Unit #1 Overview 9/11/17 - 10/13/17
Transdisciplinary Theme
How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities.
Central Idea
People organize themselves to fulfill societal needs.
What teacher questions/provocations will drive these inquiries?What do you know about societies?
Why do we have organizations?
How are people responsible within a society?
What are the key concepts?
(form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
connection
How is it connected to other things?
The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
responsibility
What is our responsibility?
The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
change
How is it changing?
The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Learner Profile:
Open-Minded
IB students understand and appreciate their own cultures and personal histories, and are open to
the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and
evaluating a range of points of view, and are willing to grow from the experience.
IB students have a deep understanding of various cultures and views, bringing an appreciation of new views to both their
academic study and their involvement in local and wider communities. Their international mindedness complements the
missions of the best tertiary institutions.
Caring
IB students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. IB students tell us they bring this commitment to community and others to their activities and leadership roles at university and carry it throughout their lives.
IB PYP Attitudes:
While recognizing the importance of knowledge, concepts and skills, these alone do not make a well-rounded, internationally-minded person. It is vital that there is also focus on the development of attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group.
Tolerance
We are sensitive about differences and diversity in the world and being responsive to the needs of others.
Cooperation
Cooperating, collaborating, leading or following as the situation demands.
Respect
Respecting themselves, others, and the world around them.
Literacy Integration:
Building a Reader's Life
Building a Writer's Life
Math Integration:
Building a community of mathematicians
Specialist Integration
PSPE:
While children focus on roles in communities in the classroom, we will continue that learning in PSPE. During our unit we will be learning about and playing different games from around the world. We will discuss roles in games to help children understand the meaning of what it looks like when everyone does their part.
Art:
The role of art/artist in the community
Exploring the cave art and megaliths of early man
How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities.
Central Idea
People organize themselves to fulfill societal needs.
What teacher questions/provocations will drive these inquiries?What do you know about societies?
Why do we have organizations?
How are people responsible within a society?
What are the key concepts?
(form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
connection
How is it connected to other things?
The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
responsibility
What is our responsibility?
The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
change
How is it changing?
The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
Learner Profile:
Open-Minded
IB students understand and appreciate their own cultures and personal histories, and are open to
the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and
evaluating a range of points of view, and are willing to grow from the experience.
IB students have a deep understanding of various cultures and views, bringing an appreciation of new views to both their
academic study and their involvement in local and wider communities. Their international mindedness complements the
missions of the best tertiary institutions.
Caring
IB students show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment. IB students tell us they bring this commitment to community and others to their activities and leadership roles at university and carry it throughout their lives.
IB PYP Attitudes:
While recognizing the importance of knowledge, concepts and skills, these alone do not make a well-rounded, internationally-minded person. It is vital that there is also focus on the development of attitudes towards people, towards the environment and towards learning, attitudes that contribute to the well-being of the individual and of the group.
Tolerance
We are sensitive about differences and diversity in the world and being responsive to the needs of others.
Cooperation
Cooperating, collaborating, leading or following as the situation demands.
Respect
Respecting themselves, others, and the world around them.
Literacy Integration:
Building a Reader's Life
Building a Writer's Life
Math Integration:
Building a community of mathematicians
Specialist Integration
PSPE:
While children focus on roles in communities in the classroom, we will continue that learning in PSPE. During our unit we will be learning about and playing different games from around the world. We will discuss roles in games to help children understand the meaning of what it looks like when everyone does their part.
Art:
The role of art/artist in the community
Exploring the cave art and megaliths of early man
Unit #6 Overview 5/3/17 - 6/8/17
Transdisciplinary Theme: How We Express Ourselves
An inquiry into ways people express their ideas, feelings, and culture.
Central Idea: Sound is a tool for communication and creative expression.
What teacher questions/provocations will drive these inquiries?
- How is sound made?
- How do people use sound to express their feelings?
- How can sounds affect our feelings?
- field trip to Bravo concert
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
- function
- form
- causation
Learner Profile:
risk-taker, knowledgeable
Attitudes:
creativity, confidence
Unit #5 Overview 3/11/17 - 4/28/17
Transdisciplinary Theme: How We Organize Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central Idea: Societies create marketplaces to distribute and exchange goods and services.
What teacher questions/provocations will drive these inquiries?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Learner Profile:
open-minded, knowledgeable
Attitudes:
cooperation, integrity
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central Idea: Societies create marketplaces to distribute and exchange goods and services.
What teacher questions/provocations will drive these inquiries?
- Make a list of things you need/want.
- Why can’t we have everything?
- What are wants and needs around the world?
- How do people get what they want and need?
- How do people around the world get what they want and need?
- What is money and why do we use it?
- What can we do with money besides spend it?
- How can money help others?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
- function
- form
- connection
Learner Profile:
open-minded, knowledgeable
Attitudes:
cooperation, integrity
Unit #4 Overview 1/23/17 - 3/8/17
Transdisciplinary Theme: Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea: Water is essential to life, but many people have limited access to it
What teacher questions/provocations will drive these inquiries?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Learner Profile: reflective, principled, caring
Attitudes: appreciation, integrity, respect
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Central Idea: Water is essential to life, but many people have limited access to it
What teacher questions/provocations will drive these inquiries?
- What are the uses and properties of water?
- How available is water throughout the world and how is it distributed?
- What is the impact of human activity on water?
- What is our responsibility regarding water use?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
- function
- causation
- responsibility
Learner Profile: reflective, principled, caring
Attitudes: appreciation, integrity, respect
Unit #3 Overview 11/28/16 - 1/10/17
Transdisciplinary Theme: How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central Idea: The Earth's surface is constantly changing and reshaping itself.
What teacher questions/provocations will drive these inquiries?
How did the Earth’s layers form?
What are some examples of slow and rapid change?
What causes the Earth’s surface to change?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
Learner Profile:
knowledgeable, communicator
Attitudes:
appreciation, confidence
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central Idea: The Earth's surface is constantly changing and reshaping itself.
What teacher questions/provocations will drive these inquiries?
How did the Earth’s layers form?
What are some examples of slow and rapid change?
What causes the Earth’s surface to change?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
- form
- change
- Causation
Learner Profile:
knowledgeable, communicator
Attitudes:
appreciation, confidence
Unit #2 Overview 10/17/16 - 11/18/16
Transdisciplinary Theme: Where we are in time and place
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.
Central Idea: Humans migrate for many reasons and with various outcomes.
What teacher questions/provocations will drive these inquiries?
Why do people migrate?
What experiences and emotions do migrating people go through?
What effects does migration have on communities, cultures, and individuals?
Does migration mean you have to come back to where you started?
What are the key concepts (form, function, causation, change, connection, perspective, responsibility, reflection) to be emphasized within this inquiry?
- perspective
- change
- Causation
Related Concepts:
impact, transformation, prejudice
Learner Profile:
reflective, inquirer
Attitudes:
commitment, tolerance