Curriculum in the PYP

Example of a Unit of Inquiry in Junior Kindergarten

Learner Profile Focus
Thinker, Inquirer, Knowledgeable

Central Idea (What is our focus?)
Understanding how the mechanics of movement enables transport systems.

Lines of Inquiry (What will we learn about?)

• The kinds of transportation people use and need
• Why we make journeys
• Transportation in our community

Concepts
Function, Form

Learn More about Junior Kindergarten

Example of a Unit of Inquiry in Grade 1

Learner Profile Focus
Thinker, Inquirer, Knowledgeable

Central Idea (What is our focus?)
Our place in the universe gives us a unique perspective of the sky.

Lines of Inquiry (What will we learn about?)

• Identifies characteristics of objects in the sky and their movement
• Describes how natural cycles affect living things
• Explores how perspectives create unique stories
• Analyzes the patterns observed through data collection

Approaches to Learning

• Research Skills: observing, collecting, recording and interpreting data
• Communication Skills: reading, writing and speaking
• Thinking Skills: acquisition of knowledge, synthesis

Action
Children will think of others who do not have the appropriate seasonal clothing by bringing in donations for the clothing drive. Students are also encouraged to bring in donations for the can drive.

Learning Experiences

• Field Trip to the Apple Barn and Pumpkin Patch
• Partake in various outdoor activities for “Take Me Outside Day”
• Observe our Class Tree
• Outdoor exploration and Art time
• Art activities relating to the changing seasons
• Interviewing people to gather data about cyclical changes
• Synthesizing the data to make sense of why cyclical changes occur

Example of a Unit of Inquiry in Grade 2

Learner Profile Focus
Thinker, Inquirer, Knowledgeable

Central Idea (What is our focus?)
The inquiry process allows us to explore changes in our world.

Lines of Inquiry (What will we learn about?)

• Use senses to make observations and to predict outcomes
• Identifies the properties of solids, liquids and gases
• Demonstrates an understanding of how matter can be changed

Approaches to Learning

• Social Skills: Cooperating

• Communication Skills: Listening and Speaking

• Research Skills: Formulating Questions, Observing, Collecting Data

• Self-Management Skills: Organization

Action
To be determined by students

Learning Experiences

• Science Experiments: Oobleck, baking soda/vinegar and more!
• Lab Reports: POE (Predict, Observe, Explain)
• Investigating natural and human made changes in matter
• Science World Field Trip

Example of a Unit of Inquiry in Grade 3

Learner Profile Focus
Thinker, Reflective, Knowledgeable

Central Idea (What is our focus?)
Societies and technological advances impact the design of structures.

Lines of Inquiry (What will we learn about?)

• Structures change over time
• Structural design
• Impact of structures from different viewpoints

Concepts
Reflection, Change, Perception

Approaches to Learning

• Thinking Skills: acquisition of knowledge, analysis and synthesis
• Social Skills: group-decision making, cooperating
• Communication Skills: viewing, listening
• Self-management Skills: spatial awareness, fine motor skills
• Research Skills: observing, recording, interpreting data

Action
Students will work through the process of designing and constructing their own structures. Students will have an opportunity to check their designs with a guest Structural Engineer.

Curricular Focuses

• Language Arts
• Mathematics
• French
• Art
• Social Responsibility
• Information and Communication Technology

Example of a Unit of Inquiry in Grade 4

Learner Profile Focus
Thinker, Inquirer, Knowledgeable

Central Idea (What is our focus?)
Our understanding of different sources of energy and transformation allows us to make responsible conservation choices.

Lines of Inquiry (What will we learn about?)

• The different forms of energy
• Identifies devices that transform energy
• Energy conservation

Approaches to Learning

• Communications Skills: Reading, writing, viewing
• Research Skills: Collecting, recording, organizing, and interpreting data
• Self-Management Skills: Organization

Action
To be determined by students

Learning Experiences

• Reading and interpreting weather maps
• Collecting weather data and graphing information
• Guest speaker to present information about how weather affects pilots and planes
• Observe how weather affects living and non-living things
• Learning how to prepare for different forms of extreme weather

Example of a Unit of Inquiry in Grade 5

Learner Profile Focus
Reflective, Caring, Open-minded

Central Idea (What is our focus?)
Geographic and demographic factors affect the access and the distribution of resources.

Lines of Inquiry (What will we learn about?)

• The factors that affect the access to resources.
• How our daily choices affect how we obtain, consume and deplete (natural or man-made) resources.
• Our shared responsibility for the equitable distribution and sustainability of resources.

Concepts
Change, Perspective, Responsibility

Approaches to Learning

• Thinking: Metacognition, Analysis, Evaluation, Dialectical Thought
• Communication: Writing, Presenting
• Self-Management: Organization, Informed choices, Healthy Lifestyle
• Research: Formulating Questions, Planning, Collecting Data, Interpreting Data
• Social: Cooperating, Accepting responsibility, Group Decision-Making

Action

• Brochure and presentation on finite resource.
• Creative writing story that demonstrates an understanding of the central idea.

Curricular Focuses

• Language Arts
• Mathematics
• French
• Art
• Social Responsibility
• Information and Communication Technology