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Programme of Inquiry, 2019-2020 Programme of Inquiry, 2019-2020 0

M’KIS Grade PreK-3 PYP Units Of Inquiry 1 M’KIS Grade PreK-4 PYP Units Of Ingquiry 3 M’KIS Grade K PYP Units Of Inquiry 5 M’KIS Grade 1 PYP Units Of Inquiry M’KIS Grade 2 PYP Units Of Inquiry 11 M’KIS Grade 3 PYP Units Of Inquiry 14 M’KIS Grade 4 PYP Units Of Inquiry 17 M’KIS Grade 5 PYP Units Of Inquiry 20

1

M’KIS Grade PreK-3 PYP Units Of Inquiry

WHO WE ARE WHERE WE ARE IN PLACE AND TIME

HOW WE EXPRESS OURSELVES

HOW THE WORLD WORKS

HOW WE ORGANIZE

OURSELVES

SHARING THE PLANET

Transdisciplinary Theme

An inquiry into the nature of the self: beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Required 1 out of 4

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 to global perspectives.

An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. Required 1 out of 4

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.

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.

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.

Approximate Dates

1 September 3 -October 18

2 October 29-December 12

3 January 6-March 25

4 April 6-June 5

Title Who Am I? Express Myself Transportation Caring for Animals

Central Idea Every day I can learn about who I am and what I can do.

We express our thoughts and ideas in many different ways.

People use different types of transport/vehicles to get from one place to another.

Animals are cared for by people in our world.

Lines of Inquiry - An inquiry into:

• The way I am like others in my family/class (form) • The things I can do (function) • The things I like and dislike (perspective) • Ways I am growing and changing (reflection)

• How we use different forms of expression (function) • Different versions of favourite stories (perspective) • Taking on different roles within the same story (connection)

• Different types of transportation around the world (form) • Similarities and differences between forms of transport (connection) • Reasons why people use different types of transportation (function)

• Needs of different animals (form) • The ways we care for animals (responsibility) • The consequences of our actions (causation)

Key Concepts

Form, function, perspective, reflection

Function, perspective, connection

Form, Connection, Function

Form, Causation, Responsibility

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Related Concepts/

Topics

Family, traditions, similarities, differences, role, belonging, culture, growth

Communication, expression, stories, imagination, creativity

Movement, force, classification, technology, similarities, differences

Rights, similarities, differences, caring, need, domestic, wild

Summative

The teacher records evidence (anecdotal records, photos, videos, drawings, voice recordings, transcriptions) of each child's understanding of the central idea to compare with the evidence collected at the beginning of the unit, looking for an increase in knowledge.

Students create a class storybook with each child contributing a drawing and oral description.

Students demonstrate that they can identify the 3 major modes of transport i.e. land, air and water A. Train, car, bus, fire engine, truck B. Hot air balloon, helicopter, airplane, rocket C. Boat, sailing boat, rowboat. * Activities include: Sorting transportation toys, counting the wheels on different vehicles, look at different sizes of wheels.

Students choose an animal to make out of clay. They will be responsible for making the tools and materials needed to take care of their animal. Students demonstrate their understanding of the needs of animals and the consequences of not taking care of them through play.

Approaches to Learning (ATL/Skills)

Reflective, Social, Communication

Communication, Social, Thinking

Research, Thinking, Self-Management

Thinking, Social, Communication, Self-Management

Learner Profile

Inquirers, Caring, Communicators

Communicator, Risk-Taker, Thinker

Communicator, Thinker, Inquirer

Inquirers, Caring, Knowledgeable

Attitudes Appreciation, Confidence, Empathy, Enthusiasm, Independence, Respect and Tolerance

Confidence, Cooperation, Creativity

Creativity, Cooperation, Curiosity, Appreciation

Commitment, Empathy, Respect

Literacy Listening, speaking, general discussion

Story-telling, role-play, listening, communication

Questioning, discussions, communication

Presentation, group discussion and role play.

Math Number, graphing

Counting numbers

Numbers, shapes and patterns. measurement

Graphs, number and counting

Major Subject Focus

Social Studies Language Arts Social Studies Social Studies

Major Subject Focus

Music

Drama, Guidance

Music, Science Science

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M’KIS Grade PreK-4 PYP Units Of Inquiry



HOW THE WORLD WORKS

HOW WE ORGANIZE

OURSELVES

SHARING THE PLANET


An inquiry into the nature of the self: beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Required 1 out of 4


An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. Required 1 out of 4




Approximate Dates

1 October- December

3 September to May

2 January- February

4 March- May

Title Friends Forever The Arts and Me Sun, Moon, Earth Community Helpers

Central Idea Friendships are affected by emotions and actions.

The arts are a way to share our emotion and imagination.

The Earth is surrounded by space and part of an enormous universe.

People have different roles and jobs.


• Friends (form) • Cooperation with friends (function) • Emotions and actions (reflection) • Problem- solving with friends (responsibility)

• Different types of the arts (form) • Understanding ours/others feelings (reflection) • Ways to use your imagination through the arts (perspective)

• Characteristics of the Earth, sun and moon (form) • Day and Night (causation) J • Space Exploration (change)

• Types of jobs (form) • Jobs need various tools and environments (connection) • Jobs require different skills (function)

Key Concepts

Form, Function, Reflection, Responsibility

Form, Reflection, Perspective

Form, Causation, Change Form, Connection, Function

Related Relationships, friendships, Artist, creativity, feelings, Astronauts, exploration, Uniforms, jobs, roles,

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Concepts/ Topics

characteristics, similarities, differences, problem-solving, feelings, behavior

music, drama, visual arts, dance

space, characteristics, consequences, planets

equipment, knowledge, skills

Summative Students create own drama through play and role-play that shows 1. How actions make friends feel 2. How to act with friends to make them feel good 3. Self-analyze their friendship buckets

Students are shown different pieces of art and they identify how each one makes them feel using smiley faces - happy, sad, scared, etc

Students make a plan and present their ideas of what they learned about the Earth and the universe we live in.

Students “show and tell” a community helper and make a book entitled “Community Helpers” demonstrating their understanding of all three lines of inquiry.


Thinking, Social, Communication, Self-Management

Social, Communication, Self-Management

Communication, Thinking, Research


Learner Profile

Caring, Thinker, Reflective Communicator, Reflective, Risk-Taker

Knowledgeable, Inquirer, Communicator

Communicator, Inquirer, Open-Minded

Attitudes Curiosity, Cooperation, Empathy, Respect

Creativity, Empathy, Respect

Curiosity, Enthusiasm, Creativity

Confidence, Curiosity, Respect

Literacy Listening, Speaking, Reading

Listening,Speaking, Viewing, Presenting

Listening, Speaking, Reading

Listening, Speaking,, Presenting

Math Number Shape and Space Sequencing, shape and space

Counting, recognizing numbers

Major Subject Focus

Social Studies, Guidance Social Studies, Guidance Science Social studies

Major Subject Focus

Music, PE, Art Drama, Music, Dance, Visual Arts, PE

Drama, Music, Art Language, Drama, Music, Art

5

M’KIS Kindergarten PYP Units Of Inquiry WHO WE ARE WHERE WE ARE

IN PLACE AND TIME


HOW THE WORLD WORKS

HOW WE ORGANIZE OURSELVES

SHARING THE PLANET


An inquiry into the nature of the self: beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.


An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.




Approximate Dates

1 August 14-

September 28

2 October 7- November 22

3 January 6-February 21

6 April 20-May 29

4 March 2- April 17

Title We Are Greater Together

Weather Watchers Once Upon a Time

Work It! How Do We Live Without You?

Central Idea Successful learners work together by making and following agreements.

People adapt to their physical environment in different ways.

Stories can inform, inspire, and evoke responses.

Forces of nature improve the ability to work.

All living things are connected by their environment.


• Learning about myself (form) • The ways members of the classroom work together (connection) • My role in a successful classroom (responsibility)

• Different types of weather (function) • Weather and climate around the world (form) • How the weather and climate impact our lives (causation)

• Story Structure and Sequence (Form) • Text-to-Self Connection (connection) • Similarities and differences in traditional stories and folktales (perspective)

• Objects move in different ways (function) • Causes of movement (causation) • A change in movement can be engineered (change)

• Plants and animals need certain things to live (form) • Living things can change their environment (causation) • The relationship between living things and their environment (connection)

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Key Concepts

Form, Connection, Responsibility

Form, Function, Causation Form, Connection, Perspective

Function, Causation, Change

Form, Causation, Connection

Related Concepts/

Topics

Roles, community, communication, cooperation, Kelso’s Choices, conflict resolution, behavior, feelings, consequences

Decision, location, seasons, patterns, cycles, sun and heat, tracking, preparation

Sequence, Communication Expression, Elements, Structure, text-to-self, similarities, differences, folktales, traditional

Speed, force, motion, push, pull, direction, gravity, direction, friction, properties

Characteristics, classifications, living, non-living, survival, needs

Summative Students choose which essential agreement they want to teach others about-- the do’s (good choices: example: what should it look like when I'm transitioning to another class). Students share with the class-- they will have a video, book or poster).

Students select two locations from anywhere in the world and compare the weather and climate of both. Students have a choice of how they communicate their understanding. They illustrate and write about what they see, feel, wear, and experience in those locations.

Students create a storyboard that includes the 4 key elements of a story (characters, setting, problem, solution). The storyboard will be used to retell a story from their past that they have heard about which helps them understand their history and their present.

Students host an engineering expo where they display their solution to a presented problem or challenge. Students will demonstrate their solution to expo visitors, explaining how they improved the ability for an object to work.

Students choose a plant or animal and they formulate an argument as to why their plant or animal cannot be relocated or moved to a different environment. Students can use Chatterpix to find their pictures and “talk” as their animals to defend themselves.


Social Skills, Self-Management, Communication

Thinking, Research, Self-Management

Researcher, Communication, Social

Self-management, Research, Thinking

Thinking, Research, Communication

Learner Profile

Open-Minded, Balanced, Caring, Principled

Knowledgeable, Communicator, Inquirer

Inquirer, Reflective, Communicator

Risk-Taker, Reflective, Communicators

Thinker, Knowledgeable. Caring, Reflective

Attitudes Cooperation, Empathy, Respect

Curiosity, Independence, Enthusiasm

Appreciation, Confident, Enthusiasm, Curiosity

Cooperation, Curiosity, Creativity

Appreciation, Empathy, Curiosity, Tolerance

Literacy Phonemic Awareness Skills, Pattern Books, Building a talking community/ oral language development. Handwriting, Launching WW

Phonics, Phonemic Awareness Skills, Pattern Books, We are Readers/Emergent Readers, Scientific Writing, Small Moments Writing

Phonics, Phonemic Awareness Skills, Pattern Books, Guided Reading/ Readers use strategies “Super Readers”, Opinion/Persuasive Writing

Phonics, Phonemic Awareness Skills, Pattern Books, Informational “How To” Books Reading and Writing

Phonics, Phonemic Awareness Skills, Pattern Books, Informational “All About” books reading and writing

Math Two-Dimensional and Three-Dimensional

Comparison of Length, Weight, and What is a

Number Pairs, Addition, and Subtraction to 20

Analyzing, Comparing and Composing Shapes

Race to 100 Numbers 20 and beyond

7

Shapes Number? Numbers to 10

Major Subject Focus

Social Studies Science, Math Literacy

Science, Math Science

Minor Subject Focus

PE

Literacy Social Studies, Malaysian Studies

PE

Music, PE, IT

8

M’KIS Grade 1 PYP Units Of Inquiry

WHO WE ARE

WHERE WE ARE IN PLACE AND TIME


HOW THE WORLD WORKS

HOW WE ORGANIZE

OURSELVES

SHARING THE PLANET








Approximate Dates

2 Sept. 30- Nov. 15

5 March 2- April 17

6 April 20- May 29

3 Nov.r 17- January 17

1 August 19-Sept.r 27

4 January 20 -February 28

Title Healthy Living Light and Sound

Express Yourself! Spinning Sky

All for One and One for All

Animals

Central Idea Individual’s choices affect their well being.

The ways people communicate changes over time.

The arts convey messages People observe patterns in the sky to better understand the natural world.

A community is impacted by the involvement of its members.

Animals have certain characteristics depending on their environment to ensure survival.


• Choices that affect overall health (Causation) • Balanced choices and routines (Responsibility) • Personal goals (Reflection)

• How sounds are made (function) • The relationship between light and materials (causation) • Ways sound and light are used to communicate (change)

• Interpretation of the Arts (perspective) • Emotions and messages portrayed through the Arts (form) • Techniques used to communicate through the Arts (function)

• Objects in the sky (form) • The movement of the Earth and moon (causation) • Patterns of the sun, moon and stars (connection)

• Roles within a community (form) • Responsibilities of members of a community (responsibility) • How actions impact our community (causation)

• Animal characteristics (form)

• Different parts of animals help them in different ways (function)

• Animals are connected to their environment and vice versa (connection)

9

Key Concepts

Responsibility, Causation, Reflection


Form, Connection, Perspective


Form, Responsibility, Causation

Form, Function, Connection

Related Concepts/

Topics

Choice, well-being, germs, active lifestyle, balance, healthy

Waves, devices, materials, opaque, translucent, transparent, light beam, vibrations, patterns, illumination, communication

Interpretation, style, emotions, characters, technique, messages, communication, media

Stars, moon, seasons, day, night, spring, winter, fall, summer, phases, patterns, objects, sun, shadows, sunrise, sunset, motion

Members, involvement, roles, duties

Inheritance, traits, offspring, behaviors, adaptation

Summative Students set goals for a more healthy lifestyle. They will keep track of their progress on their goals and share what they did with a younger student to teach them how to make healthy choices.

In groups, students create a way to communicate with a friend without speaking through patterns of light or sound.

Students create artwork of their choice to accompany their realistic fiction writing piece. They receive feedback from an audience of their interpretation of the message from the artist.

Students are given a choice of how they will show their understanding of objects in the sky and the movement of those objects (play, 3D model, song, drawing, presentation, etc.)

Students choose a role within a community and "present" in the form of a mini living museum. They explain their role, responsibilities, and how their role impacts their community.

Students choose an animal and research that animal. They create a 2D poster or 3D animal, label and add details including characteristics that help that animal survive.


Self-Management, Communication, Research

Social, Communication, Thinking

Research, Self-Management, Communication

Thinking, Communication, Research Skills

Research, Self-Management, Thinking, Social, Communication

Thinking, Communication, Research, Self-Management

Learner Profile

Principled, Balanced, Knowledgeable

Communicator, Open-minded, Inquirers

Communicator, Risk-Taker, Reflective

Knowledgeable, Open-minded, Inquirers

Inquirers, Communicator, Caring

Thinkers, Inquirers, Knowledgeable

Attitudes Commitment, Independence, Respect

Curiosity, Creativity, Independence

Respect, Confidence, Appreciation

Appreciation, Curiosity, Enthusiasm

Cooperation, Curiosity, Appreciation

Creativity, Curiosity, Appreciation

Literacy Building Good Reading Habits, Small Moment (Writing)

If/Then Units Reading and Writing

Realistic Fiction (Writing) Character Study (Reading)

Word Detectives ( Reading) Opinion Writing

The First 20 Days Launching Readers and Writers Workshop

Non-fiction (Reading and Writing)

Math Module 1 Graphing

Module 5/ Module 6 Module 4/ Module 5 Module 3/Module 4 Module 1 Module 2

Major Subject Focus

Social Studies Science Social Studies Science Social Studies Science

10

Minor Subject Focus

PE, Guidance (mental health, emotions, stress) Music (balanced ensemble) Art (balanced art)

Social Studies, Music World Language (Mandarin, Spanish, French )

Art Music, PE

PE, Art, World Language

M’KIS Grade 2 PYP Units Of Inquiry WHO WE ARE WHERE WE ARE IN

PLACE AND TIME HOW WE EXPRESS

OURSELVES HOW THE WORLD

WORKS HOW WE

ORGANIZE OURSELVES

SHARING THE PLANET








Approximate Dates

6 April 29 - June 11

5 March 11 - April 26

3 November 15-January 21

4 January 22 - March 8

1 August 20 -September

28

2 October 1 - November 15

Title Come Visit Us! Cultures: The Same but

Different?

Earth Systems Bringing a Map to Life

Spinning a Yarn Narrative Storytelling

It Matters! Structure and properties of

matter

The Big Sale Goods and services in our

community

Save the Chocolate! Ecosystems

Saving Chocolat

Central Idea Learning about different cultures helps us develop a better understanding of ourselves and others.

Physical features and their changes impact communities.

Stories can be told in many different ways.

Everything around us has matter.

People create structure within a system.

Plants and animals including humans depend on each other.

Lines of Inquiry - An

• Elements of Cultures (form)

• Geography changes over time (change)

• Reasons people tell stories (reflection)

• The properties of matter (form)

• Jobs and responsibilities in businesses (connection)

• Plants have needs (connection)

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inquiry into: • Similarities and differences of cultures (perspective) • Conflict Resolution (function)

• Maps and the information they provide (function) • Environment and how it connects to communities (causation)

• Ways to express stories. (Traditional to Digital) (perspective) • The impact of stories (causation)

• How the world is made up of matter (function) • Changes in matter from one state to another (change)

• The effect of supply and demand on a business system (causation) • Structures of successful businesses (function)

• Diversity in habitats (form) • Choices people make impact living things (responsibility)

Key Concepts

Form, Perspective, Function

Change, Function, Causation

Reflection, Perspective, Causation

Form, Function, Change Connection, Causation, Function

Connection, Form, Responsibility

Related Concepts/

Topics

Similarities, differences, characteristics, beliefs, behaviors, interpretation, identity, self, conflict

Earthquake, erosion, mapping, mountains, volcanoes, coast, island, hills, valley, peninsula, compass rose, directions

Sequence, communication, expression

Changes of state (solid, liquid, gas), types of rocks, properties, chemical, landforms

Good and services supply and demand wants and needs Commercials advertisement

Adaptation, Classification, Habitats, Ecosystems, Empathetic

Summative Students create their own culture based on the elements learned throughout the unit. Students participate in a debate that opens up discussions on a conflict between two of the countries. This will give them opportunities to showcase their country, present their ideas, consider the ideas of another country and possibly discuss negotiations.

Students create a map of a giant landform community the class created which includes learned map features. Students are also given an open-ended task in which they share their new knowledge, addressing key concepts learned in the unit.

Students create a story and choose a way to express it to an audience e.g. oral storytelling, drama, dance, visual art, music. Filming of finished product or group presentation.

Students choose an experiment to demonstrate their understanding of matter and its properties shared at a “science fair” and to younger students.

Students create/organize themselves and the structure of their chosen business, reflecting throughout the process. Students share their business during the “Big Sale”.

Students research and create a model (example: a diorama, mural, etc.) showing their understanding of a habitat of their choice, diversity of the habitat, and the human impact on that habitat.


Social, Research, Communication

Social, Self-Management, Research

Thinking, Social, Communication

Thinking, Communication, Research

Self-Management, Research, Social

Self-Management, Research, Thinking

Learner Profile

Principled, Reflective, Open-Minded

Carring, Balanced, Communicators

Communicators, Open-Minded, Risk-Takers

Knowledgeable, Reflective, Risk-Taker

Thinkers, Communicators, Principled

Inquirers, Caring, Reflective

Attitudes Empathy, Curiosity, Creativity

Commitment, Cooperation, Enthusiasm

Appreciation, Confidence, Enthusiasm

Confidence, Curiosity, Cooperation

Creativity, Cooperation, Commitment

Appreciation, Respect, Curiosity

12

Literacy Unit 4 Reading--Series Book Clubs Unit 4 Writing--Poetry

Finishing Unit 3 reading and writing Unit 4 Reading--Series Book Clubs Unit 4 Writing--Poetry

Finishing Unit 1 Reading and Writing and beginning Unit 1 Reading--Lessons from the Masters: Improving Narrative Writing Unit 2 Reading--Becoming Experts Reading Nonfiction Unit 2 Writing--Lab Reports and Science Books

Finishing Unit 2 reading and writing Unit 3 Reading--Bigger Books Mean Amping Up Reading Power Unit 3 Writing--Opinion Writing--Writing about Reading

Unit 1--Reading Growth Spurt Unit 1 Writing--Personal Narrative

Unit 2 Reading--Becoming Experts Reading Nonfiction Unit 2 Writing--Lab Reports and Science Books

Math Module 7 and Module 8 Module 6 and Module 7 Module 3 Module 5 and Module 6 Module 1 and Module 2 Module 3, Module 4, Module 5

Major Subject Focus

Social Studies Science

Social Studies

Science Social Studies, Art, IT/IL Science

Minor Subject Focus

Guidance - being open-minded to others (cultural understanding) PE - Asian games

Social Studies, Art World Languages - culture geography

Music, Art Malaysian Studies, World Language reading, listening traditional stories

Music, PE World Language, Music

M’KIS Grade 3 PYP Units Of Inquiry WHO WE ARE WHERE WE ARE IN

PLACE AND TIME HOW WE EXPRESS OURSELVES

HOW THE WORLD WORKS


SHARING THE PLANET








Approximate 3 5 4: 6 1 2

13

Dates Nov. 19-Jan. 31 March 25-May 3 Feb 7- March 22

May 6-June 12

August 7-Sept. 21 Sept. 24-Nov. 16

Title Role Models Immigration The Art of Persuasion Force and Motion Stormy Skies Animals Through Time

Central Idea Choices of role models reflect the characteristics that societies and individuals value.

There are many factors that affect people’s immigration.

The ability to persuade others influences the decisions that people make.

An object always has multiple forces acting upon it.

By understanding the factors that cause weather, people can predict and prepare for it.

Animals adapt in order to survive.


• Role Models and why we value them (perspective) • Developing our own gifts, talents and interests (reflection) • Identifying personal strengths that can be applied to help others (causation)

• Reasons that people immigrate (causation) • Viewpoints on immigration (perspective) • The impact of immigration (change)

• Methods of persuasion (form) • Techniques and strategies used to persuade (function) • People communicate issues within a community to make change (responsibility)

• Different forces that allow simple machines to work (function) • How forces impact our lives (causation) • The way scientist work to understand forces and motion (connection)

• How we measure and monitor weather (function) • Factors that affect weather conditions. (causation) • Ways to predict extreme weather (connection)

• Environmental changes (connection) • Animal adaptation (change) • Human impact on animals and their habitats (responsibility).

Key Concepts

Perspective, Reflection, Causation

Causation, Perspective, Change

Form, Function, Responsibility, community

Function, Causation, Connection


Causation, Change,, Responsibility

Related Concepts/

Topics

Self-fulfillment, influence, value, qualities, strengths, talents

Push and pull factors, opportunity, adaptation, rights, citizenship, refugees

Persuade, Issues, Action, strategies

Systems, balanced, unbalanced, magnets, push/pull, gravity, potential, kinetic, Rube goldberg, simple machines

Severe weather, measurement, patterns, tools, world geography, graphing, data, predict, respond

Impact, Adaptation, Inherited Traits, Endangered

Summative Students choose a well-known role model to research using the Big 3 research method. Students link the Learner Profile Attributes and explain how their role model has had a positive impact on others, They then “perform” their findings to an audience during a Living Wax Museum.

Each student creates their own individual book of immigration stories (paper, Book Creator, etc) which includes their reflections.

Students are grouped by an issue of interest. Each person is responsible for one subtopic of the issue. Students use their research and presentation skills to deliver a persuasive speech to an audience.

Students create a scientific experiment or research based project on different forces or simple machines.

Students create a report (written, performed, or recorded) to include the concepts/factors that affect weather learned throughout the unit as well as provide information on how the community can prepare and adapt to specific weather conditions.

Students show their understanding (choice of medium) by choosing an endangered animal to further research their habitat, adaptations that allow them to live in this environment, reasons for being endangered and how humans can protect them.

14


Communication, Social Self-Management

Social, Research, Communication


Thinking, Communication, Self-Management


Research, Thinking, Communication

Learner Profile

Caring, Principled, Reflective

Open-Minded, Risk-Takers, Caring

Communicators, Principled, Knowledgeable

Inquirers, Knowledgeable, Thinker, Communicator

Inquirers, Knowledgeable, Communicators

Caring, Principled, Knowledgeable

Attitudes Integrity, Confidence, Respect

Empathy, Appreciation, Tolerance

Cooperation, Confidence, Commitment

Curiosity, Cooperation, Creativity

Curiosity, Independence, Enthusiasm

Respect, Commitment, Empathy

Literacy Unit 4: Research clubs Unit 2: Non Fiction Unit 3: Opinion

Unit 3 Reading: Character Studies Unit 4 Writing: Fairy tales (Creative Writing)

Unit 4: Research Clubs Unit 3: Opinion

Reading: (If.. Then..?) Book Clubs Research Clubs Writing: Fairy tales and poetry

Unit 1 Reading: Building a Reading Life Unit 1 Writing: Narratives

Unit 2: Reading to Learn Unit 2 Writing: Non Fiction

Math Module 3: Multiplication and Division with Units 1, 0, 6-9, multiples of 10

Module 5: Fractions on a Number Line Module 7: Geometry

Module 5: Fractions on a Number Line

Module 7: Geometry Module 6: Collecting and Displaying Data Module 2: Place Value and Problem Solving with Units of Measurement

Module 1: Multiplication and Division with units 2-5, 10

Major Subject Focus

Social Studies

Social Studies

Social Studies, literacy

Science Science Science, WL

Minor Subject Focus

PE, Art, Music Literacy, IT, Music Guidance - intro to empathy and different perspectives PE: Cooperation

Art PE---compass game and weather prediction, cloud ID World Language: Explore differents seasons in the culture learned Music

Social Studies - Human impact PE-predator/prey games, shrinking habitat games WL: Vocabulary -Common animals in Europe, Asia, and South America Library - research




HOW THE WORLD WORKS

HOW WE ORGANIZE

OURSELVES

SHARING THE PLANET

Transdiscipli An inquiry into the nature of An inquiry into orientation in An inquiry into the ways in An inquiry into the natural An inquiry into the An inquiry into rights and

15

nary Theme the self: beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.

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 to global perspectives.

which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.

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.

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.

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.

Approximate Dates

6 April 20-June 5

2 Sept. 30 - Nov. 22

3 Nov. 25- January 17

1 August 19-September 27

5 March 2-April 17


Title Mystery Me Ancient Civilization Picture Perfect Poetry Living on the Edge We the People Energy on the Move

Central Idea Understanding body systems helps people make responsible choices for their personal health and well-being.

Ancient civilizations contribute to modern day societies’ culture and technologies.

People express themselves through poetry.

Human survival is dependent on our actions and how they relate to the continual changing nature of the earth.

Governments and citizens have roles, rights, and responsibilities.

Energy comes in many forms and can be consumed, converted and distributed.


• Understanding various systems of the human body (function) • How body systems work together (connection) • How our choices affect our physical and emotional health (responsibility)

• Characteristics of ancient civilizations (form) • People in ancient civilizations and their interactions within society. (causation - trade, geography, economics) • Ancient civilizations and their contributions (connection)

• Different forms and elements of poetry (form) • Poetry compared to other forms of writing (perspective) • Poetry as a way of expression (connection)

• Natural Components of the Earth (form)

• The has gone through many changes and continues to change. (causation)

• Human choices impact our environment and survival (responsibility)

• Different types of government systems (form) • Government rules and laws and their effects on citizens (causation) • Rights and responsibilities of government and their citizens (responsibility)

• Different forms of energy sources -renewable and nonrenewable (form)

• How energy is produced, distributed and used (function)

• Sustainable energy practices (reflection)

Key Concepts

Function, Connection, Responsibility


Form, Perspective, Connection



Form, Function, Responsibility

Related Concepts/

Topics

Body systems, respiratory, circulatory, digestive, digestive, cardiovascular, respiratory, musculoskeletal, systems, relationship, choices

Impact, innovation, Invention, trade, discovery

Poetry features, acrostic, haiku, freestyle, rhyming, meric, couplets, figurative language, syllabication, emotion, expression, connection in nature

Landforms, tectonic plate movement, layers of the earth, erosion, chemical and physical weathering, survival, extreme weather, natural disasters

Dictatorship, monarchy, democracy, communism, human rights, freedom of choice, voting, citizens

Natural resources renewable, non-renewable, distribution, production, generators, solar, nuclear, water power, responsibility

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Summative Students become a “doctor” and work in teams to analyze the condition of a patient based on a checklist of symptoms. The team explains the body system(s) involved, the possible cause of illness, and provides a possible solution on how to recover. Findings are presented to a “Medical Board” or peers and include a Q&A session.

After analyzing a timeline of ancient civilizations and concentrating on China, students show in a LucidPress presentation, their understanding of Ancient China and how this culture, its people, inventions, government, and beliefs have influenced us today.

Students create an ongoing poetry anthology and present two of their favorite pieces at a poetry cafe with an audience.

Students become a natural disaster expert and educate others on one natural disaster and the way people adapt to it. (Knowledge: science behind the natural disaster including the process and the changes caused).

Students give a persuasive speech on one type of government. Students will deliver their persuasive speech - pros of their type of government (in teams) making sure students represent roles, rights and responsibilities of that government.

Students create an energy poem (any form) that includes elements of energy - Here’s what energy is (concepts) - Here’s how it’s used (distribution) - This is our responsibility


Thinking, Self-Management, Research

Thinking, Research, Self-Management


Thinking, Communication, Research

Communication, Self-Management, Social

Thinking, Self-Management, Social

Learner Profile

Reflective, Knowledgeable, Principled

Inquirer, Thinker, Open-Minded

Risk-Taker, Open-Minded, Communicator

Knowledgeable, Inquirer, Reflective

Principled, Communicator, Reflective

Caring, Thinker, Risk-Taker

Attitudes Empathy, Commitment, Independence

Appreciation, Curiosity, Commitment

Creativity, Confidence, Appreciation

Respect, Curiosity, Empathy

Tolerance, Integrity, Respect

Commitment, Cooperation, Creativity

Literacy RW Author study: Roald Dahl WW Unit 4: The Literary Essay (writing about reading)

WW unit : Bringing History to Life (Information writing) RW unit 2: Reading the Weather, Reading the World (non-fiction reading)

WW: If...Then extra unit RW: Little Things are Big (making meaning from poems)

WW Unit 1 The Arc of a Story (realistic Fiction writing) RW Unit 1 Following Characters into Meaning (Character analyzation)

WW unit : Bringing History To Life (informational writing) RW unit : Reading the Weather, Reading the World (non-fiction writing)

WW unit : Boxes and Bullets (Persuasive writing) RW unit Reading the Weather, Reading the World

Math Module 6: Decimal Fractions.

Module 2: Unit Conversions

Module 3: Multi-Digit Multiplication and Division.

Module 1: Place Value, Rounding and Algorithms for Addition and Subtraction.

Module 5: Fraction Equivalence, Ordering, and Operations.

Module 4: Angle Measure and Plane Figures.

Major Subject Focus

Science, Social Studies Social Studies, Literacy, Music - Chinese music

Literacy, Arts, Music (re-writing music)

Science, Social Studies


Minor Subject Focus

PE, Guidance - transitions Malaysian Studies Music - singing/playing music, ancient instruments

Word Language - poetry

Music--How instruments/music has changed

Literacy World Language french spanish different

Social Studies

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PE - chinese games gap made World Language-ancient civilizations (Mandarin)

PE - landform, natural phenomenon games? Library -- Research and database

government

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HOW THE WORLD WORKS


SHARING THE PLANET








Approximate Dates

6 1 May-5 June


5 2 March-April 30

1 August 19 - Sept. 30

2 October 1 - November 15

3 November 18-January 17

Title Transitions Movers and Shakers PYP Exhibition What Have We Done? Economic Activities Matter and Energy in Ecosystems

Central Idea Developing skills and behaviors is necessary to transition successfully from one environment to another.

Geography and exploration impact human innovations and lead to development.

May Vary General Central Idea: The ways we communicate our passions, interests and ideas can lead to action.

Humans affect the earth in different ways which can alter the earth’s systems.

People’s economic decisions impact our lives.

All living and nonliving things rely on maintaining an interdependent balance of organisms within systems.


• Transitions (form)

• Physical and emotional well-being (change)

• Skills and behaviors (function)

• Place and location (form)

• Movement (causation)

• Innovations and technology advancements (change)

Decided by the students • The Earth’s Spheres (connection) • Protecting the Earth’s resources and environment (responsibility) • Water availability and distribution (function)

• Trade and its development (change) • Our responsibility as consumers and producers (responsibility) • Fair Trade (causation)

• Ways in which living and non-living things are connected in nature (connection) • Food chains and food webs (function) • Impact of human choices on ecosystems (reflection)

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Key Concepts

Form, Change, Function Form, Causation, Change Decided by the students

Connection, Responsibility, Function

Change, Responsibility, Causation

Connection, Function, Reflection

Related Concepts/

Topics

Behavior, skills, environment, mindfulness, digital citizenship, adolescence, learning preferences, emotions

Geography, migration, innovations, discoveries, explorations, trade, technology, water

Decided by the students

Water cycle, Interconnectedness, air pressure, air, spheres, condensation

Allocation, supply, demand, economy, finite, goods, human resources, consumer, producer, sustainability, supplier, manufacturer, privilege, equality

Predators, prey, sun, air, water, decomposers, environment, energy, matter, cycles, photosynthesis, producers, consumers, biotic, abiotic, interdepence

Summative Several mini-summative assessments will be administered that determine understanding in the below subject areas: - Adolescence and emotional changes - Digital Citizenship - Learning styles/preferences & organizational skills - Mindfulness/Meditation - Test-taking and Study Skills

Students create an advertisement that convinces people in other parts of the world to move to a location in an ancient civilization. Scenario “You are a real estate agent trying to convince people to move to (student choice). What are people looking for at this time? What does the place have to offer?”

There will be an assessment of each individual student’s contribution to and understanding of the exhibition. The Exhibition will consist of the entire process throughout the inquiry. Teachers and students will identify the elements of the exhibition to be assessed and establish assessment criteria for and with the students.

Throughout the unit, students will inquire into a phenomenon and this will be used for students to show their understanding of the impact humans had on the spheres. For the summative, they then create a model of earth’s spheres (geosphere, biosphere, hydrosphere and/or atmosphere) and how at least two spheres interact.

Students identify a problem related to economics/fair trade and develop a solution/plan towards a possible solution.

Several mini-summatives: Students create a model that shows one food web of a chosen ecosystem that shows movement of matter among plants animals, decomposers (at least 3 of each) within the environment. Students write a reflection on what would happen when there is a disruption of the balance within an ecosystem (removal of one plant, animal, or decomposer). Students model a chosen biome. They are then given a scenario whereby humans have caused a change to one of the populations of that biome. Students will then model the effects of the change on the biome. (They will also write an explanation/reflection.)


Self-Management, Social, Thinking

Research, Thinking, Communication

Decided by the students Thinking, Communication, Research

Self-Management, Thinking, Research


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Learner Profile

Reflective, Balanced, Open-Minded

Knowledgeable, Inquirer, Communicator


Knowledgeable, Caring, Reflective

Caring, Reflective, Balanced

Reflective, Open-Minded, Principled

Attitudes Independence, Confidence, Commitment

Appreciation, Curiosity, Creativity


Appreciation, Respect, Cooperation

Empathy, Appreciation, Integrity

Empathy, Curiosity, Commitment

Literacy Writing historical fiction. Historical fiction book clubs.

Writing argument essays. Writing poetry. Argument and Advocacy (reading argument essays) Historical fiction book clubs.

Persuasive writing/argument essays Argument and Advocacy (reading argument essays) Historical fiction book clubs.

Realistic fiction writing Realistic fiction book clubs

Realistic fiction writing. Informational writing Nonfiction reading. Book clubs

Writing fantasy fiction RF book clubs

Math Module 6: Problem Solving with the Coordinate Plane

Module 4: Multiplication and Division of fractions and Decimals

Module 5: Addition and Multiplication with Volume and Area Module 6: Problem Solving with the Coordinate Plane

Module 1: Place Value Module 2: Multi-digit Multiplication and division

Module 2: Multi-digit Multiplication and division

Module 3: Addition and Subtraction in Fractions Module 4: Multiplication and Division of fractions and Decimals

Major Subject Focus

Social Studies, Guidance, PSPE (health, social/emotional)

Social Studies, IT/IL

Varies

Science, IT/IL


Minor Subject Focus

IT/IL Music, Art

Varies PE Math, IT Art- Fair trade logos... Music -- responsibility as consumers (do artists get money if music is played on youtube) Malaysian Studies - natural resources, palm oil plantations and fair trade. Banana Plantations, products made in Malaysia WL Vocabulary related with food/ culture.

Music (music and impact on human choices and saving nature) World Language animal culture animals chains

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p ro g ra mme o f i n q u i ry, 2 0 1 9 -2 0 2 0 · m’ k i s g ra d e 4 p y p un i t s o f i n q...

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