Integrated Unit Plan

Grade 1 Social Studies: My World: Home, School and Community

How Do I Belong In My World?
Gabrielle Pankhurst
July 2014

Grade 1 Social Studies Unit 1 - Belonging In My World

Belonging In My World
Title of Unit

Grade 1
Grade Level

Social Studies
Subject

7 weeks
Time Frame

Gabrielle Pankhurst
Developed By
Stage 1 - Identify Desired Results
Rational and Broad Areas of Learning
How are the BAL incorporated into this unit?
The overall purpose of this unit is for students to critically think about how the belong and connect to the world around them.
Students will develop skills to analyze the different groups they belong to in their community and how they function. Students
will also reflect upon value and importance of belonging and how these groups affect their lives. Understanding will be extended
by having students examine how they can include others into their groups at school or in the community.
The following broad areas of learning will be address throughout this unit:
C Citizenship
I Identity
LPP The Land: Places and People
CC Culture and Community
PADM Power, Authority and Decision Making
TCC Time, Continuity and Change
These board areas of learning will be incorporate into lesson activities and assessment as students critically analyze how they
are active citizens within their community, how belonging to groups in the community influence their personal identity, how to
interact and connect with others, and how different groups in the community are organized and make decisions.
Throughout the course of this unit students will develop the skills necessary for critical thinking, interacting in a positive and
respectful manner with others, researching and inquiring specific topics, and effectively communicating ideas and feelings.

Learning Outcomes
What relevant goals will this unit address?

(must come from curriculum; include the designations e.g. IN2.1)

1.1 My World: Home, School, and Community

General Outcome
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by their sense of
belonging in their world and how active members in a community contribute to the well-being, growth and vitality of their
groups and communities.

Specific Outcomes
Values and Attitudes
Students will:
1.1.1 value self and others as unique individuals in relation to their world:
Appreciate how belonging to groups and communities enriches an individuals identity (I)
Appreciate multiple points of view, languages, cultures and experiences within their groups and communities (C, CC)
Demonstrate respect for their individual rights and the rights of others (C, I)
Recognize and respect how the needs of others may be different from their own (C)
1.1.2 value the groups and communities to which they belong:
Demonstrate a willingness to share and cooperate with others (C, PADM)
Appreciate how their actions might affect other people and how the actions of others might affect them (C)
Demonstrate a willingness to resolve issues and/or problems peacefully (C, PADM)
Assume responsibility for their individual choices and actions (CC, I)
Knowledge and Understanding
Students will:
1.1.3 examine how they belong and are connected to their world by exploring and reflecting upon the following questions for
inquiry:
What different types of communities or groups do you belong to? (CC)
What helps us to recognize different groups or communities (e.g., landmarks, symbols, colours, logos, clothing)? (CC)
In what ways do we belong to more than one group or community at the same time? (CC, I)
In what ways do we benefit from belonging to groups and communities? (C, CC, I)
What are our responsibilities and rights at home, at school, in groups and in communities? (C,CC, I)
1.1.4 determine what makes their communities thrive by exploring and reflecting upon the following questions for inquiry:
In what ways do people cooperate in order to live together peacefully? (C, I)
How do groups make decisions? (PADM)
In what ways do people help one another at home, at school and in groups to ensure the vitality of their community? (C)

 How do our actions and decisions contribute to the well-being of groups and communities? (C, I, PADM)
How does caring for the natural environment contribute to the well being of our community? (C, LPP)
1.1.5 distinguish geographic features in their own community from other communities by exploring and reflecting upon the
following questions for inquiry:
What are some familiar landmarks and places in my community? (CC, TCC)
Why are these landmarks and places significant features of the community? (CC, I, TCC)
What are some differences between rural and urban communities? (CC, LPP)
Where is my community on a map or on a globe? (LPP)
Enduring Understandings
Essential Questions
What understandings about the big ideas are desired? (what you What provocative questions will foster inquiry into the
want students to understand & be able to use several years from content? (open-ended questions that stimulate thought and
now)
inquiry linked to the content of the enduring understanding)
What misunderstandings are predictable?

Students will understand that...

Belonging to a variety of groups within our communities has an

important impact on our identities as individuals. Students will
be able to identify groups that they belong to and the
characteristics that make these groups/communities. Students
will understand the value of belonging and respect the
differences of other groups within the community.

Content specific.

What does it mean to belong?

How can we belong to multiple groups?
What significance do the groups I belong to have on my life
and my community?
How can specific groups be identified?

FNMI, multicultural

FNMI and multicultural content will be incorporated into this unit primarily by looking at groups that students of different cultural
backgrounds belong to. Students will share the different groups that they belong to with their peers and examine the significant
cultural aspects that these groups include. As a class we will research FNMI groups that are present in our communities.
Knowledge:
What knowledge will student acquire as a result of this unit? This content knowledge may come from the indicators, or might
also address pre-requisite knowledge that students will need for this unit.

Students will know...

The kinds of groups are present in their community.

Which groups they personally belong to.
Why belonging to groups is important for them personally and for the whole community.
How to identify different groups.
How the groups they belong to make decisions.
The rights and responsibilities they have in the groups they belong to.

Skills
What skills will students acquire as a result of this unit? List the skills and/or behaviours that students will be able to exhibit as a
result of their work in this unit. These will come from the indicators.

Students will be able to

SKILLS AND PROCESSES

DIMENSIONS OF THINKING
Students will:
1.S.1 develop skills of critical thinking and creative thinking:
Examine ideas and information from varied sources
Choose and justify a course of action
Compare and contrast information from similar types of electronic sources
1.S.2 develop skills of historical thinking:
Recognize that some activities or events occur on a seasonal basis
Differentiate between activities and events that occurred recently and long ago
1.S.3 develop skills of geographic thinking:
Use a simple map to locate specific areas within the school and community
Ask geographic questions, such as asking for directions
Understand that globes and maps are visual representations of the world
Locate Canada on a globe or map
1.S.4 demonstrate skills of decision making and problem solving:
Collaborate with others to devise strategies for decision making and problem solving
Apply ideas and strategies to contribute to decision making and problem solving
SOCIAL PARTICIPATION AS A DEMOCRATIC PRACTICE
Students will:
1.S.5 demonstrate skills of cooperation, conflict resolution and consensus building:
Consider the ideas and suggestions of others
Work and play in harmony with others to create a safe and caring environment
Demonstrate a willingness to share space and resources
1.S.6 develop age-appropriate behaviour for social involvement as responsible citizens contributing to their community, such as:
Behaviour in accordance with classroom, school and community expectations
RESEARCH FOR DELIBERATIVE INQUIRY
Students will:
1.S.7 apply the research process:

Ask questions to make meaning of a topic

Compare and contrast information gathered
Navigate within an electronic document
Access and retrieve appropriate information from electronic sources, when available, for a specific inquiry
Process information from more than one source to retell what has been discovered
Draw conclusions from organized information
Make predictions based on organized information

COMMUNICATION
Students will:
1.S.8 demonstrate skills of oral, written and visual literacy:
Interact with others in a socially appropriate manner
Respond appropriately, verbally and in written forms, using language respectful of human diversity
Listen to others in order to understand their point of view
Create visual images using paint and draw programs
1.S.9 develop skills of media literacy:
Identify key words in a media presentation to determine the main idea
Cross curricular Competencies
How will this unit promote the CCC?
While the primary focus of this unit will be the social studies curriculum there will be objectives from across the curriculum tied
into the lessons, activities and assessments.
Language Arts will be incorporated as students read, write, speak, listen, and represent their feelings, knowledge and
understandings throughout the unit.
Art, music, P.E, heath and science outcomes will also be incorporated as students learn about belonging in their communities.

Cross Curricular Competencies

Language Arts
GLO 1: Students will listen,
speak, read, write, view and
represent to explore thoughts,
ideas, feelings and
experiences.
GLO 2: Students will listen,
speak, read, write, view and
represent to comprehend and
respond personally and
critically to oral, print and
other media texts.
GLO 3: Students will listen,
speak, read, write, view and
represent to manage ideas
and information.
GLO 4: Students will listen,
speak, read, write, view and
represent to enhance the
clarity and artistry of
communication.
GLO 5: Students will listen,
speak, read, write, view and
represent to respect, support
and collaborate with others.

Music
CONCEPTS
Rhythm
Melody
Harmony
Form
Expresions
SKILLS
Listening
Singing
Moving
Playing Instruments
Reading and Writing
Creating
ATTITUDES
An enjoyment of music

Health
Interactions
R1.5 identify the
characteristics of being a good
friend.
R1.6 examine how personal
behaviour and attitudes can
influence the feelings and
actions of others.
R1.7 demonstrate simple
ways to resolve conflict, with
limited adult assistance
Group Roles and Processes
R1.8 work cooperatively
with a partner
R1.9 recognize and accept
individual differences within
groups
Life Roles and Career
Development
L1.5 recognize interests,
strengths and skills of self
L1.6 demonstrate an
awareness of the ways in
which people perform
responsibilities in the
community.

Art
REFLECTION
Responses to visual forms
in nature, designed objects
and artworks.
DEPICTION
Development of imagery
based on observations of
the visual world.
COMPOSITION
Organization of images and
their qualities in the
creation of unified
statements.
EXPRESSION
Use of art materials as a
vehicle or medium for
saying something in a
meaningful way.

Science
Colours
15 Identify and evaluate
methods for creating
colour and for applying
colours to different
materials.
Seasons
16 Describe seasonal
changes, and interpret the
effects of seasonal changes
on living things.
Senses
19 Use the senses to make
general and specific
observations, and
communicate observations
orally and by producing
captioned pictures.
110 Describe the role of
the human senses and the
senses of other living
things, in enabling
perception and action.

Physical Education
General Outcome C
Students will interact
positively with others.
Communication
C11 develop and
demonstrate respectful
communication skills
appropriate to context
Fair Play
C13 identify and
demonstrate etiquette and
fair play
Leadership
C14 identify different
roles in a variety of
physical activities
Teamwork
C15 display a willingness
to play cooperatively with
others in large and small
groups

Calendar Overview
September 1
NO SCHOOL

September 2

September 3

September 4

September 5

First Day
About Me Activities
Get to know each other

About Me Activities

About Me Activities

About Me Activities

September 8

September 9

September 10

September 11

September 12

About Me Activities

Groups I belong to
(many voices)

We All Belong

We all Belong

Groups in my world

September 15
PD DAY

September 16

September 17

September 18

September 19

Groups in my world

Benefits of Belonging

Benefits of Belonging

No class

September 22

September 23

September 24

September 25

September 26

Our School and

Community

Our School and

Community

Our School and

Community

Starring Me

Our School and

Community

September 29

September 30

October 1

October 2

October 3

How do we know its a

group?

How do we know its a

group?

How do we know its a

group?

How do we know its a

group?

How do we know its a

group?

October 6

October 7

October 8

October 9

October 10

Rights and
responsibilities in my
groups

Rights and
responsibilities in my
groups

Rights and
responsibilities in my
groups

Rights and
responsibilities in my
groups

October 14
PD DAY

October 15

October 16

Performance Task

Performance Task

October 17
Belonging in our
Community Scrapbook

October 13
NO SCHOOL

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge, and skills?
(Describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that requires students to
apply knowledge and skills to demonstrate their understanding in a real life situation. Describe your performance task scenario
below) By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task

G Goal
What should students accomplish by completing this task?
R Role
What role (perspective) will your students be taking?
A Audience
Who is the relevant audience?
S Situation
The context or challenge provided to the student.
P Product, Performance
What product/performance will the student
create?
S Standards & Criteria for Success
Create the rubric for the Performance Task

Performance Assessment Task

(Taken from the AAC)
We Belong!

Welcome Wagon is a special group in your community. They give information to people who have just moved here. This group
would like to create a scrapbook about your community. It will show new families some of the groups to which children can
belong.
Our class is going to help with this project. Each of you will create a picture for the scrapbook. The picture will show a group to
which you belong. Add a caption that tells:
the name of the group
what you do in the group
why you like to belong to the group.
Your teacher will put all the pictures in the scrapbook. The Welcome Wagon will be excited to share this with new families in
your community.

ASSESSMENT AND EVALUATION OF STUDENT LEARNING

Learner Outcomes
General Outcome 1.1
Students will demonstrate an understanding and appreciation of how identity and self-esteem are enhanced by
their sense of belonging in their world and how active members in a community contribute to the well-being,
growth and vitality of their groups and communities.
Number
Specific Outcomes
Students will:
Knowledge
and
examine how they belong and are connected to their world by exploring and reflecting
Understanding upon the following questions for inquiry:
1.1.3
What different types of communities or groups do you belong to?
1.1.3.1
Students will:
Values and
Attitudes
value self and others as unique individuals in relation to their world:
1.1.1
appreciate how belonging to groups and communities enriches an individuals identity
1.1.1.1
Students will:
Knowledge
examine how they belong and are connected to their world by exploring and reflecting
and
upon the following questions for inquiry:
Understanding In what ways do we benefit from belonging to groups and communities?
1.1.3
1.1.3.4
Optional
Number
1.S.8

1.S.8.4

Specific Outcomes
Communication
Students will:
demonstrate skills of oral, written and visual
literacy:
create visual images using paint and draw
programs

create a visual

Criteria for Evaluation

*
Students provide
evidence of their learning
as they:

represent a group

explain benefits of
belonging

Rating Scale: We Belong!

Student _______________________________________________________________________________
Criteria
Represent a
group
(1.1.3.1)

Description of
Criteria
Illustrates a
specific group
in the community
to which the
student belongs.

Explain
Creates a
benefits of
caption that
belonging
accurately
(1.1.1.1; 1.1.3.4)
describes the
benefits of
belonging to a
specific group in
the community.
Optional
Create a visual
(1.S.8.4)

Creates visual
image using a
paint and draw
program to
support
caption.

Yes!

A good
start

Not
Yet

Teacher Comments

Cross Curricular Competencies

Excerpt from Ministerial Order (#001/2013)
(a) know how to learn: to gain knowledge, understanding or
skills through experience, study, and interactions with others

Competency Connections
Through this task, students have the opportunity to...
identify a community group to which they belong.

(b) think critically: conceptualize, apply, analyze, synthesize,

and evaluate to construct knowledge

explain what they do for the group and the benefits of

belonging to that group.

(d) manage information: access, interpret, evaluate and use

information effectively, efficiently, and ethically

develop and support a position with respect to the issue.

(h) demonstrate good communication skills and the ability to

work cooperatively with others

create a picture with a caption to illustrate the group and

explain its relevance.

Other Evidence
Through what other evidence (work samples, observations, quizzes, tests, journals or
other means) will students demonstrate achievement of the desired results? Formative
and summative assessments used throughout the unit to arrive at the outcomes.
Formative Evidence:
Observations will be done each day to document students current understanding
of the content and note what needs to be reviewed and what students have
grasped.

Think-Pair-Share will be used periodically to have students think about, discuss,

and learn each others ideas on the content we are covering.
Work Samples Students will be creating a variety of work samples throughout the
unit to demonstrate their understand on the topic.

Summative Evidence:
Performance Task students will complete a performance task at the end of the
unit to assess their overall understanding of belong to groups in their community.

Belonging Poster Students will create a poster to demonstrate their

understanding of groups they belong to

How do we know its a group Students will identify characteristic that make up
particular groups.

My rights and responsibilities Students will nee to explain the rights and
responsibilities they have based on a particular groups they belong to.

Student Self-Assessment
How will students reflect upon or selfassess their learning?
Students will be asked to self-assess
periodically when the teacher asks the
class how they feel about a concept.
This will be done in a variety of ways,
for example thumbs up, thumbs down,
traffic lights, flags, smiley faces.
Students will complete a selfassessment sheet after completing
summative assessment task.

Stage 3 Learning Plan

What teaching and learning experiences will you use to:

achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students know where they are going?
What experiences do the learners bring to the unit? How have the interests of the learners been ascertained? Have the learners
been part of the pre-planning in any way? What individual needs do you anticipate will need to be addressed?
Learning environment: Where can this learning best occur? How can the physical environment be arranged to enhance learning?
What events will help students experience and explore the enduring understandings and essential questions in the unit? How will
you equip them with needed skills and knowledge?
Topics &
Dates
Getting to
know each
other activities
Sept. 2

About Me
Sept. 3-6

Outcomes
SLOs: 1.1.1 value self and
others as unique individuals
in relation to their world

CCCs: Language Arts,

Science

SLOs: 1.1.1 value self and

others as unique individuals
in relation to their world

Activities
-

CCCs: Language Arts

Groups I
belong to
Sept. 9

SLOs: 1.1.1 value self and

others as unique individuals
in relation to their world
1.1.3 student will examine
how they belong and are
connected to their world
1.S.3 students will develop
skills and geographical
thinking

Assessment

Resources &
Materials

Read Franklin Goes to School.

Formative assessment will
Name Game we will learn each be done during the group
activity.
others names by counting
syllables.
Get to know each other using the
colours on the beach ball. Each
colour will have a question.

Franklin Goes to
School

Pete the Cat: Rocking in my

school shoes.
Students will work on an about
me booklet. This booklet will be
used as formative assessment of
students ability and skills as well
as a tool for them to learn and
share about themselves.

Students work will be

collected as a formative
assessment of students
skills and knowledge level
at the beginning of the
year.

- Pete the Cat Rocking

in my school shoes
- David Goes to School
- Pout Pout Fish Goes
to School
- About Me Booklets
- First Days in First
Grade (Hailey
OConnor)

Read Belonging Poem by Sharon

Stewart.
Class discussion about what it
means to belong? What groups
do we belong to?
Me as a member of my group
picture.

Me as a member of my
group picture will be
assessed to see if students
can identify a group that
they belong to.

Many Voice Big Book

Beach Ball

Master 1-2
Many Voice Grade 1
(set up learning
experiences)

Topics &
Dates
We all belong
Sept. 10-11

Groups in my
world
Sept. 12&16

Benefits of
Belonging
Sept. 17-18

Our School
and
Community
Sept 22-24

Outcomes
SLOs: 1.1.1 value self and
others as unique individuals
in relation to their world
1.1.2 value the groups and
communities to which they
belong
1.1.3 student will examine
how they belong and are
connected to their world
1.S.3 students will develop
skills and geographical
thinking
SLOs: 1.1.1 value self and
others as unique individuals
in relation to their world
1.1.2 value the groups and
communities to which they
belong
1.1.3 student will examine
how they belong and are
connected to their world
1.S.3 students will develop
skills and geographical
thinking
SLOs: 1.1.1 value self and
others as unique individuals
in relation to their world
1.1.2 value the groups and
communities to which they
belong
1.1.3 student will examine
how they belong and are
connected to their world
1.S.3 develop skills of
geographic thinking
1.1.1 value self and others as
unique individuals in relation to
their world
1.1.2 value the groups and
communities to which they

Activities

Assessment

Photo Walk through We all belong

poem on pg. 4-10 in the Many
Voices big book.

My Groups mini book will be

used to assess students
understanding and value of
how they belong to groups
within their community.

My Groups mini books. Each student

will be given a copy of the mini
book. Students will draw a picture of
three groups they belong to: Family,
School, and Community.

As a class we will look at the Groups

in My World poster. Students will be
asked to identify the different groups
that are represented in each
category.
Students will create their own poster
of groups in their world.

Read How belonging helps us from

Our World, My Community big book.
Class brainstorm benefits of
belonging. As students come up with
the same ideas as the cards they will
be put on the board.
Students will draw a picture to
represent on of the groups benefits.
School Tour and create a map of the
school in the classroom.
Photo Cards our school and
community. What do the photos
represent.

Resources &
Materials
Many Voice (Big
book and teacher
resource pg. 6-7)
Learn Alberta
Master 1-3

Formative observation as
we identify groups on the
large poster. Can students
distinguish between groups
in different communities?
Can students make any
personal connection to the
groups mentioned?

What is a
community A-Z?

Observe class brainstorm

activity. Can students
identify benefits? Can
students explain why these
are good things?

Our World, My
Community

Collect students work to

assess their understanding
of what benefits are.

Worksheets

Observation of class
discussions.
Are students making
connections between what
we learn as a class and
their independent work?

Many Voices
Groups in My World
poster
Master 1-4

Learn Alberta
Celebrate Groups

Benefits of Belonging
Cards
Many Voices
Big Books
Master 1-5
Franklins

Starring Me
Sept. 25

Our School
and
Community
Sept. 26

How do we
know its a
group
Sept. 29-30

belong
1.1.3 examine how they belong
and are connected to their
world by exploring and
reflecting upon the following
questions for inquiry
1.1.5 distinguish geographic
features in their own community
from other communities by
exploring and reflecting upon
the following questions for
inquiry

Literature map of community

SLOs: 1.1.1 value self and

others as unique individuals
in relation to their world
1.1.2 value the groups and
communities to which they
belong

Students have all been sent home

with a copy of the Starring Me
poster. They will work on this
throughout the week at home.

1.S.3 develop skills of

geographic thinking:
1.1.5 distinguish
geographic features in
their own community from
other communities by
exploring and reflecting
upon the following
questions for inquiry:

Mapping school and community.

1.1.2 value the groups and

communities to which they
belong
1.1.3 examine how they
belong and are connected to
their world by exploring and
reflecting upon the following
questions for inquiry

Review groups in my world poster.

What group does each picture
represent?

Master 1-6

Students will bring in items that

represent groups they belong to and
share with the class.

Assessment master
1-1 and 1-2

Once completed and brought back to

school students will share their
posters with the class.

What is a legend? Why are these

symbols important?

How can we tell its a group? photo

walk.

Neighborhood

Students will be assessed

on how they identify and
represent characteristics
about themselves and
groups they belong to.
Are students making
connections between their
interests/groups and their
identity?

Starring Me posters

Observe students
understanding and ability to
identify and create accurate
symbols for map legends?

School/community
mapping worksheet.
Many Voices (unit 1)

Groups in my world

Where did you get

your moccasins? By
Bernelda Wheeler

Topics &
Dates
How do we
know its a
group
Oct. 1-3

Outcomes

Activities

Assessment

1.1.2 value the groups and

communities to which they
belong
1.1.3 examine how they
belong and are connected to
their world by exploring and
reflecting upon the following
questions for inquiry

Community Benefits mural. Students

will identify the good things they get
from their community.

Make a personal web will be

part of students summative
assessment.

Make a personal web showing

clothing, landmarks or symbols of
the groups they belong to.

Rights and
1.1.1 value self and others as
Responsibilities unique individuals in relation
to their world
Oct. 7-8
1.1.3 examine how they
belong and are connected to
their world by exploring and
reflecting upon the following
questions for inquiry

My rights and responsibilities Big

Book photo walk.

Rights and
1.1.1 value self and others as
Responsibilities unique individuals in relation
to their world
Oct. 9-10
1.1.3 examine how they
belong and are connected to
their world by exploring and
reflecting upon the following
questions for inquiry

Students will complete the rights and

responsibility assessment task.
Students will glue the responsibility
to the coordinating right.
They will also create an image
representing a right and
responsibility.

Performance
Task
Oct. 15-16

1.1.2 value the groups and

communities to which they
belong
1.1.3 examine how they
belong and are connected
to their world by exploring
and reflecting upon the
following questions for
inquiry

Resources &
Materials
Many Voices
(extend: activity
bank)

Discovery book and audio story.

Formative assessment of
students understanding of
the difference between a
right and a responsibility.

Respond to a story

What are important

characteristics of the groups we
belong to? These characteristics
need to be included in the
students posters. How do we
become part of a group or
include others in out groups.
Students will create a poster to
show a group that you belong to.

Poster Paper
Worksheets
Big Book
Many Voices

Students will be assessed

on their understanding and
knowledge of rights and
responsibilities they have in
their groups and
communities.

Many Voices:
Assessment Master
1-3
Master 1-7
Get out of bed! By
Robert Munsch
If you could wear my
sneakers! By Sheree
Fitch
Performance task

Formative observations of
student working. Poster
Rubric
will be collected at the
end of next class for part
of their summative
evaluations.

Community
Scrapbook
Oct. 17

1.1.2 value the groups and

communities to which they
belong
1.1.3 examine how they
belong and are connected
to their world by exploring
and reflecting upon the
following questions for
inquiry

Students performance tasks will be

collected to create a community
scrapbook that will be shared and
presented to the class.

http://www.brainpopjr.com/socialstudies/communities/school/
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120-313-8 (pbk)