video change over time

Essential Questions

Learners will keep considering...

  • “What do good learners do to help themselves learn?”
  • What makes a good Explain Everything post?
  • Does it look good?
  • Does it sound good?
  • Do we know the purpose?  (Why?)
  • What is my responsibility when communicating and creating on the iPads?
  • What is an authentic audience?
  • What is feedback?
  • What is our target?


Learners will know…

  • How to use technology appropriately
  • How to  insert media into their Explain Everything
  • How to take ownership of their learning
  • Gain mastery
  • Gain Metacognition, reflection, & agency of their learning journey
  • IBPYP - Approaches to Learning (ATLs)

Learners will be skilled at...

  • How to communicate with their peers and a larger authentic audience.
  • Using Ipads appropriately to create and share information
  • Being reflective in learning.
  • Taking ownership of their learning journey with “Choice Board”
  • Taking on the role of a teacher
  • Their role in helping one another as a community of learners

Stage 2- Evidence


Learners will show that they understand by evidence of…

GRASPS Task written in student-friendly language:


I can find out about other people’s learning journals and communicate with my parents and classmates using technology

I will choose from the choice board when I’ve mastered a learning outcome/ hit my target

I can communicate my knowledge of the chosen content and showcase it digitally on the Explain Everything app.

Give and receive peer feedback to encourage critical observation and thinking


You will learn how to use Explain Everything and have ownership over the work you choose to upload.

You will also share and review your Explain Everything mastery with other students to give and receive feedback.


Classmates at UWCT (Grade 3 & the other Kindergarten classroom)

Other International School teachers & students whom I’ll reach out to by utilizing my Professional Learning Network online


You will  work and collaborate with teachers, other students directly and  parents/grandparents indirectly
You will also support & be supported by your Gr 3 Reading Buddies. They will come to visit once throughout the 6 lessons.

You will be given time & space to experiment with Explain Everything through trial and error.

As a whole group, you will reflect on what you create and decided whether or not it meets our success criteria,


You will create videos that show your understanding of content that you selected from the “Choice Board”.  Once you believe that you have mastered that chosen skill. You’ll present your completed video to the classroom so that they can offer feedback. If your video meets the success criteria then it’s ready to be posted on YouTube to a larger audience where the power of proper feedback becomes even more important. Students will take on that feedback and use it to reflect and refine their video for the next cycle, of - Creation - Reflection - Refinement.


Learners will show they have achieved Stage 1 goals by demonstrating their understanding through the Six Facets of Understanding...


The students will collaboratively come up with Essential Agreements & a list of mindful words that they’ll agree to use so that our feedback remains positive and constructive. They will also communicate and justify why they chose their selected choice from the choice board and then also reflect on their knowledge of the chosen content. They will also be able to explain their understanding of  the digital tools used


Students develop the thinking skills of acquisition of knowledge and analysis through viewing other Kindergarten students’ mastery videos. They will learn from one another and understand that each person’s learning journey is different but that we all share the same outcomes. Throughout this process, they will develop their own style of creating and showcasing their learning based on their individual experiences, personality and newly acquired skills


Students will critique their work through self-reflection by watching their videos and reviewing the content they post. They will also receive feedback from peers (other Kindergarten students and Grade 3 students) as well as an authentic audience from students & teachers in other international schools around the world.

Have perspective

Participate as the audience and the presenter.  What would a new student or a student in another country/school think of our if they watched it? The students will also have a chance to interact with Grade 3 students throughout this process as well as the other kindergarten classroom. Finally, they will also gain perspective when their videos go live on YouTube and children all over the world start commenting on them and providing their own source of feedback one way or another.


Be mindful of your feedback to others. Remember that we are all in this together and each learning journey will be a bit different. Use positive language and stick to our mindful communication charter (list) and our Essential Agreements.

Have self-knowledge

The students will have the opportunity to reflect on the content they chose to create.  They will understand
self management skills by making informed choices about the tasks they select from the “ Choice Board “and the digital tools they choose to select to help create and represent their knowledge through videos.

While reviewing each other videos as a whole group they will also gain knowledge of social skills by respecting others while providing feedback on their learning journals. We call this using “mindful language” when discussing other people's final product.

Stage 3- Learning Plan

Time Frame

Learning Events

Progress Monitoring

Week 1

An Inquiry into Explain Everything
Students will be provided time to experiment and troubleshoot with Explain Everything after reviewing our Essential Agreements

2 students - 1 Ipad.

Small Group Discussion

  • What did you notice?  
  • How is it like SeeSaw?
  • How is it different from SeeSaw?

Share what features you explored with your friend.

Students get into groups & share their findings with each other  

Whole Group discussion :

  • How can this help us become better learners?
  • How can this help us become better communicators?
  • What problems did you face with your partner?
  • What would be the purpose of this app in our classroom?

Leave that question on our Wonderwall for next week.

Afterward, my Kindergarten students will visit the other Kindergarten classroom so that they can introduce explain everything to them and share their learning.

With both classes combined repeat the inquiry process with a mixed group of kindergarten students from both classes.  2 students (1 from each class) to 1 iPad

  • What did you notice?  
  • How is it like SeeSaw?
  • How is it different from SeeSaw?

All students are to upload one thing that they create from Explain Everything to their SeeSaw learning journal.

  • Observing students: Listening to what they are saying & doing Are they using mindful language like agreed upon in our Essential Agreements.

  • Document behavior & tensions (if any)
  • Montior student’s cooperation skills (2 studnets to 1 Ipad)

  • Document responses on stickie notes  and put onto our Wonderwall

Week 2

CAR (Choose-Act-Reflect) time  (Diving Deeper into the ATLs)

Explaining the choice board and the purpose of taking ownership of our learning.

The students will Choose their 1st video by choosing one of the four options from the newly introduced choice board  (view file here)

Guiding Questions: What can you master now?

                               What can’t you do yet?

                               How can you communicate this on Explain Everything?

Act  Kindergarten students will meet with Grade 3 reading buddies, in a similar manner to how they’re to meet with the other Kindergarten classroom. Their purpose is to share their newly acquired knowledge and perhaps learn some more tips and tricks from their more experienced reading buddy friends.

Students will continue to increase their knowledge of Explain Everything.

  • Learning how to upload a photo from the camera library.
  • Exploring how to add more than one image or media file to one video project


As an introducing to Kindergarten’s first ever self- reflection/ self-assessment activity the students will first self-assess where they believe they are in relation to our skill.  (view document here)

Reflect for Parten Teacher Conferences -  Using our newly acquired target.

  • Explaining the purpose of the visual target & its colors
  • Understanding that everyone’s learning journey is different
  • Understand that it’s a shared/ collective effort between teachers, students, and parents.  
  • The teacher observes how students collaborate using technology and transferable skills

  • Observe and record student’s compelting their self- assessment. Look to see what the students are doing and saying.  Also, question students on the specific choice of color they selected for their chosen skill level.

Week 3

Adjusting our Aim and Hitting our Targets:

An Introduction to Success Criteria

Target’s & self-reflections lesson in conjunction with parent-teacher conferences

Watch (Austin’s Butterfly) - Discuss Growth Mindset, the importance of peer feedback, and the importance of creating multiple drafts or copies.


Students will receive a New Choice Board (#2) with 4 new learning engagements.  (link)

 What makes a good Explain Everything Video?

  • Students create a poster or explain everything to help us understand the success criteria for videos before we can show them to a larger audience.

Whole group discussion showcasing a few different videos.

Students will reflect on their videos as a class and offer positive feedback to one another.

Students will choose 2 videos from our class created collection that best meets our success criteria.

  • Discus speaking confidently into the camera
  • Discus the importance of sound and light
  • Discuss if students (& audiance members will be able to understand the purpose)
  • The teacher observes how students collaborate using technology and transferable skills

  • Collect the student created “success criteria” poster that they make. Display around the classroom for students to do a “Gallery Walk” and then feedback on their individaul posters.” Ask “what’s missing?”  & have student decided which student created success criteria poster is the most balanced, sensible and clearly organized.  

Week 4

Reflecting  & Connecting: The importance of peer Feedback

Receiving and provide personalized, specific feedback.

Practicing '1 compliment and 1 suggestion'

Discuss the importance of an authentic audience to test out the three vidoes we will have uploaded to Youtube. Run it through our “target” aka success criteria.

First, Kindergarten students will connect with their Grade 3 buddy class within UWCT.  They will begin by teaching them the purpose of our videos and how to use Explain Everything. Next, they will ask for personalized feedback on the videos they have been currently working on. They will ask the Grade 3 students to provide them with one suggestion and one compliment  

Students will be introduced to Choice Board #3 

Feedback from our first authentic connection beyond the school grounds: The British International School in Phuket.

An inquiry into what to do about “Poor Sound” & background noise

  • Students are introduced to wired microphones that work with the ipad so that it reduces the background noise.
  • The teacher observes how students collaborate using technology and transferable skills

Week  5

Consolidating our learning and choosing our videos

  • Students will continue to create videos and run them through their success criteria.
  • Students will be introduced to Choice Board #4
  • We will discuss the pros and cons of using the microphones & filming in different locations.  
  • Students will continue to practice providing feedback in the form of one compliment and one suggestion.
  • Students will remove all videos that do not meet all three areas of our success criteria.
  • The teacher will upload the selected videos that met all three areas of the success critera to Youtube.
  • The teacher will connect with other schools to encourage their students to send feedback and evidence back to our class indicating that they watched and enjoyed (or did not enjoy) our videos.
  • Monitor comments and exchanges left by any students, teachers, or parents. ( on Youtube)

Week 6

Going Global -  Final Reflection & Discussion

Students record testimonials showcasing their understanding what is feedback & why we created these videos?

Students are expected to hear back from other schools and

Students create Thank You e-cards for the schools, teachers, and students who viewed their videos and offered their time up to provide us with effective feedback.

Students choose the best created a video that communicates a “success criteria” for “Kindergarten Teaches” the World Explain Everything video series.

Whole Group Discussion :

  • What have you learned?
  • What do you still wonder?
  • How do we best learn?
  • Monitor comments and exchanges left by teachers/students from other schools

  • The teacher observes how students collaborate using technology and transferable skills

Resources / Materials:

  • Weekly Choice Boards
  • Explain Everything app
  • Portable microphones
  • Ipads
  • SeeSaw app
  • Student created success criteria poster
  • Student Work samples
  • Peer Feedback  in the form of photos and Youtube comments
  • Projector,  Whiteboard & Whiteboard Markers
  • My PLN
  • Self Reflection Papers for Parent Teacher Conference
  • Additional Classroom materials that support the options on the “Choice Board”