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Developing a transdisciplinary programme of inquiry
Primary Years Programme
Developing a transdisciplinary programme of inquiry
Primary Years Programme
PYP91Printed in the United Kingdom by Antony Rowe Ltd, Chippenham, Wiltshire
Published January 2008
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Primary Years ProgrammeDeveloping a transdisciplinary programme of inquiry
© International Baccalaureate Organization 2007
IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
IB learner profileThe aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.
IB learners strive to be:
Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
Principled They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
Open-minded They 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.
Caring They 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.
Risk-takers They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
Balanced They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.
Developing a transdisciplinary programme of inquiry
Guidelines for developing a school’s programme of inquiry 1
Introduction 1
What does a programme of inquiry include? 3
Developing a programme of inquiry for the first time 6
Connections with the subject-specific scope and sequences 7
Refining a programme of inquiry 8
Teaching using the programme of inquiry 8
Evaluating a programme of inquiry 10
Resources 11
Samples 13
Introduction 13
Sample programme of inquiry 14
Sample planners 18
Sample planner A (3–5 years) 19
Sample planner B (5–7 years) 23
Sample planner C (5–7 years) 27
Sample planner D (7–9 years) 31
Sample planner E (9–12 years) 35
Contents
Developing a transdisciplinary programme of inquiry 1
IntroductionThis document aims to give guidance to schools developing a new transdisciplinary programme of inquiry, or revising an existing one.
The curriculum in a Primary Years Programme (PYP) school includes all student activities, academic and non-academic, for which the school takes responsibility. The curriculum is expressed as three interrelated components: the written, the taught and the assessed curriculums. All have an impact on student learning. At the heart of the curriculum is the learner constructing meaning.
Each school is required to document its written curriculum as specified in the IB Programme standards and practices (2005).
A comprehensive, coherent, written curriculum based on the requirements of the programme and developed by the school is available to all sections of the school community.
Programme standards and practices: Standard C1 (IB 2005)
The written curriculum identifies what is worth knowing for students. When developing the written curriculum in their schools, teachers and administrators need to consider the transdisciplinary themes and the subject-specific knowledge, concepts and skills.
The knowledge component of the written curriculum is determined by the belief that there are areas of knowledge that, while important for any student, are especially significant in schools that aim to promote international-mindedness on the part of their students.
The work of Ernest Boyer (Boyer 1995) has been seminal to the development of the PYP. Boyer proposed that students explore a set of themes that represents shared human experiences. He referred to these as “core commonalities”. Debate and discussion, representing multiple perspectives, about this idea of human commonalities have led to the selection of six transdisciplinary themes (see figure 1) that are considered essential in the context of a programme of international education. These themes:
• haveglobalsignificance—forallstudentsinallcultures
• offerstudentstheopportunitytoexplorethecommonalitiesofhumanexperience
• aresupportedbyknowledge,conceptsandskillsfromthetraditionalsubjectareasbututilizetheminways that transcend the confines of these subjects, thereby contributing to a transdisciplinary model of teaching and learning
• willberevisitedthroughoutthestudents’yearsofschooling,sothattheendresultisimmersioninbroad-ranging, in-depth, articulated curriculum content
• contributetothecommongroundthatunifiesthecurriculumsinallPYPschools.
Guidelines for developing a school’s programme of inquiry
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry2
PYP transdisciplinary themes
Who we are
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.
Where we are in place and time
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 and global perspectives.
How we express ourselves
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.
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.
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.
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.
Figure 1
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry 3
The PYP practice under standard C1 requires that:
There is a coherent, articulated programme of inquiry.
Programme standards and practices: Practice C1.16 (IB 2005)
Students inquire into, and learn about, globally significant issues in the context of units of inquiry, each of which addresses a central idea relevant to a particular transdisciplinary theme. Lines of inquiry are identified in order to explore the scope of the central idea for each unit. These units collectively constitute the school’s programme of inquiry. One sample of a transdisciplinary programme of inquiry is included in this publication.
What does a programme of inquiry include?The PYP practices under standard C1 require that:
The curriculum includes the required number of units per year.
Programme standards and practices: Practice C1.21 (IB 2005)
The programme of inquiry allows for the balanced inclusion of subject areas.
Programme standards and practices: Practice C1.18 (IB 2005)
Schools should be mindful of the fact that the transdisciplinary programme of inquiry is not merely a novel way of repackaging subject-specific content. Rather, it is a way of students using a range of subject-specific knowledge, concepts and skills in order to develop a deeper understanding of the transdisciplinary themes.
Transdisciplinary themesThe programme of inquiry is a matrix made up of the six transdisciplinary themes running vertically, and the age groups running horizontally. Organizing the curriculum around the six transdisciplinary themes contextualizes the learning for the students. It enables them to experience a balance of subject-specific knowledge, concepts and skills in order to develop an understanding of the transdisciplinary themes (see figure 1).
Each transdisciplinary theme is accompanied by an extended description that explains what students will be inquiring into under this theme. This description should be referred to continually to ensure the relevance of the central ideas beneath it. It should be used as a tool to ensure the balance of the units of inquiry under each theme, rather than as a checklist.
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry4
Units of inquiryIn each of the cells of the matrix, a unit of inquiry is documented that is age appropriate. Each unit of inquiry on the programme of inquiry should consist of a central idea, transdisciplinary concepts (key and/or related concepts) and lines of inquiry, as described in figure 2.
Example of a unit on a programme of inquiry
Age: 10–11
An inquiry into:
How we express ourselves
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.
Central idea
Rituals, traditions and artifacts provide a window into the beliefs and values of cultures.
Key concepts:
• Function
• Perspective
• Reflection
Related concepts:
• Beliefs
• Diversity
Lines of inquiry
• Whatconstitutesaculture
• Significanceofritualsandtraditions
• Howartifactssymbolizebeliefsandvalues
Figure 2
Central ideaEach of the units of inquiry has a central idea. The central idea should be written in one sentence that expresses concisely an enduring understanding. Each central idea will support students’ understanding of the particular transdisciplinary theme it is connected to, and should challenge and extend students’ prior knowledge.
Clear links between the transdisciplinary theme, the central idea and the associated lines of inquiry need to be established and articulated. The summative assessment tasks (documented in the PYP planner that accompanies the unit of inquiry) should also be articulated with the central idea: if there is no effective way in which students can demonstrate their understanding of the central idea, the central idea will need to be revised until such assessment is possible.
Development of central ideas requires time, careful thought and collaboration with staff. At times, students will also be involved. The central idea should be engaging, relevant, challenging and significant, and written as a concise statement. The central idea should be compelling to learners of all abilities. Learners of various abilities and ages can study a well-formulated central idea to differing depths.
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry 5
Central ideas do not have to be worded in a complex way, nor do they have to be written in language appropriate to the age of the students. Words that students may not have come across before, but are essential to the understanding of the central idea, should be included. This means that the central idea may need to be “unpacked” by the teachers or students and discussed in language that the students can understand. By the end of a unit of inquiry, it is reasonable to expect students to be articulate about the central idea and to demonstrate their understanding in their own words.
At the planning stage, it may hinder the development of the unit of inquiry to spend time trying to come up with a “catchy” title in addition to the central idea. For this reason, the PYP sample programme of inquiry does not contain titles. However, in the context of a school it may be convenient for teachers or students to add titles at a later stage in order to facilitate discussion about the units of inquiry.
ConceptsA school’s programme of inquiry should demonstrate the opportunity for deeper exploration of all eight PYP key concepts.
The central idea should be designed to promote conceptual development. The concepts are identified early in the process and embedded into the central idea to help the students to develop their conceptual understanding and to extend their critical thinking capacity. Listing the concepts (key concepts and related concepts) on the programme of inquiry will help to focus the direction of the units. No more than three of the key concepts should be selected to focus on in a unit of inquiry.
Related concepts derived from the key concepts and from the subject areas can also be listed. They deepen an understanding of the subject areas while providing further opportunities to make connections throughout the learning, from one subject to another, and between disciplinary and transdisciplinary learning.
Lines of inquiryEach unit will contain three or four lines of inquiry. The lines of inquiry clarify the central idea and define the scope of the inquiry. These contributing aspects of the central idea extend the inquiry, focus student research, and deepen students’ understanding. Connections should be made, as appropriate, between the lines of inquiry as well as with the central idea.
Number of units of inquiry in the matrixThere could be as many as 54 units in a programme of inquiry if schools have students aged from 3 to 12 years old. However, as students aged 3–5 years only have to complete a minimum of four units and students in their final year will replace one unit of inquiry with the exhibition, schools will generally have fewer units in the matrix.
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry6
Developing a programme of inquiry for the first timeThe PYP practice under standard C1 requires that:
The programme of inquiry and corresponding unit planners are the product of sustained collaborative work involving all the appropriate staff.
Programme standards and practices: Practice C1.17 (IB 2005)
The task of developing a programme of inquiry is one the whole staff, including classroom teachers and single-subject teachers, takes responsibility for. It represents a sustained collaborative process involving all the appropriate PYP staff, full-time or part-time, to the fullest possible extent.
It is the role and responsibility of the PYP coordinator to facilitate the process in a manner that he or she believes will work best for the staff. This may involve a series of small-group meetings and/or whole-staff meetings. Examples of how the process could work include the following.
• Acoregroupofteachersdevelopsaskeletonprogrammeofinquirythatisthensharedandfullydeveloped with the rest of the staff.
• Groupsofteachersdevelopunits,eitherbyagerangeorundereachofthetransdisciplinarythemes.The whole staff then reviews the programme of inquiry to consider areas of redundancy or omissions.
• Anational,regionalorstatecurriculummayrequirethatcertaincontentbeincludedinaschool’sprogramme of inquiry. The staff works to consider how this predetermined content might help to promote an understanding of the transdisciplinary themes.
• Thewholestaffworkstogetherallthewaythroughtheprocesstodevelopthecompleteprogrammeof inquiry.
Schools should be aware that whatever method is selected for the development of a programme of inquiry, the process is a lengthy one, requiring many hours of collaboration and discussion. After a programme of inquiry has been developed, there will be many further refinements.
All PYP teaching staff, whether full-time or part-time, classroom teacher or single-subject teacher, then have the responsibility to develop accompanying planners that correspond to the units on the programme of inquiry.
When a school begins the process of developing a programme of inquiry, it should use any current curriculum documents already in the school and the IB sample programme of inquiry as a starting point. Any national, local or regional requirements will guide the units of inquiry that a school chooses to develop and include in its programme of inquiry.
Providing high-quality resources for a new programme of inquiry may be expensive and time consuming. The resources available in a school (artifacts, audio-visual materials, books, people, places and technology) should all be carefully considered when a school develops a programme of inquiry in order to make the best use of the resources it already has. Additionally, consideration should be given to the resources available in the local community in order to provide a meaningful context for inquiry.
It is sometimes necessary to translate the programme of inquiry for those in the school community who need to understand the central ideas in a different language. This must be undertaken very carefully so that the concepts embedded in each central idea are not lost in the translation. For dual language schools that have to communicate the programme of inquiry to the school community in two languages, it is of particular importance to ensure consistency of conceptual understanding across both languages of instruction.
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry 7
Connections with the subject-specific scope and sequencesThe PYP practice under standard C1 requires that:
There is a systematic approach to integrating the subject-specific scope and sequences with the programme of inquiry, where such integration clearly enhances student learning.
Programme standards and practices: Practice C1.24 (IB 2005)
The school’s programme of inquiry and subject-specific scope and sequence documents are important components of the written curriculum.
The importance of the traditional subject areas is acknowledged. Indeed, the subject areas of language, mathematics, science, social studies, arts, and personal, social and physical education (PSPE) are specified as components of the PYP curriculum model. However, it is also recognized that educating students in a set of isolated subject areas, while necessary, is not sufficient. Of equal importance is the need to acquire skills in context, and to explore content that is relevant to students and that transcends the boundaries of the traditional subjects.
To be truly educated, a student must also make connections across the disciplines, discover ways to integrate the separate subjects, and ultimately relate what they learn to life.
(Boyer 1995)
When planning a programme of inquiry, schools should be aware that all significant science and social studies teaching should take place within the programme of inquiry. PSE is pervasive across the curriculum and is the responsibility of all teachers. It therefore needs to be considered in all areas of the curriculum and not just in the transdisciplinary programme of inquiry.
Moreover, knowledge, concepts and skills from any of the other subject areas (language, mathematics, PE and arts) should be included in the programme of inquiry whenever there is an authentic connection to the students’ learning and understanding of the transdisciplinary theme.
The scope and sequence documents represent the planned learning within the subject areas. They inform the order of the units of inquiry and the teaching of any further knowledge, concepts and skills within each grade or year level. Depending on the circumstances of the individual school, these scope and sequence documents may be developed entirely by the school, they may be required content as specified by national, state or regional governing agencies or they may represent a combination of these things.
There should be a process of mapping the scope and sequence documents (whether they are mandated by the state, region or nation or developed by the school) with the programme of inquiry. This cross-referencing should continue between the documents throughout the ongoing development of the programme of inquiry. The scope and sequence documents should also be cross-referenced with each other as well as with the programme of inquiry.
The subject-specific strand descriptors in the annex of Making the PYP happen: A curriculum framework for international primary education (2007) and the PYP subject-specific scope and sequence documents may be used as a tool to ensure that the balance of subject-specific knowledge and skills is purposefully acknowledged.
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry8
Refining a programme of inquiryThe PYP practice under standard C1 requires that:
There is a carefully considered balance between disciplinary and transdisciplinary planning and teaching.
Programme standards and practices: Practice C1.25 (IB 2005)
The development of the school’s programme of inquiry and the accompanying scope and sequence documents will differ in each setting due to the nature of the school and any locally or regionally determined subject requirements. The transdisciplinary themes provide the basis for much discussion and interpretation within a school, and allow for both local and global perspectives to be explored in the units. Consequently, it would be inappropriate for the PYP to attempt to produce a definitive programme of inquiry to be used by all schools. However, a sample programme of inquiry is included in this publication for schools to use and adapt as they wish.
The PYP philosophy and practices have more of an impact on a school’s culture when the individuals in the school work collaboratively to develop a transdisciplinary programme of inquiry designed to meet the school’s needs and predetermined requirements. Schools should explore the possibilities for links between the units taught at each year level, and also across the different age ranges, so that the programme of inquiry is articulated both vertically and horizontally.
The units of inquiry that are chosen and developed should illuminate the transdisciplinary theme under which they are placed. A central idea may quite reasonably be suitable for more than one transdisciplinary theme. The lines of inquiry will help to identify and clarify the direction the unit will take and, consequently, make the choice of transdisciplinary theme clearer. The concepts that drive the inquiry will also match the appropriate transdisciplinary theme for each grade or year level.
When schools have completed their first draft of a programme of inquiry, they should spend some time evaluating how successful it will be. They should check for breadth and balance both vertically (down each transdisciplinary theme) and horizontally (across the year or grade level). This will ensure that a balance of subject-specific knowledge, concepts and skills has been included in the programme of inquiry, allowing the learner to build conceptual understanding and explore the essence of the transdisciplinary theme (see figure 3).
Teaching using the programme of inquiryThe PYP practice under standard C1 requires that:
Adequate time is allocated for each unit of inquiry to allow for extensive in-depth inquiry, according to the requirements of the programme.
Programme standards and practices: Practice C1.20 (IB 2005)
All teachers, including single-subject teachers whenever appropriate, have a responsibility for developing planners to accompany the units of inquiry documented on the programme of inquiry. A selection of sample planners is included in this publication for schools to use and adapt as they wish.
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry 9
The central ideas outline the concepts and knowledge that will be documented on the planners. It is then the responsibility of the teachers in the school to outline the learning experiences and assessments they feel will allow students to come to an understanding of the central idea. Summative assessment tasks and the evidence of achievement that students will need to produce also need to be documented on the accompanying planners. Schools should bear this in mind when developing central ideas.
Teachers of 3–5 year olds (early childhood) must plan and teach a minimum of four units of inquiry, which include a unit under the transdisciplinary theme “Who we are”, and another under the theme “How we express ourselves”. These two themes, in particular, are considered fundamentally relevant to all young students.
Refining a programme of inquiry
Age Theme Theme Theme Theme Theme Theme
3–4
4–5
5–6
6–7
7–8
8–9
9–10
10–11
11–12
Ensure balance throughout the entire programme of inquiry by:
• cross-referencingbetweenunitsandyearlevelstocheckforrepetitionsand omissions
• mappingwithsubject-specificscopeandsequencedocuments.
Figure 3
Look for a balance of all essential elements across the units of inquiry at each year level—horizontal alignment
Look for clear age-appropriate progression under each theme, and check for repetitions or omissions—vertical alignment
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry10
In the early childhood years, a substantial degree of flexibility is offered in terms of the length of the required four units of inquiry. Due to the nature of development and learning during early childhood (3–5 years), it is acknowledged that some units may be year-long and, consequently, more than one unit may be addressed at the same time. The same degree of flexibility regarding the length of the units for 3–5 year olds is considered appropriate for 5–6 year olds. However, for students aged 5 years and older, all six transdisciplinary themes need to be addressed during the year. This flexibility is outlined in Making the PYP happen: A curriculum framework for international primary education (2007).
Teaching and learning, whenever possible and appropriate, should be within the school’s programme of inquiry. However, there are occasions when this is not practical. During these times, teachers may use a number of the following models to teach subject-specific knowledge, concepts and skills.
• Independentinquiry: There are times when teachers will teach subject-specific knowledge, concepts and skills independently using purposeful inquiry. At such times, teachers should structure the teaching and learning through the use of the IB learner profile, the transdisciplinary themes, and the central ideas. They may make use of the PYP planner to structure their planning for this type of independent inquiry. Teachers should still ensure that authentic connections are made while maintaining the integrity and essential character of the subject area.
• Preparingfororfollowingonfromaunitwithintheprogrammeofinquiry: The direct teaching of subject-specific knowledge, concepts and skills in a unit of inquiry may not always be feasible but, where appropriate, introductory or follow-up learning experiences may be useful to help students make connections between the different aspects of the curriculum. Teachers plan and teach learning experiences that prepare the students to participate in a unit of inquiry. Following on from a unit, students may demonstrate their understanding of the central idea in a subject-specific activity.
• Skills-basedteaching: This refers to the teaching of subject-specific skills not directly related to a unit of inquiry but required for the development of the students’ understanding. If undertaking a skills-based lesson outside the programme of inquiry, teachers should still recognize that the same philosophy and pedagogy must underpin their planning and teaching.
Evaluating a programme of inquiryThe PYP practice under standard C1 requires that:
There is a system for regular review and refinement of individual units of inquiry and the programme of inquiry.
Programme standards and practices: Practice C1.19 (IB 2005)
Schools should review and refine their programme of inquiry and scope and sequence documents regularly. As they continue to develop and refine their programme of inquiry, there should be continual cross-referencing with the scope and sequence documents.
Many schools choose to have a large printout of their programme of inquiry in a communal area that allows teachers (and often parents and students) to make comments about the units of inquiry and the overall programme of inquiry. The reflection on the relative success of the units of inquiry and the integration of the units throughout the programme of inquiry are important aspects of evaluating how well the programme of inquiry is working.
Guidelines for developing a school’s programme of inquiry
Developing a transdisciplinary programme of inquiry 11
After teachers have spent some time teaching the programme of inquiry, there are likely to be changes that they wish to make to the units of inquiry. The school should determine the process they wish to use for incorporating these changes. For example, in some schools a request to change the units of inquiry is made at the end of the year and the whole staff reviews the requests in order to identify any possible redundancies or omissions in the school’s programme of inquiry.
It is a useful habit to revisit regularly the theme descriptions under the transdisciplinary theme as a prompt for expanding the scope of the central idea and making it more substantial.
ResourcesBoyer, EL. 1995. The Basic School. A Community for Learning. The Carnegie Foundation for the Advancement of Teaching. 0-931050-48-0.
Bredekamp, S. and Copple, C (editors). 1997. Developmentally Appropriate Practice in Early Childhood Programs. National Association for the Education of Young Children. 0-935989-79-X.
Erickson, HL. 2002. Concept-based Curriculum and Instruction. Teaching Beyond the Facts. Corwin Press. 0-761946-40-3.
Erickson, HL. 2001. Stirring the Head, Heart, and Soul. Redefining Curriculum and Instruction. Corwin Press. 0-803968-84-1.
Tomlinson, CA. 2005. How to Differentiate Instruction in Mixed Ability Classrooms. Prentice-Hall. 0-131195-00-X.
Wells Lindfor, J. 1999. Children’s Inquiry: Using Language to Make Sense of the World. Teachers College Press. 0-8077-3836-0.
Wiggins, G and McTighe, J. 1998. Understanding by Design. Association for Supervision and Curriculum Development. 0-87120-313-8.
Developing a transdisciplinary programme of inquiry 13
IntroductionThis sample programme of inquiry, together with the accompanying sample planners, provides a starting point for schools when developing their own programmes of inquiry.
Schools are required to address the transdisciplinary themes, maintain both a vertical and horizontal balance, and be able to defend the rationale for the inclusion of units in their programme of inquiry. The specific units of inquiry in this sample programme of inquiry are not mandated and schools are free to make use of them in any way that suits their particular needs. It is highly unlikely that this sample programme of inquiry will fully meet the needs of any individual school. For many reasons, including availability of resources, some units in the sample may not be appropriate for some schools.
A school’s programme of inquiry should include all the in-depth, sustained science and social studies taught in the school. Every effort has been made to include a balance of these subject areas throughout the sample programme of inquiry. In addition, the sample programme of inquiry provides the opportunity for students to learn through language, mathematics, the arts and PSPE, as they engage with units that enable them to make sense of the world.
The PYP scope and sequence documents in science, social studies and PSE are formulated to articulate directly with the sample programme of inquiry and to highlight how these subjects are included in the units.
Please refer to the section “Guidelines for developing a school’s programme of inquiry” for information and guidance regarding:
• transdisciplinarythemes
• centralideas
• keyandrelatedconcepts
• linesofinquiry
• roleofthesubjectareas
• requirednumberofunitsperyearlevel.
Further information on all of these aspects of a programme of inquiry can be found in Making the PYP happen: A curriculum framework for international primary education (2007).
We have attempted to make this sample programme of inquiry as balanced, complete and user-friendly as possible. We would appreciate your feedback on the sample. We also invite schools to continue to send programmes of inquiry to the IB office in Cardiff.
Samples
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re, c
ultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays
in w
hich
we
refle
ct o
n, e
xten
d an
d en
joy
our c
reat
ivity
; our
app
reci
atio
n of
the
aest
hetic
.
An
inqu
iry in
to th
e na
tura
l wor
ld a
nd it
s la
ws;
the
inte
ract
ion
betw
een
the
natu
ral
wor
ld (p
hysi
cal a
nd b
iolo
gica
l) an
d hu
man
so
ciet
ies;
how
hum
ans
use
thei
r un
ders
tand
ing
of s
cien
tific
prin
cipl
es; t
he
impa
ct o
f sci
entif
ic a
nd te
chno
logi
cal
adva
nces
on
soci
ety
and
on th
e en
viro
nmen
t.
An
inqu
iry in
to th
e in
terc
onne
cted
ness
of
hum
an-m
ade
syst
ems
and
com
mun
ities
; th
e st
ruct
ure
and
func
tion
of o
rgan
izat
ions
; so
ciet
al d
ecis
ion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd
and
the
envi
ronm
ent.
An
inqu
iry in
to ri
ghts
and
resp
onsi
bilit
ies
in
the
stru
ggle
to s
hare
fini
te re
sour
ces
with
ot
her p
eopl
e an
d w
ith o
ther
livi
ng th
ings
; co
mm
uniti
es a
nd th
e re
latio
nshi
ps w
ithin
an
d be
twee
n th
em; a
cces
s to
equ
al
oppo
rtuni
ties;
pea
ce a
nd c
onfli
ct
reso
lutio
n.
3–4
Cen
tral
idea
In
crea
sing
aw
aren
ess
of o
ur p
erso
nal
char
acte
ristic
s an
d ab
ilitie
s, a
nd th
ose
of
othe
rs, a
llow
s ou
r sel
f-ide
ntity
to d
evel
op.
Key
con
cept
s: fo
rm, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: id
entit
y, re
latio
nshi
ps
Line
s of
inqu
iry
• P
hysi
cal,
soci
al a
nd e
mot
iona
l ch
arac
teris
tics
• M
y ro
le w
ithin
my
fam
ily
• R
ecog
nizi
ng s
imila
ritie
s an
d di
ffere
nces
bet
wee
n m
ysel
f and
oth
ers
Cen
tral
idea
D
ocum
entin
g pe
rson
al h
isto
ries
allo
ws
us to
re
flect
on
and
cele
brat
e w
ho w
e ar
e an
d w
here
we’
ve c
ome
from
.
Key
con
cept
s: c
ausa
tion,
cha
nge
Rel
ated
con
cept
s: d
evel
opm
ent (
grow
th),
fam
ily
Line
s of
inqu
iry
• W
ays
of d
ocum
entin
g pe
rson
al h
isto
ry
• P
erso
nal c
hang
e fro
m b
irth
to p
rese
nt:
self
and
fam
ily
• R
efle
ctin
g on
pas
t exp
erie
nce
Cen
tral
idea
* W
e us
e pl
ay to
exp
ress
our
feel
ings
and
id
eas
and
in o
rder
to c
ome
to n
ew
unde
rsta
ndin
gs.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n,
pers
pect
ive
Rel
ated
con
cept
s: b
elie
fs, r
epre
sent
atio
n
Line
s of
inqu
iry
• C
omm
unic
atin
g th
roug
h pl
ay
• Im
agin
ativ
e us
e of
eve
ryda
y m
ater
ials
•
Gam
es a
nd to
ys
Cen
tral
idea
O
ur a
ctiv
ity is
usu
ally
con
nect
ed to
the
Ear
th’s
nat
ural
cyc
les.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: c
ycle
s, in
tera
ctio
n
Line
s of
inqu
iry
• N
ight
and
day
cyc
les
(dar
k an
d lig
ht)
• S
easo
nal c
hang
es
• H
ealth
and
saf
ety
as re
late
d to
clim
ate
and
seas
onal
cha
nges
Cen
tral
idea
C
omm
uniti
es fu
nctio
n m
ore
effe
ctiv
ely
whe
n ru
les
and
rout
ines
are
sha
red
with
all
mem
bers
.
Key
con
cept
s: c
ausa
tion,
resp
onsi
bilit
y,
refle
ctio
n
Rel
ated
con
cept
s: c
omm
unity
, sys
tem
Li
nes
of in
quiry
•
Var
ious
com
mun
ities
we
belo
ng to
•
Pur
pose
of r
ules
and
rout
ines
•
Rea
chin
g ag
reem
ent
Cen
tral
idea
Li
ving
thin
gs h
ave
certa
in re
quire
men
ts in
or
der t
o gr
ow a
nd s
tay
heal
thy.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: c
lass
ifica
tion,
livi
ng
and
non-
livin
g
Line
s of
inqu
iry
• C
hara
cter
istic
s of
livi
ng th
ings
•
Our
nee
ds a
nd th
e ne
eds
of o
ther
liv
ing
thin
gs
• O
ur re
spon
sibi
lity
for t
he w
ell-b
eing
of
othe
r liv
ing
thin
gs
4–5
Cen
tral
idea
Fr
iend
ship
s en
rich
our l
ives
and
requ
ire
nurtu
ring
in o
rder
to d
evel
op.
Key
con
cept
s: c
ausa
tion,
resp
onsi
bilit
y
Rel
ated
con
cept
s: c
onfli
ct o
r coo
pera
tion,
in
terd
epen
denc
e
Line
s of
inqu
iry
• H
ow fr
iend
s ar
e m
ade
and
kept
•
Why
frie
nds
are
need
ed
• C
hara
cter
istic
s th
at d
evel
op h
ealth
y fri
ends
hips
Cen
tral
idea
Jo
urne
ys c
reat
e ch
ange
and
can
lead
to n
ew
oppo
rtuni
ties.
Key
con
cept
s: c
ausa
tion,
cha
nge
Rel
ated
con
cept
: cho
ice
Line
s of
inqu
iry
• Ty
pes
of jo
urne
ys p
eopl
e m
ake
• C
hoic
es a
nd d
ecis
ions
invo
lved
in
mak
ing
a jo
urne
y •
Cha
nges
exp
erie
nced
bec
ause
of a
jo
urne
y
Cen
tral
idea
S
torie
s in
form
and
pro
voke
us,
and
giv
e us
pl
easu
re.
Key
con
cept
s: c
onne
ctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
: com
mun
icat
ion
Line
s of
inqu
iry
• W
hat a
sto
ry is
•
Wha
t sto
ries
conv
ey
• H
ow s
torie
s ar
e cr
eate
d an
d sh
ared
•
Feel
ings
and
em
otio
ns th
at s
torie
s ev
oke
Cen
tral
idea
U
nder
stan
ding
the
way
mat
eria
ls b
ehav
e an
d in
tera
ct d
eter
min
es h
ow p
eopl
e us
e th
em.
Key
con
cept
s: fu
nctio
n, c
hang
e
Rel
ated
con
cept
s: b
ehav
iour
, pre
dict
ion
Line
s of
inqu
iry
• B
ehav
iour
and
use
s of
mat
eria
ls
• C
hang
ing
prop
ertie
s of
mat
eria
ls
• M
anip
ulat
ion
of m
ater
ials
for s
peci
fic
purp
oses
Cen
tral
idea
P
eopl
e us
e a
varie
ty o
f ski
lls a
nd s
trate
gies
th
at c
ontri
bute
to th
eir r
ole
in a
com
mun
ity
of le
arne
rs.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: c
itize
nshi
p,
inde
pend
ence
Line
s of
inqu
iry
• B
eing
par
t of a
com
mun
ity o
f lea
rner
s •
Ski
lls, s
trate
gies
and
atti
tude
s
• M
akin
g co
ntrib
utio
ns to
a c
omm
unity
Cen
tral
idea
P
lant
s ar
e a
life-
sust
aini
ng re
sour
ce fo
r us
and
for o
ther
livi
ng th
ings
.
Key
con
cept
s: fo
rm, c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: in
terd
epen
denc
e,
syst
ems
Line
s of
inqu
iry
• W
hat p
lant
s pr
ovid
e fo
r us
and
for
othe
r liv
ing
thin
gs
• Th
e st
ruct
ure
of a
pla
nt
• C
arin
g fo
r pla
nt li
fe
5–6
Cen
tral
idea
* M
akin
g ba
lanc
ed c
hoic
es a
bout
dai
ly
rout
ines
ena
bles
us
to h
ave
a he
alth
y lif
esty
le.
Key
con
cept
s: fu
nctio
n, c
ausa
tion,
re
flect
ion
Rel
ated
con
cept
s: b
alan
ce, w
ell-b
eing
Line
s of
inqu
iry
• D
aily
hab
its a
nd ro
utin
es (h
ygie
ne,
slee
p, p
lay,
eat
ing)
•
Bal
ance
d ch
oice
s •
Con
sequ
ence
s of
cho
ices
Cen
tral
idea
C
omm
uniti
es a
re e
nric
hed
by th
eir m
embe
rs
and
the
diffe
rent
per
spec
tives
they
brin
g.
Key
con
cept
s: c
hang
e, p
ersp
ectiv
e
Rel
ated
con
cept
s: c
ontin
uity
, div
ersi
ty
Line
s of
inqu
iry
• W
hat a
com
mun
ity is
•
Peo
ple
with
in a
com
mun
ity
• Th
e pe
rson
al s
torie
s of
com
mun
ity
mem
bers
Cen
tral
idea
P
eopl
e re
cogn
ize
impo
rtant
eve
nts
thro
ugh
cele
brat
ions
and
trad
ition
s.
Key
con
cept
s: fo
rm, p
ersp
ectiv
e
Rel
ated
con
cept
s: b
elie
fs, c
ultu
re, v
alue
s Li
nes
of in
quiry
•
Wha
t tra
ditio
ns a
re
• H
ow a
nd w
hy p
eopl
e ce
lebr
ate
• S
imila
ritie
s an
d di
ffere
nces
bet
wee
n va
rious
cel
ebra
tions
Cen
tral
idea
A
ll liv
ing
thin
gs g
o th
roug
h a
proc
ess
of
chan
ge.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: c
ycle
s, tr
ansf
orm
atio
n Li
nes
of in
quiry
•
Life
cyc
les
• H
ow li
ving
thin
gs c
hang
e ov
er th
eir l
ife
time
• D
evel
opm
enta
l sta
ges
of v
ario
us li
ving
th
ings
Cen
tral
idea
Tr
ansp
orta
tion
syst
ems
are
dire
ctly
rela
ted
to th
e ne
eds
of a
com
mun
ity.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n
Rel
ated
con
cept
s: s
yste
ms
Line
s of
inqu
iry
• S
peci
fic p
urpo
ses
of d
iffer
ent
trans
porta
tion
syst
ems
• Fa
ctor
s th
at a
ffect
the
kind
s of
sy
stem
s th
at c
an b
e de
velo
ped
• R
elat
ions
hip
betw
een
trans
porta
tion
syst
ems
and
the
envi
ronm
ent
Cen
tral
idea
P
eopl
e in
tera
ct w
ith, u
se a
nd v
alue
the
natu
ral e
nviro
nmen
t in
diffe
rent
way
s.
Key
con
cept
s: c
ausa
tion,
resp
onsi
bilit
y,
refle
ctio
n
Rel
ated
con
cept
s: c
onse
rvat
ion,
in
terd
epen
denc
e, o
rder
Li
nes
of in
quiry
•
Loca
l nat
ural
env
ironm
ent
• H
uman
use
of t
he lo
cal e
nviro
nmen
t •
Act
ions
that
ben
efit
or h
arm
the
loca
l en
viro
nmen
t
Dev
elop
ing
a tr
ansd
isci
plin
ary
prog
ram
me
of in
quiry
Sam
ple
prog
ram
me
of in
quiry
Ag
e An
inqu
iry in
to:
Who
we
are
An in
quiry
into
:
Whe
re w
e ar
e in
pla
ce a
nd ti
me
An in
quiry
into
:
How
we
expr
ess
ours
elve
s
An in
quiry
into
:
How
the
wor
ld w
orks
An in
quiry
into
:
How
we
orga
nize
our
selv
es
An in
quiry
into
:
Shar
ing
the
plan
et
6–7
Cen
tral
idea
H
omes
refle
ct p
erso
nal i
dent
ity a
nd lo
cal
cultu
re.
Key
con
cept
s: fo
rm, c
onne
ctio
n,
pers
pect
ive
Rel
ated
con
cept
s: c
reat
ivity
, div
ersi
ty
Line
s of
inqu
iry
• Th
e co
ncep
t of h
ome
• D
iffer
ent t
ypes
of h
omes
•
Circ
umst
ance
s th
at d
eter
min
e w
here
pe
ople
live
Cen
tral
idea
P
ublic
are
as s
treng
then
com
mun
ities
and
pr
ovid
e pe
ople
with
opp
ortu
nitie
s to
con
nect
.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n
Rel
ated
con
cept
s: c
oope
ratio
n, o
wne
rshi
p
Line
s of
inqu
iry
• D
iffer
ent p
ublic
are
as a
nd th
eir f
unct
ions
•
How
pub
lic a
reas
dev
elop
•
How
thes
e pl
aces
diff
er fr
om o
ur h
omes
Cen
tral
idea
Im
agin
atio
n is
a p
ower
ful t
ool f
or e
xten
ding
ou
r abi
lity
to th
ink,
cre
ate
and
expr
ess
ours
elve
s.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
flect
ion
Rel
ated
con
cept
s: e
mpa
thy,
inve
ntio
n,
trans
form
atio
n
Line
s of
inqu
iry
• H
ow w
e de
mon
stra
te a
nd e
njoy
our
im
agin
atio
n •
How
our
imag
inat
ion
help
s us
to
cons
ider
oth
er p
ersp
ectiv
es
• H
ow im
agin
atio
n he
lps
us to
sol
ve
prob
lem
s •
The
valu
e of
imag
inat
ion
Cen
tral
idea
U
nder
stan
ding
the
prop
ertie
s of
air
allo
ws
peop
le to
mak
e pr
actic
al a
pplic
atio
ns.
Key
con
cept
s: fu
nctio
n, c
ausa
tion
Rel
ated
con
cept
s: fo
rce,
ene
rgy
Line
s of
inqu
iry
• Th
e ev
iden
ce o
f the
exi
sten
ce o
f air
• W
hat a
ir ca
n do
and
how
we
use
it •
The
rela
tions
hip
betw
een
air,
light
and
so
und
Cen
tral
idea
* S
yste
ms
need
to b
e in
pla
ce to
mai
ntai
n or
gani
zatio
n in
com
mun
ities
.
Key
con
cept
s: c
onne
ctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: in
terd
epen
denc
e,
orga
niza
tion,
sys
tem
s
Line
s of
inqu
iry
• Th
e co
ncep
t of o
rgan
izat
ion
• D
iffer
ent s
yste
ms
of o
rgan
izat
ion
that
w
e us
e pe
rson
ally
•
Diff
eren
t sys
tem
s of
org
aniz
atio
n in
ou
r com
mun
ity
• C
olle
ctio
n, s
tora
ge a
nd u
se o
f in
form
atio
n fo
r org
aniz
atio
n
Cen
tral
idea
P
eopl
e ca
n es
tabl
ish
prac
tices
in o
rder
to
sust
ain
and
mai
ntai
n th
e E
arth
’s re
sour
ces.
Key
con
cept
s: c
hang
e, re
spon
sibi
lity,
re
flect
ion
Rel
ated
con
cept
s: li
fest
yle,
reso
urce
s
Line
s of
inqu
iry
• Li
mite
d na
ture
of t
he E
arth
’s re
sour
ces
• P
erso
nal c
hoic
es th
at c
an h
elp
sust
ain
the
envi
ronm
ent
• R
eusi
ng a
nd re
cycl
ing
diffe
rent
m
ater
ials
•
Red
ucin
g w
aste
7–8
Cen
tral
idea
R
elat
ions
hips
are
enh
ance
d by
lear
ning
ab
out o
ther
peo
ple’
s pe
rspe
ctiv
es a
nd
com
mun
icat
ing
our o
wn.
Key
con
cept
s: p
ersp
ectiv
e, re
flect
ion
Rel
ated
con
cept
s: c
omm
unic
atio
n,
empa
thy,
ope
n-m
inde
dnes
s
Line
s of
inqu
iry
• S
ocia
l int
erac
tions
•
Ack
now
ledg
ing
othe
rs’ p
ersp
ectiv
es
• M
anag
ing
and
reso
lvin
g co
nflic
t
Cen
tral
idea
Th
e de
velo
pmen
t of g
loba
l per
spec
tives
is
supp
orte
d th
roug
h un
ders
tand
ing
our p
lace
in
the
wor
ld in
rela
tion
to o
ther
s.
Key
con
cept
s: c
onne
ctio
n, p
ersp
ectiv
e
Rel
ated
con
cept
s: c
onte
xt, l
ocat
ion,
or
ient
atio
n
Line
s of
inqu
iry:
• H
ow w
e re
pres
ent p
lace
•
Rep
rese
ntat
ions
of p
lace
thro
ugh
time
• Th
e re
latio
nshi
p of
our
loca
tion
to o
ther
pa
rts o
f the
wor
ld
Cen
tral
idea
Th
roug
h th
e ar
ts p
eopl
e us
e di
ffere
nt
form
s of
exp
ress
ion
to c
onve
y th
eir
uniq
uene
ss a
s hu
man
bei
ngs.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: p
erce
ptio
n, s
elf-
expr
essi
on
Line
s of
inqu
iry
• Th
e di
vers
e w
ays
in w
hich
peo
ple
expr
ess
them
selv
es
• H
ow e
very
one
can
expr
ess
thei
r un
ique
ness
thro
ugh
the
arts
•
The
role
of a
rt in
cul
ture
and
soc
iety
Cen
tral
idea
Th
e de
sign
of b
uild
ings
and
stru
ctur
es is
de
pend
ent u
pon
the
envi
ronm
ent a
nd
avai
labl
e m
ater
ials
.
Key
con
cept
s: c
onne
ctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: s
truct
ure,
su
stai
nabi
lity,
tran
sfor
mat
ion
Line
s of
inqu
iry
• C
onsi
dera
tions
to ta
ke in
to a
ccou
nt
whe
n bu
ildin
g a
stru
ctur
e •
How
bui
ldin
g im
pact
s on
the
envi
ronm
ent
• In
dige
nous
arc
hite
ctur
e
Cen
tral
idea
In
a w
orkp
lace
peo
ple
shar
e re
spon
sibi
lity
tow
ards
a c
omm
on p
urpo
se.
Key
con
cept
s: fu
nctio
n, c
ausa
tion
conn
ectio
n
Rel
ated
con
cept
s: c
oope
ratio
n,
empl
oym
ent
Line
s of
inqu
iry
• P
urpo
se o
f a w
orkp
lace
•
Inte
rcon
nect
edne
ss o
f peo
ple
in a
w
orkp
lace
•
Impo
rtanc
e of
a s
hare
d vi
sion
or
com
mon
pur
pose
Cen
tral
idea
O
ver t
ime,
livi
ng th
ings
nee
d to
ada
pt in
or
der t
o su
rviv
e.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: a
dapt
atio
n, e
volu
tion
Line
s of
inqu
iry
• C
once
pt o
f ada
ptat
ion
• C
ircum
stan
ces
that
lead
to a
dapt
atio
n •
How
pla
nts
and
anim
als
adap
t or
resp
ond
to e
nviro
nmen
tal c
ondi
tions
8–9
Cen
tral
idea
U
nder
stan
ding
diff
eren
t way
s of
lear
ning
en
able
s pe
ople
to re
spon
d to
thei
r ow
n le
arni
ng n
eeds
as
wel
l as
thos
e of
oth
ers.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
resp
onsi
bilit
y
Rel
ated
con
cept
s: d
iver
sity
, mot
ivat
ion
Line
s of
inqu
iry
• Le
arni
ng c
omm
uniti
es
• H
ow p
eopl
e co
nstru
ct k
now
ledg
e •
Diff
eren
t lea
rnin
g st
yles
•
How
lear
ning
sty
les
impa
ct th
e w
ay
peop
le e
ngag
e in
a le
arni
ng
com
mun
ity
Cen
tral
idea
Fa
mily
his
torie
s pr
ovid
e an
insi
ght i
nto
cultu
ral a
nd p
erso
nal i
dent
ity.
Key
con
cept
s: c
hang
e, re
flect
ion
Rel
ated
con
cept
s: c
hron
olog
y, h
isto
ry,
tradi
tion
Line
s of
inqu
iry
• Fa
mily
anc
estry
•
Arti
fact
s, h
eirlo
oms
or ri
tual
s th
at h
ave
mea
ning
in a
fam
ily
• S
imila
ritie
s an
d di
ffere
nces
bet
wee
n ge
nera
tions
with
in a
fam
ily
Cen
tral
idea
A
var
iety
of s
igns
and
sym
bols
faci
litat
es
loca
l and
glo
bal c
omm
unic
atio
n.
Key
con
cept
s: fo
rm, c
onne
ctio
n
Rel
ated
con
cept
s: c
ultu
re, m
edia
, pat
tern
Line
s of
inqu
iry
• S
igns
and
sym
bols
•
Rea
sons
for t
he d
evel
opm
ent o
f co
mm
unic
atio
n sy
stem
s •
Spe
cial
ized
sys
tem
s of
com
mun
icat
ion
Cen
tral
idea
* H
uman
sur
viva
l is
conn
ecte
d to
un
ders
tand
ing
the
cont
inua
l cha
ngin
g na
ture
of t
he E
arth
.
Key
con
cept
s: c
ausa
tion,
cha
nge,
co
nnec
tion
Rel
ated
con
cept
s: e
rosi
on, g
eolo
gy,
tect
onic
pla
tes,
mov
emen
t
Line
s of
inqu
iry
• H
ow th
e di
ffere
nt c
ompo
nent
s of
the
Ear
th a
re in
terre
late
d •
How
the
Ear
th h
as c
hang
ed a
nd is
co
ntin
uing
to c
hang
e •
Why
the
Ear
th c
hang
es
• H
uman
resp
onse
to th
e E
arth
’s
chan
ges
Cen
tral
idea
C
omm
uniti
es p
rovi
de in
terc
onne
cted
se
rvic
es d
esig
ned
to m
eet p
eopl
e’s
need
s.
Key
con
cept
s: fu
nctio
n, c
ausa
tion,
co
nnec
tion
Rel
ated
con
cept
: net
wor
ks
Line
s of
inqu
iry
• R
easo
ns p
eopl
e liv
e in
the
loca
l co
mm
unity
•
Ser
vice
s ne
eded
to s
uppo
rt a
com
mun
ity
• P
lann
ing
serv
ices
for a
com
mun
ity
Cen
tral
idea
W
ater
is e
ssen
tial t
o lif
e, a
nd is
a li
mite
d re
sour
ce fo
r man
y pe
ople
.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: c
onse
rvat
ion,
equ
ity,
proc
esse
s Li
nes
of in
quiry
•
Sou
rces
of w
ater
and
how
wat
er is
us
ed
• W
hat h
appe
ns to
wat
er a
fter w
e ha
ve
used
it
• D
istri
butio
n an
d av
aila
bilit
y of
usa
ble
wat
er
• R
espo
nsib
ilitie
s re
gard
ing
wat
er
Dev
elop
ing
a tr
ansd
isci
plin
ary
prog
ram
me
of in
quiry
Sam
ple
prog
ram
me
of in
quiry
Ag
e An
inqu
iry in
to:
Who
we
are
An in
quiry
into
:
Whe
re w
e ar
e in
pla
ce a
nd ti
me
An in
quiry
into
:
How
we
expr
ess
ours
elve
s
An in
quiry
into
:
How
the
wor
ld w
orks
An in
quiry
into
:
How
we
orga
nize
our
selv
es
An in
quiry
into
:
Shar
ing
the
plan
et
A
n in
quiry
into
the
natu
re o
f the
sel
f; be
liefs
an
d va
lues
; per
sona
l, ph
ysic
al, m
enta
l, so
cial
and
spi
ritua
l hea
lth; h
uman
re
latio
nshi
ps in
clud
ing
fam
ilies
, frie
nds,
co
mm
uniti
es a
nd c
ultu
res;
righ
ts a
nd
resp
onsi
bilit
ies;
wha
t it m
eans
to b
e hu
man
.
An
inqu
iry in
to o
rient
atio
n in
pla
ce a
nd ti
me;
pe
rson
al h
isto
ries;
hom
es a
nd jo
urne
ys; t
he
disc
over
ies,
exp
lora
tions
and
mig
ratio
ns o
f hu
man
kind
; the
rela
tions
hips
bet
wee
n an
d th
e in
terc
onne
cted
ness
of i
ndiv
idua
ls a
nd
civi
lizat
ions
, fro
m lo
cal a
nd g
loba
l pe
rspe
ctiv
es.
An
inqu
iry in
to th
e w
ays
in w
hich
we
disc
over
and
exp
ress
idea
s, fe
elin
gs,
natu
re, c
ultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays
in w
hich
we
refle
ct o
n, e
xten
d an
d en
joy
our c
reat
ivity
; our
app
reci
atio
n of
the
aest
hetic
.
An
inqu
iry in
to th
e na
tura
l wor
ld a
nd it
s la
ws;
the
inte
ract
ion
betw
een
the
natu
ral
wor
ld (p
hysi
cal a
nd b
iolo
gica
l) an
d hu
man
so
ciet
ies;
how
hum
ans
use
thei
r un
ders
tand
ing
of s
cien
tific
prin
cipl
es; t
he
impa
ct o
f sci
entif
ic a
nd te
chno
logi
cal
adva
nces
on
soci
ety
and
on th
e en
viro
nmen
t.
An
inqu
iry in
to th
e in
terc
onne
cted
ness
of
hum
an-m
ade
syst
ems
and
com
mun
ities
; th
e st
ruct
ure
and
func
tion
of o
rgan
izat
ions
; so
ciet
al d
ecis
ion-
mak
ing;
eco
nom
ic
activ
ities
and
thei
r im
pact
on
hum
anki
nd
and
the
envi
ronm
ent.
An
inqu
iry in
to ri
ghts
and
resp
onsi
bilit
ies
in
the
stru
ggle
to s
hare
fini
te re
sour
ces
with
ot
her p
eopl
e an
d w
ith o
ther
livi
ng th
ings
; co
mm
uniti
es a
nd th
e re
latio
nshi
ps w
ithin
an
d be
twee
n th
em; a
cces
s to
equ
al
oppo
rtuni
ties;
pea
ce a
nd c
onfli
ct
reso
lutio
n.
9–10
C
entr
al id
ea
Wha
t we
belie
ve is
a p
art o
f who
we
are.
Key
con
cept
s: p
ersp
ectiv
e, re
flect
ion
Rel
ated
con
cept
s: d
iver
sity
, per
cept
ion
Line
s of
inqu
iry
• W
hat w
e be
lieve
•
How
bel
iefs
influ
ence
the
way
we
beha
ve
• Th
e im
pact
of r
elig
ion
and
spiri
tual
tra
ditio
ns o
n so
ciet
y
Cen
tral
idea
H
uman
mig
ratio
n is
a re
spon
se to
cha
lleng
es,
risks
and
opp
ortu
nitie
s.
Key
con
cept
s: c
ausa
tion,
cha
nge,
pe
rspe
ctiv
e
Rel
ated
con
cept
s: p
opul
atio
n, s
ettle
men
t
Line
s of
inqu
iry
• Th
e re
ason
s w
hy p
eopl
e m
igra
te
• M
igra
tion
thro
ugho
ut h
isto
ry
• E
ffect
s of
mig
ratio
n on
com
mun
ities
, cu
lture
s an
d in
divi
dual
s
Cen
tral
idea
C
hoic
es o
f rol
e m
odel
s re
flect
the
char
acte
ristic
s th
at s
ocie
ties
and
indi
vidu
als
valu
e.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
flect
ion
Rel
ated
con
cept
s: s
elf-f
ulfil
lmen
t, in
fluen
ce
Line
s of
inqu
iry
• R
ole
mod
els
and
why
we
valu
e th
em
• W
hy w
e sh
ould
dev
elop
our
ow
n gi
fts,
tale
nts
and
inte
rest
s •
How
per
sona
l stre
ngth
s ca
n be
app
lied
to h
elp
othe
rs
Cen
tral
idea
E
nerg
y m
ay b
e co
nver
ted
from
one
form
to
anot
her a
nd s
tore
d in
var
ious
way
s.
Key
con
cept
s: fo
rm, f
unct
ion,
con
nect
ion
Rel
ated
con
cept
s: c
onse
rvat
ion,
tra
nsfo
rmat
ion
Line
s of
inqu
iry
• Fo
rms
of e
nerg
y •
The
stor
age
and
trans
form
atio
n of
en
ergy
•
Con
serv
atio
n of
ene
rgy
• R
enew
able
and
sus
tain
able
ene
rgy
Cen
tral
idea
M
arke
tpla
ces
depe
nd o
n th
e ab
ility
to
prod
uce
good
s an
d su
pply
ser
vice
s th
at
can
be e
xcha
nged
.
Key
con
cept
s: fu
nctio
n, c
onne
ctio
n
Rel
ated
con
cept
s: in
terd
epen
denc
e,
supp
ly a
nd d
eman
d
Line
s of
inqu
iry
• M
ediu
m o
f exc
hang
e in
var
ious
m
arke
tpla
ces
• E
thic
s of
the
mar
ketp
lace
•
How
and
in w
hat w
ays
we
depe
nd o
n pe
ople
in o
ther
pla
ces
• H
ow g
loba
l mov
emen
t and
co
mm
unic
atio
n af
fect
the
avai
labi
lity
of
good
s an
d se
rvic
es
Cen
tral
idea
C
hild
ren
wor
ldw
ide
face
a v
arie
ty o
f ch
alle
nges
and
risk
s.
Key
con
cept
s: fu
nctio
n, re
flect
ion
Rel
ated
con
cept
s: e
qual
ity, r
ight
s
Line
s of
inqu
iry
• C
halle
nges
and
risk
s th
at c
hild
ren
face
•
How
chi
ldre
n re
spon
d to
cha
lleng
es
and
risks
•
Way
s in
whi
ch in
divi
dual
s,
orga
niza
tions
and
nat
ions
wor
k to
pr
otec
t chi
ldre
n fro
m ri
sk
10–1
1 C
entr
al id
ea
Com
plex
fact
ors
cont
ribut
e to
the
proc
ess
of m
akin
g de
cisi
ons
that
hav
e im
plic
atio
ns
for o
urse
lves
and
oth
ers.
Key
con
cept
s: c
ausa
tion,
cha
nge,
co
nnec
tion
Rel
ated
con
cept
s: c
hoic
e, s
yste
ms
Line
s of
inqu
iry
• Fa
ctor
s th
at in
fluen
ce o
ur d
ecis
ions
•
Dec
isio
n-m
akin
g pr
oces
ses
for g
roup
s an
d in
divi
dual
s •
Impa
ct o
r con
sequ
ence
s th
at d
ecis
ions
ca
n ha
ve
Cen
tral
idea
P
ast c
ivili
zatio
ns s
hape
pre
sent
day
sys
tem
s an
d te
chno
logi
es.
Key
con
cept
s: c
ausa
tion,
cha
nge,
pe
rspe
ctiv
e
Rel
ated
con
cept
s: c
ontin
uity
, pro
gres
s,
tech
nolo
gy
Line
s of
inqu
iry
• A
spec
ts o
f pas
t civ
iliza
tions
that
hav
e su
rviv
ed
• R
easo
ns th
ese
syst
ems
and
tech
nolo
gies
de
velo
ped
• W
hy m
oder
n so
ciet
ies
cont
inue
to u
se
adap
tatio
ns o
f the
se s
yste
ms
and
tech
nolo
gies
•
Impl
icat
ions
for t
he fu
ture
Cen
tral
idea
R
itual
s, tr
aditi
ons
and
artif
acts
pro
vide
a
win
dow
into
the
belie
fs a
nd v
alue
s of
cu
lture
s.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: b
elie
fs, d
iver
sity
Line
s of
inqu
iry
• W
hat c
onst
itute
s a
cultu
re
• S
igni
fican
ce o
f ritu
als
and
tradi
tions
•
How
arti
fact
s sy
mbo
lize
belie
fs a
nd
valu
es
Cen
tral
idea
Th
e fa
ct th
at m
ater
ials
can
und
ergo
pe
rman
ent o
r tem
pora
ry c
hang
es p
oses
ch
alle
nges
and
pro
vide
s be
nefit
s fo
r so
ciet
y an
d th
e en
viro
nmen
t.
Key
con
cept
s: fo
rm, f
unct
ion,
re
spon
sibi
lity
Rel
ated
con
cept
s: m
easu
rem
ent,
trans
form
atio
n Li
nes
of in
quiry
•
Nat
ure
of c
hem
ical
and
phy
sica
l ch
ange
s •
Pra
ctic
al a
pplic
atio
ns a
nd im
plic
atio
ns
of c
hang
e in
mat
eria
ls
• E
thic
al d
ilem
mas
ass
ocia
ted
with
m
anuf
actu
ring
proc
esse
s an
d by
-pr
oduc
ts
Cen
tral
idea
G
over
nmen
tal s
yste
ms
and
deci
sion
s ca
n pr
omot
e or
den
y eq
ual o
ppor
tuni
ties
and
soci
al ju
stic
e.
Key
con
cept
s: fu
nctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: e
qual
ity, g
over
nmen
t or
gov
erna
nce
Line
s of
inqu
iry
• Ty
pes
of g
over
nanc
e •
Prin
cipl
es o
f hum
an ri
ghts
and
soc
ial
just
ice
• Th
e ef
fect
of i
nstit
utio
nal b
ehav
iour
s an
d at
titud
es o
n so
cial
just
ice
Cen
tral
idea
B
iodi
vers
ity re
lies
on m
aint
aini
ng th
e in
terd
epen
dent
bal
ance
of o
rgan
ism
s w
ithin
sys
tem
s.
Key
con
cept
s: c
onne
ctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: b
alan
ce, b
iodi
vers
ity,
inte
rdep
ende
nce
Line
s of
inqu
iry
• In
terd
epen
denc
e w
ithin
eco
syst
ems,
bi
omes
and
env
ironm
ents
•
Way
s in
whi
ch o
rgan
ism
s ar
e in
terc
onne
cted
in n
atur
e •
How
hum
an in
tera
ctio
n w
ith th
e en
viro
nmen
t can
affe
ct th
e ba
lanc
e of
sy
stem
s
Dev
elop
ing
a tr
ansd
isci
plin
ary
prog
ram
me
of in
quiry
Sam
ple
prog
ram
me
of in
quiry
Ag
e An
inqu
iry in
to:
Who
we
are
An in
quiry
into
:
Whe
re w
e ar
e in
pla
ce a
nd ti
me
An in
quiry
into
:
How
we
expr
ess
ours
elve
s
An in
quiry
into
:
How
the
wor
ld w
orks
An in
quiry
into
:
How
we
orga
nize
our
selv
es
An in
quiry
into
:
Shar
ing
the
plan
et
11–1
2
Cen
tral
idea
P
erso
nal w
ell-b
eing
is d
epen
dent
on
a co
mpl
ex b
alan
ce o
f int
erco
nnec
ted
fact
ors.
Key
con
cept
s: c
hang
e, re
spon
sibi
lity
Rel
ated
con
cept
s: g
row
th, r
elat
ions
hips
Line
s of
inqu
iry
• Th
e co
ncep
t of “
wel
l-bei
ng”
• Fa
ctor
s th
at c
ontri
bute
to w
ell-b
eing
(p
hysi
cal,
men
tal,
soci
al a
nd s
pirit
ual)
• P
erso
nal i
ssue
s af
fect
ing
our w
ell-
bein
g
Cen
tral
idea
E
xplo
ratio
n le
ads
to d
isco
very
and
dev
elop
s ne
w u
nder
stan
ding
s.
Key
con
cept
s: fo
rm, p
ersp
ectiv
e, re
flect
ion
Rel
ated
con
cept
s: c
onse
quen
ces,
di
scov
ery,
geo
grap
hy
Line
s of
inqu
iry
• R
easo
ns fo
r exp
lora
tion
(his
toric
al a
nd
pers
onal
) •
Feel
ings
and
atti
tude
s as
soci
ated
with
ex
plor
atio
n •
Wha
t we
lear
n th
roug
h ex
plor
atio
n •
Met
hods
of n
avig
atio
n
Cen
tral
idea
P
eopl
e’s
outw
ard
appe
aran
ce c
an le
ad to
pe
rcep
tions
and
mis
conc
eptio
ns.
Key
con
cept
s: fu
nctio
n, p
ersp
ectiv
e,
refle
ctio
n
Rel
ated
con
cept
s: c
reat
ivity
, div
ersi
ty,
ster
eoty
pes
Line
s of
inqu
iry
• P
erso
nal a
dorn
men
ts, c
loth
ing
and
iden
tity
• R
easo
ns fo
r wha
t peo
ple
wea
r •
Impa
ct o
f firs
t im
pres
sion
s •
Cou
nter
ing
mis
conc
eptio
ns
Cen
tral
idea
R
epro
duct
ion
of li
ving
thin
gs c
ontri
bute
s to
th
e co
ntin
uatio
n of
the
spec
ies.
Key
con
cept
s: c
hang
e, c
onne
ctio
n
Rel
ated
con
cept
s: c
ycle
s, g
row
th
Line
s of
inqu
iry
• R
epro
duct
ion
as p
art o
f a li
fe c
ycle
•
Rep
rodu
ctiv
e pr
oces
ses
• G
enet
ics
and
here
dita
ry fa
ctor
s
Cen
tral
idea
Te
chno
logy
impa
cts
on th
e w
orld
of w
ork
and
leis
ure.
Key
con
cept
s: c
hang
e, c
onne
ctio
n,
resp
onsi
bilit
y
Rel
ated
con
cept
s: c
omm
unic
atio
n,
syst
ems,
eth
ics
Line
s of
inqu
iry
• Te
chno
logy
and
inve
ntio
ns o
f the
ho
me,
wor
kpla
ce a
nd le
isur
e ac
tiviti
es
• C
ircum
stan
ces
that
lead
to th
e de
velo
pmen
t of i
mpo
rtant
inve
ntio
ns
and
thei
r im
pact
•
How
tech
nolo
gy s
uppo
rts/im
pact
s su
stai
nabi
lity
Cen
tral
idea
* Fi
ndin
g pe
acef
ul s
olut
ions
to c
onfli
ct le
ads
to a
bet
ter q
ualit
y of
hum
an li
fe.
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
re
spon
sibi
lity
Rel
ated
con
cept
s: c
onfli
ct, d
iver
sity
, ju
stic
e
Line
s of
inqu
iry
• C
ause
s of
con
flict
•
Con
flict
reso
lutio
n an
d m
anag
emen
t •
Livi
ng a
nd w
orki
ng to
geth
er p
eace
fully
In th
e st
uden
ts’ f
inal
yea
r of t
he P
YP, t
here
are
five
uni
ts o
f inq
uiry
and
the
exhi
bitio
n. T
he e
xhib
ition
may
be
rela
ted
to a
ny tr
ansd
isci
plin
ary
them
e at
the
disc
retio
n of
the
scho
ol. T
his
sam
ple
prog
ram
me
of in
quiry
has
incl
uded
six
uni
ts o
f inq
uiry
in th
e fin
al y
ear,
any
one
of w
hich
cou
ld
be re
plac
ed b
y th
e ex
hibi
tion.
Onl
y IB
Wor
ld S
choo
ls a
re re
quire
d to
par
ticip
ate
in th
e ex
hibi
tion
alth
ough
can
dida
te s
choo
ls m
ay c
hoos
e to
do
so.
* S
ampl
e pl
anne
rs h
ave
been
dev
elop
ed fo
r tho
se u
nits
mar
ked
with
an
aste
risk.
Samples
Developing a transdisciplinary programme of inquiry18
Sample plannersThe five sample planners that follow are derived from the PYP sample programme of inquiry. They have been developed by PYP practitioners and trialled in PYP schools, and are intended to support PYP teachers in developing and documenting units of inquiry from their own school’s programme of inquiry.
Like all PYP planners, the sample planners should be viewed as “works in progress”, subject to ongoing modification and refinement. Developing units of inquiry in the PYP is collaborative and reflective in nature, and these documents represent the first step in the process. Teachers may implement any of the sample planners but are advised to modify them to reflect the uniqueness of their school’s programme of inquiry, the circumstances in which they are teaching, and the students with whom they are engaging.
The PYP “bubble” planner includes stage-by-stage guidelines to inform the use of a PYP planner. It can be found, together with further information on all aspects of planning and developing a transdisciplinary unit of inquiry, in Making the PYP happen: A curriculum framework for international primary education (2007).
It will be noted that the layout of these sample planners varies a little from one to the other. The PYP planner template is designed to be flexible in format, to allow teachers to change the style or size of the text, or to alter the size of the boxes in order to accommodate the text. The PYP planner template can be downloaded from the online curriculum centre (OCC).
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r A
Cla
ss/g
rade
:
Age
gro
up: 3
–5
Scho
ol:
Sc
hool
cod
e:
Title
:
Teac
her(
s):
Dat
e:
Prop
osed
dur
atio
n: n
umbe
r of h
ours
o
ver n
umbe
r of w
eeks
PY
P pl
anne
r
1. W
hat i
s ou
r pur
pose
?
To in
quire
into
the
follo
win
g:
• tr
ansd
isci
plin
ary
them
e
How
we
expr
ess
ours
elve
s: A
n in
quiry
into
the
way
s in
whi
ch w
e di
scov
er
and
expr
ess
idea
s, fe
elin
gs, n
atur
e, c
ultu
re, b
elie
fs a
nd v
alue
s; th
e w
ays
in
whi
ch w
e re
flect
on,
ext
end
and
enjo
y ou
r cre
ativ
ity; o
ur a
ppre
ciat
ion
of th
e ae
sthe
tic.
• ce
ntra
l ide
a
We
use
play
to e
xpre
ss o
ur fe
elin
gs a
nd id
eas
and
in o
rder
to c
ome
to n
ew
unde
rsta
ndin
gs.
Sum
mat
ive
asse
ssm
ent t
ask(
s)
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
und
erst
andi
ng o
f th
e ce
ntra
l ide
a? W
hat e
vide
nce,
incl
udin
g st
uden
t-ini
tiate
d ac
tions
, w
ill w
e lo
ok fo
r?
Teac
hers
dev
elop
a ru
bric
or c
heck
list t
o as
sess
the
stud
ents
at t
he
begi
nnin
g an
d en
d of
the
unit.
The
stu
dent
alw
ays/
usua
lly/ra
rely
/nev
er:
• ve
rbal
ly e
xpre
sses
feel
ings
and
idea
s
• ph
ysic
ally
exp
ress
es fe
elin
gs a
nd id
eas
• vi
sual
ly e
xpre
sses
feel
ings
and
idea
s
• pa
rtici
pate
s w
illin
gly
in in
divi
dual
pla
y •
parti
cipa
tes
will
ingl
y in
par
alle
l pla
y •
parti
cipa
tes
will
ingl
y in
gro
up p
lay
• sp
onta
neou
sly
uses
eve
ryda
y m
ater
ials
app
ropr
iate
ly
• sp
onta
neou
sly
uses
eve
ryda
y m
ater
ials
cre
ativ
ely.
E
ach
stud
ent i
s as
ked
to d
raw
and
exp
lain
a p
ictu
re o
f “W
hat h
ave
I le
arne
d?” T
hese
dra
win
gs w
ith c
aptio
ns a
re c
olle
cted
in a
cla
ss b
ook.
2. W
hat d
o w
e w
ant t
o le
arn?
Wha
t are
the
key
conc
epts
(for
m, f
unct
ion,
cau
satio
n, c
hang
e,
conn
ectio
n, p
ersp
ectiv
e, re
spon
sibi
lity,
refle
ctio
n) to
be
emph
asiz
ed
with
in th
is in
quiry
? Fu
nctio
n, c
onne
ctio
n, p
ersp
ectiv
e W
hat l
ines
of i
nqui
ry w
ill d
efin
e th
e sc
ope
of th
e in
quiry
into
the
cent
ral i
dea?
•
Com
mun
icat
ing
thro
ugh
play
•
Imag
inat
ive
use
of e
very
day
mat
eria
ls
• G
ames
and
toys
W
hat t
each
er q
uest
ions
or p
rovo
catio
ns w
ill d
rive
thes
e in
quiri
es?
W
hy d
o w
e pl
ay?
W
hy is
pla
y im
porta
nt?
H
ow d
o w
e pl
ay a
lone
or w
ith o
ther
s?
W
hat d
o w
e do
with
toys
and
gam
es?
Wha
t do
they
hel
p us
lear
n?
H
ow c
an w
e pl
ay w
ithou
t toy
s an
d ga
mes
? Th
e te
ache
r set
s up
a v
arie
ty o
f cen
tres
in th
e cl
assr
oom
, suc
h as
an
art
and
craf
t are
a, a
pup
pet t
heat
re, a
con
stru
ctio
n an
d te
chno
logy
are
a.
Pla
nnin
g th
e in
quiry
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r A
5. W
hat r
esou
rces
nee
d to
be
gath
ered
? W
hat p
eopl
e, p
lace
s, a
udio
-vis
ual m
ater
ials
, rel
ated
lite
ratu
re, m
usic
, ar
t, co
mpu
ter s
oftw
are,
etc
, will
be
avai
labl
e?
• A
rt an
d cr
aft m
ater
ials
•
Dra
win
g an
d w
ritin
g m
ater
ials
(whi
tebo
ards
, mar
kers
, pen
cils
, cra
yons
, pa
per)
• D
iffer
ent t
oys
and
gam
es fr
om a
roun
d th
e w
orld
•
Pup
pets
and
pup
pet t
heat
re
• D
ram
atic
pla
y m
ater
ials
(cos
tum
es, p
rops
) •
Junk
or w
aste
or r
ecyc
led
mat
eria
ls (c
ardb
oard
, egg
car
tons
, fab
ric)
• D
iffer
ent k
inds
of m
usic
and
mus
ical
inst
rum
ents
•
San
d an
d w
ater
tabl
es
• G
eom
etric
sha
pes
• P
eopl
e (p
aren
ts, P
E te
ache
r, ol
der s
tude
nts)
•
Com
pute
r gam
es
How
will
the
clas
sroo
m e
nviro
nmen
t, lo
cal e
nviro
nmen
t, an
d/or
the
com
mun
ity b
e us
ed to
faci
litat
e th
e in
quiry
?
Diff
eren
t cen
tres
in th
e cl
assr
oom
(art
and
craf
t, la
ngua
ge a
nd m
aths
ce
ntre
, dra
mat
ic p
lay,
pup
pet t
heat
re, m
usic
and
mov
emen
t, co
nstru
ctio
n an
d te
chno
logy
, flo
or a
nd ta
ble
gam
es).
Pla
ces
outs
ide
the
scho
ol w
ill b
e vi
site
d, e
g a
farm
, pla
ygro
und,
or s
port
field
.
3. H
ow m
ight
we
know
wha
t we
have
lear
ned?
Th
is c
olum
n sh
ould
be
used
in c
onju
nctio
n w
ith “H
ow b
est m
ight
we
lear
n?”
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
prio
r kno
wle
dge
and
skill
s? W
hat e
vide
nce
will
we
look
for?
• A
sk p
aren
ts to
dis
cuss
and
dra
w w
ith s
tude
nts
the
gam
es th
ey p
refe
r. S
tude
nts
can
show
thes
e to
the
clas
s an
d sh
ow o
ther
s ho
w to
pla
y th
eir
favo
urite
gam
es.
• S
et u
p ce
ntre
s in
the
clas
sroo
m. S
tude
nts
can
mov
e fre
ely
from
one
cen
tre
to a
noth
er. U
se th
e su
mm
ativ
e as
sess
men
t rub
ric to
obs
erve
the
stud
ents
an
d to
take
not
es a
t the
beg
inni
ng o
f the
uni
t (se
e ru
bric
or c
heck
list c
riter
ia
in b
ox 1
).
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nt le
arni
ng in
the
cont
ext
of th
e lin
es o
f inq
uiry
? W
hat e
vide
nce
will
we
look
for?
• O
ngoi
ng a
necd
otal
reco
rds
and
phot
ogra
phs
will
be
kept
as
teac
hers
ob
serv
e an
d do
cum
ent s
tude
nts’
beh
avio
ur d
urin
g pl
ay—
thes
e re
cord
s w
ill
gene
rally
follo
w th
e ru
bric
or c
heck
list c
riter
ia.
• S
igni
fican
t and
rele
vant
que
stio
ns, c
omm
ents
and
act
ions
dur
ing
stud
ent-t
o-st
uden
t con
vers
atio
ns a
nd p
lay
will
be
reco
rded
as
a m
eans
of d
eter
min
ing
stud
ents
’ abi
lity
to e
xpre
ss th
emse
lves
and
lear
n ne
w th
ings
thro
ugh
play
.
4. H
ow b
est m
ight
we
lear
n?
Wha
t are
the
lear
ning
exp
erie
nces
sug
gest
ed b
y th
e te
ache
r and
/or s
tude
nts
to e
ncou
rage
the
stud
ents
to
enga
ge w
ith th
e in
quiri
es a
nd a
ddre
ss th
e dr
ivin
g qu
estio
ns?
The
teac
her p
rovi
des
the
cont
ext f
or in
quiry
•
Set u
p ce
ntre
s in
the
clas
sroo
m. T
hrou
ghou
t the
uni
t, ad
d an
d re
mov
e m
ater
ials
and
equ
ipm
ent a
s ne
eded
. •
Stud
ents
vis
it a
loca
l pla
ygro
und
whe
re th
ey a
re a
ble
to u
se th
e fa
cilit
ies
in o
rder
to p
lay
new
gam
es,
• In
vite
par
ents
, oth
er te
ache
rs, t
he P
E te
ache
r or o
lder
stu
dent
s fro
m s
choo
l to
teac
h th
e st
uden
ts d
iffer
ent
gam
es fr
om a
roun
d th
e w
orld
or f
rom
pas
t tim
es.
• In
volv
e th
e st
uden
ts in
iden
tifyi
ng th
e pr
oced
ure
of d
iffer
ent g
ames
to b
e pl
ayed
, in
grou
ps, o
utsi
de a
nd in
side
th
e cl
assr
oom
, eg
hand
gam
es, m
usic
al g
ames
(“W
hat d
o w
e ne
ed?”
“Wha
t are
the
rule
s?”).
•
Circ
le ti
me:
use
diff
eren
t typ
es o
f mus
ic a
nd m
usic
al in
stru
men
ts to
faci
litat
e th
e ex
pres
sion
of f
eelin
gs b
y da
ncin
g, s
ingi
ng, p
layi
ng d
iffer
ent i
nstru
men
ts a
nd s
o on
. •
Invo
lve
stud
ents
in c
onve
rsat
ions
or d
ialo
gues
usi
ng p
uppe
ts o
r pup
pet t
heat
re a
nd d
ram
atic
pla
y m
ater
ials
, w
ith th
e fo
cus
bein
g na
rrat
ive,
sto
ries,
and
beg
inni
ng-m
iddl
e-en
d.
• M
odel
the
diffe
rent
cen
tres
for t
he s
tude
nts
incl
udin
g nu
mer
acy
and
liter
acy
skill
s fo
r stu
dent
s.
Lead
ing
and
faci
litat
ing
stud
ent i
nqui
ry
• St
uden
ts m
ake
up g
ames
in p
airs
or s
mal
l gro
ups
usin
g a
varie
ty o
f obj
ects
or p
rops
, bot
h in
the
clas
sroo
m a
nd
in th
e pl
aygr
ound
. The
y te
ach
the
gam
e an
d its
rule
s to
ano
ther
mem
ber o
f the
cla
ss.
• St
uden
ts c
reat
e sc
ulpt
ures
, mas
ks, c
ostu
mes
, con
stru
ctio
ns, t
oys,
ani
mal
s et
c fro
m w
aste
and
cra
ft m
ater
ials
. St
uden
ts d
evel
op a
n ex
hibi
tion
of th
eir c
reat
ions
and
exp
lain
wha
t the
y lik
e be
st a
nd w
hy.
• St
uden
ts m
ake
sock
or f
inge
r pup
pets
for p
uppe
t the
atre
. The
y te
ll a
stor
y or
use
pup
pets
to s
olve
dai
ly
conf
licts
. •
Stud
ents
dra
w fr
eely
with
a v
arie
ty o
f col
ourin
g pe
ns, p
enci
ls, p
aint
s an
d cr
ayon
s an
d ex
plai
n th
eir d
raw
ings
to
the
teac
hers
, who
writ
e a
capt
ion.
Dra
win
gs a
re d
ispl
ayed
in th
e sc
hool
. The
se d
raw
ings
will
incl
ude
1) s
how
ing
two
aspe
cts
of p
lay
(indi
vidu
al a
nd w
ith o
ther
s) a
nd 2
) “W
hat I
hav
e le
arne
d” (s
umm
ativ
e as
sess
men
t).
• St
uden
ts m
ove
betw
een
the
diffe
rent
cen
tres
in th
e cl
assr
oom
, app
lyin
g th
e ne
w s
kills
they
hav
e ac
quire
d du
ring
the
inqu
iry.
Wha
t opp
ortu
nitie
s w
ill o
ccur
for t
rans
disc
iplin
ary
skill
s de
velo
pmen
t and
for t
he d
evel
opm
ent o
f the
at
trib
utes
of t
he le
arne
r pro
file?
Tran
sdis
cipl
inar
y sk
ills
Com
mun
icat
ion
skill
s •
List
enin
g: to
gue
st s
peak
ers,
pee
rs, m
usic
and
mov
emen
t act
iviti
es, s
torie
s •
Spea
king
: on
pupp
et th
eatre
, dra
mat
ic p
lay,
exp
lain
ing
and
rete
lling
sto
ries
• N
on-v
erba
l: pr
esen
t in
dram
a, m
usic
act
iviti
es, a
rt an
d cr
afts
Soci
al s
kills
•
Coo
pera
ting:
taki
ng tu
rns,
sha
ring
of m
ater
ials
, cre
atin
g in
gro
ups
• Ad
optin
g a
varie
ty o
f gro
up ro
les:
in d
ram
a an
d ho
me
corn
er
Self-
man
agem
ent s
kills
•
Gro
ss a
nd fi
ne m
otor
ski
lls: m
ovem
ent,
gam
es, s
ports
, art
and
craf
t act
iviti
es
• C
odes
of b
ehav
iour
: the
ir be
havi
our t
owar
ds o
ther
s du
ring
dram
atic
pla
y—sh
arin
g, ta
king
turn
s—an
d fo
llow
ing
rule
s in
gam
es
Lear
ner p
rofil
e In
quire
rs: c
reat
ive
use
of e
very
day
mat
eria
l in
the
clas
sroo
m, u
se o
f was
te o
r rec
ycle
d m
ater
ials
. O
pen-
min
ded:
sha
ring
toys
and
gam
es, p
layi
ng w
ith d
iffer
ent t
oys
and
gam
es, a
ccep
ting
diffe
rent
way
s of
pla
ying
w
ith to
ys a
nd g
ames
, lis
teni
ng to
oth
ers’
pre
sent
atio
ns.
Pla
nnin
g th
e in
quiry
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r A
Ref
lect
ing
on th
e in
quiry
6. T
o w
hat e
xten
t did
we
achi
eve
our p
urpo
se?
Ass
ess
the
outc
ome
of th
e in
quiry
by
prov
idin
g ev
iden
ce o
f stu
dent
s’
unde
rsta
ndin
g of
the
cent
ral i
dea.
The
refle
ctio
ns o
f all
teac
hers
invo
lved
in
the
plan
ning
and
teac
hing
of t
he in
quiry
sho
uld
be in
clud
ed.
Stu
dent
s dr
ew p
ictu
res
of “W
hat h
ave
I lea
rned
?” D
raw
ings
wer
e ga
ther
ed in
a
clas
s bo
ok. S
ome
exam
ples
incl
uded
the
follo
win
g pi
ctur
es: s
tude
nts
taki
ng tu
rns
at th
e sl
ide
(“I le
arne
d to
take
turn
s”);
shak
ing
hand
s af
ter a
gam
e (“W
e le
arne
d to
pl
ay w
ith o
ur fr
iend
s, a
nd w
e do
n’t c
are
if on
e lo
ses
or w
ins,
bec
ause
we
are
frien
ds”);
writ
ing
lette
rs a
nd n
umbe
rs (“
I lea
rned
to p
lay
with
lette
rs a
nd w
rite
them
”).
Ther
e w
as a
dis
cuss
ion
amon
g th
e te
achi
ng te
am a
bout
whe
ther
this
uni
t allo
wed
en
ough
opp
ortu
nitie
s fo
r inq
uiry
. Chi
ldre
n in
quire
nat
ural
ly in
any
env
ironm
ent a
nd
we
did
not f
eel w
e w
ere
regu
larly
add
ing
or p
rovi
ding
the
“unk
now
n el
emen
t” to
be
disc
over
ed. H
owev
er, w
e w
ere
able
to c
olle
ct e
vide
nce
of o
ur s
tude
nts
lear
ning
ab
out p
lay
and
lear
ning
thro
ugh
play
.
As
this
is a
n on
goin
g un
it of
inqu
iry, s
ampl
es a
re c
olle
cted
and
dem
onst
ratio
ns o
f th
e st
uden
ts’ u
nder
stan
ding
s ar
e ob
serv
ed a
nd n
oted
thro
ugho
ut th
e ye
ar. T
his
inqu
iry p
rovi
des
a go
od o
ppor
tuni
ty to
obs
erve
how
stu
dent
s le
arn,
mor
e th
an
wha
t the
y le
arn,
and
for u
s to
be
awar
e of
the
diffe
rent
lear
ning
sty
les
and
prov
ide
them
with
app
ropr
iate
exp
erie
nces
.
How
you
cou
ld im
prov
e on
the
asse
ssm
ent t
ask(
s) s
o th
at y
ou w
ould
hav
e a
mor
e ac
cura
te p
ictu
re o
f eac
h st
uden
t’s u
nder
stan
ding
of t
he c
entr
al id
ea.
Ass
essm
ent w
as o
ngoi
ng th
roug
hout
the
unit
and
was
all
rele
vant
all
of th
e tim
e.
We
wou
ld a
dd th
e fo
llow
ing
two
crite
ria to
the
rubr
ic fo
r nex
t tim
e:
• is
abl
e to
resp
ect o
ther
s •
is a
ble
to o
rgan
ize
his
or h
er w
ork.
We
wou
ld re
mov
e th
e “p
aral
lel p
lay”
crit
erio
n be
caus
e th
is w
as n
ot a
n as
pect
that
w
e fe
lt co
uld
impr
ove
durin
g th
e in
quiry
.
Wha
t was
the
evid
ence
that
con
nect
ions
wer
e m
ade
betw
een
the
cent
ral
idea
and
the
tran
sdis
cipl
inar
y th
eme?
As
an o
pen
choi
ce e
xper
ienc
e, s
tude
nts
felt
free
to e
xpre
ss th
eir f
eelin
gs a
nd
idea
s. S
tude
nts
with
soc
ial a
nd m
otor
diff
icul
ties
felt
free
to a
ct c
onfid
ently
and
sp
onta
neou
sly.
The
y st
arte
d us
ing
thei
r dra
win
gs to
exp
ress
idea
s to
oth
ers.
The
y cr
eate
d pl
enty
of d
ecor
atio
n an
d co
stum
es to
use
dur
ing
rece
ss. T
hey
wan
ted
to
pres
ent t
heir
show
to o
ther
cla
sses
.
Ther
e w
as re
flect
ion
on v
alue
s an
d at
titud
es a
ll th
e tim
e, a
s th
e st
uden
ts n
eede
d to
agr
ee w
hile
act
ing
or p
layi
ng, c
hoos
e le
ader
s fo
r som
e ga
mes
, or o
rgan
ize
turn
s to
use
mat
eria
ls o
r to
talk
in fr
ont o
f the
gro
up. W
e ca
n al
so fi
nd th
ese
valu
es
in th
eir s
umm
ativ
e dr
awin
gs fo
r the
cla
ss b
ook.
7. T
o w
hat e
xten
t did
we
incl
ude
the
elem
ents
of t
he P
YP?
Wha
t wer
e th
e le
arni
ng e
xper
ienc
es th
at e
nabl
ed s
tude
nts
to:
• de
velo
p an
und
erst
andi
ng o
f the
con
cept
s id
entif
ied
in “
Wha
t do
we
wan
t to
lear
n?”
• de
mon
stra
te th
e le
arni
ng a
nd a
pplic
atio
n of
par
ticul
ar tr
ansd
isci
plin
ary
skill
s?
• de
velo
p pa
rtic
ular
attr
ibut
es o
f the
lear
ner p
rofil
e an
d/or
atti
tude
s?
In e
ach
case
, exp
lain
you
r sel
ectio
n.
Key
con
cept
s C
onne
ctio
n: T
he s
tude
nts
depe
nded
on
each
oth
er to
pla
y in
gro
ups.
The
y al
so
appl
ied
wha
t the
teac
hers
mod
elle
d fo
r the
m to
thei
r ow
n w
ork
and
play
. The
cra
ft ex
hibi
tion
show
ed s
tude
nts
mak
ing
conn
ectio
ns b
etw
een
thei
r prio
r lea
rnin
g an
d ne
w le
arni
ng a
s w
ell a
s w
orki
ng to
geth
er to
pro
duce
pie
ces.
Fu
nctio
n: T
he s
tude
nts
had
to le
arn
how
to u
se th
e di
ffere
nt a
reas
and
spe
cific
m
ater
ials
, und
erst
andi
ng th
eir p
urpo
se a
nd ru
les.
The
y de
velo
ped
the
abili
ty to
ob
serv
e, id
entif
y, d
escr
ibe
and
cate
goriz
e, e
g by
usi
ng p
uzzl
es, c
onst
ruct
ing.
Pe
rspe
ctiv
e: T
he s
tude
nts
dem
onst
rate
d an
und
erst
andi
ng o
f per
spec
tive
whe
n ac
cept
ing
fact
s an
d op
inio
ns a
nd ta
king
turn
s w
hen
crea
ting
and
play
ing,
in th
e pu
ppet
sho
w o
r the
sto
ry to
be
pres
ente
d to
oth
ers.
Tr
ansd
isci
plin
ary
skill
s In
all
thei
r gam
es, t
he s
tude
nts
dem
onst
rate
d co
mm
unic
atio
n an
d so
cial
ski
lls.
Lear
ner p
rofil
e Th
e on
goin
g na
ture
of t
he u
nit m
eant
that
stu
dent
s de
mon
stra
ted
all t
he a
ttrib
utes
of
the
lear
ner p
rofil
e. T
he fo
llow
ing
have
bee
n id
entif
ied
as th
e m
ost a
ppar
ent i
n th
e le
arni
ng e
xper
ienc
es:
Inqu
irers
: Stu
dent
s de
velo
ped
thei
r cur
iosi
ty c
onst
antly
, eg
by c
onst
ruct
ion
of
pupp
ets,
usi
ng v
ario
us m
ater
ials
, exp
lora
tion
of m
athe
mat
ical
con
cept
s us
ing
conc
rete
mat
eria
ls (b
lock
s, s
hape
s) a
s w
ell a
s by
thei
r ow
n in
vent
ed a
ctiv
ities
, co
untin
g, s
ortin
g, m
atch
ing,
pre
dict
ing.
R
isk-
take
rs: T
his
was
dem
onst
rate
d in
the
way
stu
dent
s le
arne
d to
act
and
sp
eak
in fr
ont o
f oth
ers;
to w
ork
with
unf
amili
ar m
ater
ials
or p
lay
with
new
gam
es;
to c
ontin
ue to
try
hard
whe
n th
ey c
ould
n’t i
mm
edia
tely
do
som
ethi
ng. W
e sa
w
durin
g th
is u
nit t
hat s
tude
nts
acte
d m
ore
as s
eeke
rs th
an a
s fo
llow
ers,
as
they
us
ed th
eir i
nitia
tive
to c
hoos
e or
dev
elop
diff
eren
t exp
erie
nces
. Als
o it
allo
wed
st
uden
ts to
cor
rect
and
ass
ess
them
selv
es. T
his
help
ed th
em to
dev
elop
sel
f-es
teem
as
wel
l as
auto
nom
y an
d in
depe
nden
ce.
Bal
ance
d: S
tude
nts
lear
ned
the
valu
e of
bal
ance
d pl
ay—
to p
lay
outs
ide
or
insi
de; t
o pl
ay a
lone
, with
a fr
iend
or i
n gr
oups
; to
play
qui
etly
or a
ctiv
ely;
to s
peak
or
to li
sten
to o
ther
s; to
be
crea
tive
and
to a
ppre
ciat
e th
e cr
eativ
ity o
f oth
ers.
Thi
s,
in tu
rn, m
eant
that
they
bec
ame
mor
e op
en-m
inde
d to
the
view
s of
oth
ers.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r A
Ref
lect
ing
on th
e in
quiry
8. W
hat s
tude
nt-in
itiat
ed in
quiri
es a
rose
from
the
lear
ning
?
Rec
ord
a ra
nge
of s
tude
nt-in
itiat
ed in
quiri
es a
nd s
tude
nt q
uest
ions
an
d hi
ghlig
ht a
ny th
at w
ere
inco
rpor
ated
into
the
teac
hing
and
le
arni
ng. H
ow d
o I t
ake
care
of t
hing
s?
Can
I pl
ay th
at w
ith m
ore
child
ren?
H
ow c
an w
e ta
ke c
are
of th
ings
?
The
stud
ents
ask
ed m
ainl
y cl
osed
que
stio
ns (s
uch
as “C
an I
use
this
?” o
r “H
ow d
o I p
lay
with
this
?”),
but a
s th
e un
it de
velo
ped
man
y w
onde
rings
wer
e ex
pres
sed,
suc
h as
:
We
need
to ta
ke tu
rns
in o
rder
to b
e ab
le to
pla
y.
We
have
mor
e fri
ends
afte
r we
lear
n al
l the
se g
ames
in th
e pl
aygr
ound
. Ta
ke c
are
of th
e m
ater
ial,
clea
n it
and
mak
e or
der i
n th
e cl
assr
oom
. W
e ha
ve to
lear
n to
win
or l
ose,
and
stil
l be
frien
ds.
It is
goo
d to
hav
e si
lenc
e w
hile
we
wor
k.
To le
arn,
we
have
to tr
y ha
rd w
hen
we
cann
ot d
o so
met
hing
. I l
ike
to te
ach
othe
rs.
A
t thi
s po
int,
teac
hers
sho
uld
go b
ack
to b
ox 2
“Wha
t do
we
wan
t to
lear
n?”
and
high
light
the
teac
her q
uest
ions
or p
rovo
catio
ns th
at w
ere
mos
t effe
ctiv
e in
driv
ing
the
inqu
iries
.
Wha
t stu
dent
-initi
ated
act
ions
aro
se fr
om th
e le
arni
ng?
Rec
ord
stud
ent-i
nitia
ted
actio
ns ta
ken
by in
divi
dual
s or
gro
ups
show
ing
thei
r abi
lity
to re
flect
, to
choo
se a
nd to
act
. •
The
stud
ents
wan
ted
to im
prov
e so
me
corn
ers,
add
ing
som
e m
ater
ials
lik
e a
wat
er ta
ble.
•
The
stud
ents
org
aniz
ed d
iffer
ent r
ules
for g
roup
act
iviti
es, e
g “W
ho is
the
lead
er?”
•
The
stud
ents
initi
ated
a b
ooks
tore
, whe
re th
ey c
ould
go
and
get a
boo
k.
• Th
e st
uden
ts ta
ught
new
gam
es to
stu
dent
s w
ho h
ad b
een
abse
nt.
• Th
e st
uden
ts m
ade
cost
umes
, suc
h as
mas
ks a
nd n
eckl
aces
for t
heir
play
. •
The
stud
ents
mad
e a
list o
f the
ir fa
vour
ite a
ctiv
ities
to p
ass
on to
the
teac
her w
ho w
ould
take
the
grou
p ne
xt y
ear.
9. T
each
er n
otes
It is
ver
y im
porta
nt th
at in
set
ting
up th
e le
arni
ng e
nviro
nmen
t, w
e ar
e se
lect
ive
and
thou
ghtfu
l abo
ut th
e pu
rpos
e an
d qu
ality
of m
ater
ials
we
have
av
aila
ble
for u
se b
y th
e st
uden
ts. T
hese
mat
eria
ls a
llow
stu
dent
s to
gai
n ne
w in
form
atio
n an
d to
mak
e co
nnec
tions
to p
revi
ous
unde
rsta
ndin
gs,
ther
efor
e fa
cilit
atin
g th
e le
arni
ng p
roce
ss.
It is
whe
n a
stud
ent i
s w
orki
ng th
at w
e ha
ve th
e be
st o
ppor
tuni
ty to
enr
ich
thei
r voc
abul
ary,
pro
vidi
ng th
e ne
cess
ary
lang
uage
to in
crea
se th
e th
inki
ng
proc
ess
and
the
unde
rsta
ndin
g of
new
con
cept
s.
Dua
l lan
guag
e as
pect
Bec
ause
this
was
a b
iling
ual c
lass
room
, with
teac
hers
of b
oth
lang
uage
s of
in
stru
ctio
n al
way
s pr
esen
t, st
uden
ts s
witc
hed
natu
rally
from
one
lang
uage
to
the
othe
r, de
pend
ing
on w
ho th
ey w
ere
talk
ing
to a
t the
tim
e an
d th
e co
ntex
t of
thei
r dis
cuss
ion
(eg
Eng
lish
follo
win
g th
e re
adin
g of
an
Eng
lish
stor
y). I
n m
ost c
olla
bora
tive
situ
atio
ns, s
tude
nts
chat
ted
freel
y in
thei
r mot
her t
ongu
e,
and
this
was
allo
wed
by
the
teac
hers
as
it ga
ve th
em th
e op
portu
nity
to s
ee
whe
ther
con
cept
ual u
nder
stan
ding
was
bei
ng e
xpre
ssed
. The
refo
re, w
hile
al
l the
stu
dent
que
stio
ns, w
onde
rings
and
lear
ning
exp
erie
nces
are
re
cord
ed h
ere
in o
ne la
ngua
ge, t
hey
natu
rally
occ
urre
d in
bot
h.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r B
Cla
ss/g
rade
:
Scho
ol:
Title
:
Teac
her(
s):
Dat
e:
Prop
osed
dur
atio
n: n
umbe
r of h
ours
o
ver n
umbe
r of w
eeks
PY
P pl
anne
r
1. W
hat i
s ou
r pur
pose
?
To in
quire
into
the
follo
win
g:
• tr
ansd
isci
plin
ary
them
e
Who
we
are:
An
inqu
iry in
to th
e na
ture
of t
he s
elf;
belie
fs a
nd v
alue
s;
pers
onal
, phy
sica
l, m
enta
l, so
cial
and
spi
ritua
l hea
lth; h
uman
rela
tions
hips
in
clud
ing
fam
ilies
, frie
nds,
com
mun
ities
and
cul
ture
s; ri
ghts
and
re
spon
sibi
litie
s; w
hat i
t mea
ns to
be
hum
an.
• ce
ntra
l ide
a
Mak
ing
bala
nced
cho
ices
abo
ut d
aily
rout
ines
ena
bles
us
to h
ave
a he
alth
y lif
esty
le.
Sum
mat
ive
asse
ssm
ent t
ask(
s)
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
und
erst
andi
ng o
f th
e ce
ntra
l ide
a? W
hat e
vide
nce,
incl
udin
g st
uden
t-ini
tiate
d ac
tions
, w
ill w
e lo
ok fo
r?
One
-to-o
ne c
onfe
renc
es
Teac
hers
use
ane
cdot
al re
cord
s ga
ined
thro
ugh
obse
rvin
g st
uden
ts’ c
hoic
es
durin
g th
e un
it, a
s w
ell a
s pi
ctur
es o
f hea
lthy
and
unhe
alth
y lif
esty
les,
as
stim
ulat
ion
durin
g in
divi
dual
con
fere
nces
, and
take
not
es. T
each
ers
ask
ques
tions
suc
h as
: “W
hat b
alan
ced
choi
ces
do y
ou m
ake
thro
ugho
ut th
e da
y?” “
Why
do
you
choo
se to
do
this
?” a
nd “W
hat c
hang
es c
ould
you
mak
e fo
r a h
ealth
ier l
ifest
yle?
” Te
ache
rs lo
ok fo
r evi
denc
e in
clud
ing
the
stud
ents
’ exa
mpl
es o
f bal
ance
d ch
oice
s an
d th
e re
ason
s th
ey g
ive
abou
t why
thes
e en
able
them
to le
ad a
he
alth
y lif
esty
le.
Teac
hers
com
plet
e an
ass
essm
ent r
ubric
follo
win
g th
e co
nfer
ence
that
in
dica
tes
whe
ther
:
1.
the
stud
ent n
eeds
mor
e tim
e an
d fu
rther
exp
erie
nces
2.
th
e st
uden
t is
deve
lopi
ng a
nd m
akin
g po
sitiv
e pr
ogre
ss
3.
the
stud
ent h
as d
evel
oped
an
inde
pend
ent a
nd a
dvan
ced
leve
l of
thin
king
. Te
ache
rs k
eep
a re
cord
of t
he c
onfe
renc
e no
tes
and
rubr
ic in
the
stud
ent
portf
olio
s.
2. W
hat d
o w
e w
ant t
o le
arn?
Wha
t are
the
key
conc
epts
(for
m, f
unct
ion,
cau
satio
n, c
hang
e,
conn
ectio
n, p
ersp
ectiv
e, re
spon
sibi
lity,
refle
ctio
n) to
be
emph
asiz
ed
with
in th
is in
quiry
?
Func
tion,
cau
satio
n, re
flect
ion
Wha
t lin
es o
f inq
uiry
will
def
ine
the
scop
e of
the
inqu
iry in
to th
e ce
ntra
l id
ea?
• D
aily
hab
its a
nd ro
utin
es (h
ygie
ne, s
leep
, pla
y, e
atin
g)
• B
alan
ced
choi
ces
• C
onse
quen
ces
of c
hoic
es
Wha
t tea
cher
que
stio
ns/p
rovo
catio
ns w
ill d
rive
thes
e in
quiri
es?
Wha
t rou
tines
do
we
follo
w in
a d
ay a
nd w
hy?
Wha
t doe
s it
mea
n to
hav
e ba
lanc
e in
you
r dai
ly li
fe?
Wha
t cho
ices
do
we
mak
e th
roug
hout
the
day
for a
hea
lthy
life?
W
hat h
appe
ns if
we
mak
e go
od o
r bad
cho
ices
? Pr
ovoc
atio
ns
• P
ictu
res
of h
ealth
y an
d un
heal
thy
lifes
tyle
s on
cla
ssro
om w
alls
•
Flas
hcar
ds a
nd b
ooks
abo
ut h
ealth
and
saf
ety
on ta
bles
•
Cle
anin
g m
ater
ial o
r unt
idy
area
s in
the
clas
sroo
m
Pla
nnin
g th
e in
quiry
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r B
Pla
nnin
g th
e in
quiry
3. H
ow m
ight
we
know
wha
t we
have
lear
ned?
Th
is c
olum
n sh
ould
be
used
in c
onju
nctio
n w
ith “H
ow b
est m
ight
we
lear
n?”
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
prio
r kno
wle
dge
and
skill
s? W
hat e
vide
nce
will
we
look
for?
Dai
ly ro
utin
e fla
shca
rds
Stud
ents
seq
uenc
e fla
shca
rds
and
tell
a st
ory
abou
t the
ir da
y. T
each
ers
reco
rd th
e st
uden
ts’ s
torie
s us
ing
a ca
sset
te re
cord
er.
Evi
denc
e to
look
for:
stud
ents
’ abi
litie
s to
des
crib
e th
eir c
urre
nt d
aily
rout
ine
and
to
incl
ude
any
exam
ples
of h
ealth
y ch
oice
s th
ey a
lread
y m
ake
(eg
phys
ical
act
iviti
es,
sens
ible
bed
times
, cho
ices
of f
ood)
. M
ind
Map
s®
Teac
hers
sho
w p
ictu
res
of h
ealth
y an
d un
heal
thy
lifes
tyle
s. S
tude
nts
sort
pict
ures
in
to tw
o ca
tego
ries:
hea
lthy
and
unhe
alth
y. T
hey
min
d m
ap th
ough
ts a
nd id
eas.
Lo
ok fo
r stu
dent
s’ e
xam
ples
of w
hat i
t mea
ns to
be
heal
thy
and
unhe
alth
y in
thei
r liv
es in
mor
e th
an o
ne a
rea,
eg
eatin
g ha
bits
, phy
sica
l act
ivity
and
per
sona
l hy
gien
e.
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nt le
arni
ng in
the
cont
ext o
f th
e lin
es o
f inq
uiry
? W
hat e
vide
nce
will
we
look
for?
St
icke
r cha
rt (H
eadi
ngs:
Hyg
iene
, Hea
lthy
eatin
g, E
xerc
ise,
Saf
ety,
Res
t) O
n a
daily
bas
is, s
tude
nts
awar
d th
emse
lves
stic
kers
for h
ealth
y ch
oice
s th
ey m
ake
thro
ugho
ut th
e da
y, g
ivin
g re
ason
s fo
r the
ir ch
oice
. Loo
k fo
r stu
dent
s’ e
xpla
natio
ns
for a
war
ding
or n
ot a
war
ding
them
selv
es a
stic
ker.
Stud
ents
mak
e us
e of
thei
r “R
efle
ctio
n jo
urna
l” to
reco
rd:
• qu
estio
ns fo
r gue
st s
peak
ers
(wha
t we
wan
t to
find
out)
• th
e ef
fect
s be
fore
, dur
ing,
afte
r act
iviti
es, e
g ex
erci
se, e
atin
g, re
st
• th
eir d
raw
ings
, com
men
ts, q
uest
ions
, sur
vey
resu
lts
• ph
otog
raph
s an
d ot
her r
ecor
ding
s of
the
stud
ents
eng
aged
in in
quiry
. E
vide
nce
to lo
ok fo
r: st
uden
ts’ e
xam
ples
of,
or q
uest
ions
on,
hea
lthy
and
unhe
alth
y ch
oice
s.
4. H
ow b
est m
ight
we
lear
n?
Wha
t are
the
lear
ning
exp
erie
nces
sug
gest
ed b
y th
e te
ache
r and
/or s
tude
nts
to e
ncou
rage
the
stud
ents
to
eng
age
with
the
inqu
iries
and
add
ress
the
driv
ing
ques
tions
?
The
teac
her p
rovi
des
the
cont
ext f
or in
quiry
•
Teac
her-l
ed p
rese
ntat
ion
(role
pla
y or
sho
w p
ictu
res
of tw
o di
ffere
nt li
fest
yles
—ba
lanc
ed a
nd u
nbal
ance
d) to
pr
ovok
e in
quiry
. Vie
w v
ideo
s, p
ictu
res,
boo
ks, C
Ds
abou
t dai
ly ro
utin
es, h
ealth
and
saf
ety—
elic
it qu
estio
ns,
keep
reco
rd o
f sig
nific
ant a
nd re
leva
nt c
omm
ents
. •
Invi
te g
uest
spe
aker
s to
dis
cuss
hea
lth a
nd s
afet
y is
sues
(eg
PE, d
ram
a or
mus
ic te
ache
r, ki
tche
n an
d cl
eani
ng s
taff,
yog
a in
stru
ctor
, den
tal n
urse
, tra
ffic
polic
e of
ficer
). •
Fiel
d tri
ps (e
g sc
hool
kitc
hen,
gro
cery
sho
p, c
linic
, gym
, pla
ygro
und,
par
k)—
to d
iscu
ss h
ealth
and
saf
ety
issu
es a
s w
ell a
s ba
lanc
ed h
ealth
y ch
oice
s re
gard
ing
food
and
exe
rcis
e.
• C
lass
dis
cuss
ion
on c
onse
quen
ces
of o
ur c
hoic
es—
use
Edw
ard
De
Bono
’s th
inki
ng to
ol: c
onse
quen
ce a
nd
sequ
el. T
opic
s to
incl
ude—
sunb
athi
ng, w
atch
ing
TV, p
layi
ng c
ompu
ter g
ames
, exe
rcis
e, e
atin
g ju
nk fo
od, w
earin
g br
aces
: pro
s an
d co
ns, s
hort-
term
and
long
-term
con
sequ
ence
s.
• M
ake
circ
le ti
me
book
s. S
tude
nts
draw
clo
cks
with
spe
cific
tim
es a
nd il
lust
rate
the
activ
ities
car
ried
out a
t tha
t tim
e, e
g I g
et u
p at
sev
en o
’clo
ck (7
:00)
.
Lead
ing
and
faci
litat
ing
stud
ent i
nqui
ry
• H
ome
proj
ect.
Stud
ents
mak
e “M
y he
alth
y da
y” s
tory
book
s an
d pr
esen
t to
the
rest
of t
he g
roup
. The
y us
e dr
awin
gs, p
hoto
grap
hs a
nd p
ictu
res,
etc
and
giv
e re
ason
s fo
r the
hea
lthy
choi
ces
they
mak
e th
roug
hout
the
day.
(Gui
delin
es w
ill b
e gi
ven
for p
aren
ts—
to in
clud
e an
exp
lana
tion
of th
e ta
sk a
nd a
sses
smen
t pro
cedu
res
in th
e “U
nit o
verv
iew
” sen
t to
pare
nts
at th
e be
ginn
ing
of th
e un
it.)
• C
olla
bora
tive
grou
ps c
reat
e he
alth
cen
tres
in th
e cl
assr
oom
(inf
orm
atio
n ce
ntre
, fitn
ess
cent
re, r
estin
g ar
ea,
hygi
ene
and
safe
ty a
rea,
kitc
hen
area
). •
“Hyg
iene
det
ectiv
es”.
Stud
ents
dre
ss u
p as
det
ectiv
es a
nd lo
ok fo
r unh
ygie
nic
or u
nsaf
e ar
eas
in th
e sc
hool
. •
Stud
ents
iden
tify
the
maj
or fo
od g
roup
s an
d pl
ace
them
into
a fo
od p
yram
id o
r cla
ssify
them
in a
ny w
ay th
ey
belie
ve th
ey c
ould
be
grou
ped,
ie c
olou
r, te
xtur
e, ta
ste,
sou
rce
and
othe
r thi
ngs
they
may
kno
w a
bout
food
. Th
ey c
ompa
re a
nd c
ontra
st d
iffer
ent f
ood
pyra
mid
s fro
m d
iffer
ent p
arts
of t
he w
orld
and
then
dev
ise
thei
r ow
n. S
tude
nts
crea
te a
bal
ance
d m
enu
for l
unch
usi
ng th
eir k
now
ledg
e of
the
maj
or fo
od g
roup
s an
d th
e fo
od
pyra
mid
s.
• Su
rvey
. Stu
dent
s ex
amin
e ho
w s
tude
nts
in o
ther
cla
ssro
oms
rela
x or
rest
thro
ugho
ut th
e da
y—di
scus
s ou
tcom
es, a
nd th
en s
tude
nts
plan
a “P
yjam
a af
tern
oon”
to e
xper
ienc
e di
ffere
nt w
ays
to re
st o
r rel
ax.
• St
uden
ts o
rgan
ize
and
lead
a w
eek
of re
cess
act
iviti
es: d
ance
s, g
ames
, rol
e pl
ay, w
alks
, etc
, inc
ludi
ng a
set
of
saf
ety
rule
s.
• St
uden
ts c
reat
e po
ster
(s) f
or s
choo
l lob
by—
pers
onal
hyg
iene
, exe
rcis
e, re
st, h
ealth
y ea
ting,
and
saf
ety.
Wha
t opp
ortu
nitie
s w
ill o
ccur
for t
rans
disc
iplin
ary
skill
s de
velo
pmen
t and
for t
he d
evel
opm
ent o
f the
at
trib
utes
of t
he le
arne
r pro
file?
Tran
sdis
cipl
inar
y sk
ills
Self-
man
agem
ent s
kills
•
Org
aniz
atio
n: c
reat
ing
heal
th c
entre
s in
the
clas
sroo
m; l
eadi
ng a
wee
k of
rece
ss a
ctiv
ities
•
Safe
ty: d
evis
ing
a se
t of s
afet
y ru
les
for t
he p
layg
roun
d; d
iscu
ssin
g ou
tcom
es o
f det
ectiv
e in
vest
igat
ion;
road
sa
fety
exp
erie
nce
• H
ealth
y lif
esty
les:
pla
nnin
g an
d le
adin
g ac
tiviti
es o
r day
s •
Info
rmed
cho
ices
: cre
atin
g th
eir o
wn
food
pyr
amid
and
bal
ance
d m
enu
for l
unch
; lun
ch b
ox o
r res
t sur
vey;
pr
epar
ing
a he
alth
y sn
ack
Thin
king
ski
lls
• An
alys
is a
nd s
ynth
esis
of t
he m
ajor
food
gro
ups,
of t
he d
iffer
ent f
ood
pyra
mid
s, th
e cr
eatio
n of
a h
ealth
y sn
ack
and
a ba
lanc
ed lu
nch
men
u
Lear
ner p
rofil
e B
alan
ced:
Stu
dent
s pl
an a
nd le
ad a
ftern
oons
or d
ays
at s
choo
l. R
efle
ctiv
e: S
tude
nts
will
refle
ct th
roug
h us
e of
circ
le ti
me
book
, stic
ker c
hart,
sto
rybo
ok “M
y he
alth
y da
y”.
5. W
hat r
esou
rces
nee
d to
be
gath
ered
? W
hat p
eopl
e, p
lace
s, a
udio
-vis
ual m
ater
ials
, rel
ated
lite
ratu
re, m
usic
, art
, co
mpu
ter s
oftw
are,
etc
, will
be
avai
labl
e?
• Bo
oks,
sto
ries
and
song
s ab
out h
ealth
and
saf
ety
• ht
tp://
ww
w.c
ity.to
ront
o.on
.ca/
heal
th/h
ealth
yeat
ing.
• ht
tp://
ww
w.d
ole5
aday
.com
; ww
w.fo
tose
arch
.com
/pho
tos-
imag
es/h
ealth
y-ch
oice
s.ht
ml
• D
aily
cal
enda
r, da
ily ro
utin
e fla
shca
rds,
hyg
iene
or s
afet
y fla
shca
rds
How
will
the
clas
sroo
m e
nviro
nmen
t, lo
cal e
nviro
nmen
t, an
d/or
the
com
mun
ity b
e us
ed to
faci
litat
e th
e in
quiry
?
Stud
ents
cre
ate
heal
th c
entre
s in
the
clas
sroo
m, i
nclu
ding
aut
hent
ic it
ems
or
artif
acts
: inf
orm
atio
n ce
ntre
(boo
ks, p
ictu
res
from
libr
ary
or h
ome)
; fitn
ess
cent
re;
rest
ing
area
; hyg
iene
and
saf
ety
area
; and
kitc
hen
area
.
Peop
le a
nd p
lace
s in
the
loca
l com
mun
ity: d
enta
l nur
se, d
octo
r, yo
ga in
stru
ctor
, tra
ffic
polic
e of
ficer
; fitn
ess
cent
re, g
roce
ry s
hop,
hos
pita
l, pa
rk.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r B
Ref
lect
ing
on th
e in
quiry
6. T
o w
hat e
xten
t did
we
achi
eve
our p
urpo
se?
Ass
ess
the
outc
ome
of th
e in
quiry
by
prov
idin
g ev
iden
ce o
f stu
dent
s’ u
nder
stan
ding
of
the
cent
ral i
dea.
The
refle
ctio
ns o
f all
teac
hers
invo
lved
in th
e pl
anni
ng a
nd te
achi
ng o
f th
e in
quiry
sho
uld
be in
clud
ed.
The
heal
th c
entre
s w
ere
a gr
eat p
rovo
catio
n fo
r the
stu
dent
s to
mak
e ba
lanc
ed c
hoic
es. T
he
stud
ents
dev
elop
ed fr
om p
layi
ng th
e sa
me
gam
e re
peat
edly
, alo
ne o
r with
the
sam
e cl
assm
ate,
to p
layi
ng a
var
iety
of g
ames
(mus
ic, p
uzzl
es, s
kipp
ing
and
role
pla
y) w
ith d
iffer
ent
clas
smat
es a
nd ta
king
turn
s. T
hey
bega
n to
take
resp
onsi
bilit
y fo
r per
sona
l hyg
iene
(was
hing
ha
nds,
bru
shin
g te
eth)
and
resp
onsi
bilit
y fo
r tid
ines
s an
d sa
fety
. The
y to
ok ti
me
to re
st o
r re
lax—
read
a b
ook,
take
a n
ap o
r dra
w a
pic
ture
. The
y al
so b
egan
to c
hoos
e he
alth
y sn
acks
. Th
ey h
ave
ofte
n ex
pres
sed
thei
r rea
sons
for m
akin
g th
ese
choi
ces,
sho
win
g th
e aw
aren
ess
that
cho
ices
hav
e co
nseq
uenc
es.
Som
e ex
ampl
es o
f stu
dent
com
men
ts fo
llow
ing
this
uni
t
(Afte
r ski
ppin
g w
ith th
e ro
pe) “
I’m ti
red
now
. I’ll
hav
e a
drin
k an
d th
en re
st to
get
my
ener
gy
back
.” “I
have
kiw
i for
sna
ck…
now
my
whi
te b
lood
cel
ls w
ill g
et th
e vi
tam
ins
to fi
ght t
he g
erm
s.”
“Whe
n w
e da
nce,
that
’s e
xerc
ise
too,
righ
t, be
caus
e w
e ar
e m
ovin
g ou
r bod
y?”
“The
bin
was
nex
t to
the
tow
el a
gain
…I m
oved
it to
the
othe
r cor
ner t
hen
I was
hed
my
hand
s.”
The
stud
ents
als
o dr
ew o
r pai
nted
pic
ture
s to
repr
esen
t the
ir un
ders
tand
ing
of th
e ce
ntra
l ide
a.
“The
Goo
d H
ealth
Alp
habe
t Boo
k” is
a g
ood
exam
ple:
E=E
xerc
ise
(Eve
dre
w a
pic
ture
of
hers
elf d
anci
ng to
mus
ic),
F=Fr
iend
s (G
race
dre
w a
pic
ture
of h
erse
lf pl
ayin
g w
ith fr
iend
s),
H=H
ygie
ne (A
nish
dre
w a
pic
ture
of h
imse
lf w
ashi
ng h
is h
ands
dot
ted
with
ger
ms)
.
How
you
cou
ld im
prov
e on
the
asse
ssm
ent t
ask(
s) s
o th
at y
ou w
ould
hav
e a
mor
e ac
cura
te p
ictu
re o
f eac
h st
uden
t’s u
nder
stan
ding
of t
he c
entr
al id
ea.
The
“Ref
lect
ion
jour
nal”,
the
stic
ker c
hart,
circ
le ti
me
book
, “M
y he
alth
y da
y” s
tory
book
and
the
one-
to-o
ne c
onfe
renc
es p
rovi
ded
a ric
h so
urce
for t
he te
ache
rs a
nd c
lass
room
ass
ista
nt to
ob
serv
e, re
cord
evi
denc
e of
and
ass
ess
each
stu
dent
’s u
nder
stan
ding
of t
he c
entra
l ide
a.
How
ever
, we
wou
ld p
rovi
de th
e st
uden
ts w
ith g
reat
er fr
eedo
m to
org
aniz
e an
d le
ad th
eir o
wn
days
or a
ftern
oons
to a
llow
for m
ore
auth
entic
and
inde
pend
ent i
nqui
ry in
to th
e ce
ntra
l ide
a.
Wha
t was
the
evid
ence
that
con
nect
ions
wer
e m
ade
betw
een
the
cent
ral i
dea
and
the
tran
sdis
cipl
inar
y th
eme?
The
stud
ents
sho
wed
trem
endo
us c
urio
sity
abo
ut w
hat i
s be
nefic
ial o
r har
mfu
l to
thei
r bod
ies.
Th
ey w
ere
fasc
inat
ed b
y “g
erm
s” a
nd w
ante
d to
kno
w w
hat g
erm
s lo
ok li
ke a
nd h
ow th
ey a
re
harm
ful t
o us
. The
y al
so e
njoy
ed e
xplo
ring
the
com
mon
aliti
es a
nd d
iffer
ence
s of
hum
an
expe
rienc
es. W
hen
inqu
iring
into
the
maj
or fo
od g
roup
s, tw
o of
the
stud
ents
sai
d th
at th
ey d
o no
t eat
mea
t; on
e st
uden
t is
alle
rgic
to d
airy
pro
duct
s an
d an
othe
r to
som
e fru
its, s
o th
e ot
hers
w
ante
d to
find
out
wha
t sou
rces
thes
e st
uden
ts re
ly o
n fo
r pro
tein
s, c
alci
um a
nd v
itam
ins.
Stu
dent
s ha
ve d
evel
oped
in a
ll do
mai
ns—
phys
ical
, soc
ial,
emot
iona
l, in
telle
ctua
l and
ae
sthe
tic. T
hey
show
resp
ect t
owar
ds th
e sc
hool
’s c
lean
ing
staf
f and
loca
l com
mun
ity h
elpe
rs
(eg
traffi
c po
lice
offic
er) a
nd a
ppre
ciat
e w
hat o
ther
s do
for t
heir
wel
l-bei
ng (e
g pa
rent
s pr
epar
e a
heal
thy
snac
k fo
r the
m e
very
day
). Th
ey a
re c
oope
rativ
e in
kee
ping
the
clas
sroo
m,
play
grou
nd a
nd s
choo
l cle
an a
nd ti
dy. T
hey
take
turn
s w
hen
play
ing,
try
to fi
nd s
olut
ions
whe
n di
sagr
eem
ents
aris
e an
d ar
e no
w to
tally
inde
pend
ent i
n ch
oosi
ng, p
lann
ing
and
lead
ing
activ
ities
.
7. T
o w
hat e
xten
t did
we
incl
ude
the
elem
ents
of t
he P
YP?
Wha
t wer
e th
e le
arni
ng e
xper
ienc
es th
at e
nabl
ed s
tude
nts
to:
• de
velo
p an
und
erst
andi
ng o
f the
con
cept
s id
entif
ied
in “
Wha
t do
we
wan
t to
lear
n?”
• de
mon
stra
te th
e le
arni
ng a
nd a
pplic
atio
n of
par
ticul
ar tr
ansd
isci
plin
ary
skill
s?
• de
velo
p pa
rtic
ular
attr
ibut
es o
f the
lear
ner p
rofil
e an
d/or
atti
tude
s?
In e
ach
case
, exp
lain
you
r sel
ectio
n.
Key
con
cept
s Fu
nctio
n: T
he te
ache
rs p
rese
ntin
g an
d ro
le-p
layi
ng d
iffer
ent l
ifest
yles
and
the
parti
cipa
tion
of g
uest
spe
aker
s ha
ve p
rovi
ded
role
mod
els
for t
he s
tude
nts
to s
ee h
ow
heal
thy
and
unhe
alth
y liv
es a
re le
d.
Cau
satio
n: T
he “F
indi
ng g
erm
s” s
cien
ce e
xper
imen
t hel
ped
the
stud
ents
to
unde
rsta
nd th
at o
ur a
ctio
ns h
ave
cons
eque
nces
, eg
“Don
’t bi
te y
our n
ails
, Ary
a, o
r the
ge
rms
will
go
into
you
r tum
my.
” and
“if w
e do
n’t b
rush
our
teet
h, th
e fo
od g
ets
stuc
k an
d m
akes
hol
es in
our
teet
h.”
Ref
lect
ion:
Dur
ing
the
one-
to-o
ne c
onfe
renc
es, t
he s
tude
nts
mad
e pr
opos
als
for
chan
ges
they
, the
ir fri
ends
and
thei
r fam
ily m
embe
rs c
ould
mak
e fo
r a h
ealth
ier
lifes
tyle
, eg
”Mum
my
coul
d ex
erci
se o
utdo
ors
in th
e fre
sh a
ir ra
ther
than
follo
win
g ex
erci
ses
on T
V.”
Tran
sdis
cipl
inar
y sk
ills
Self-
man
agem
ent s
kills
O
rgan
izat
ion:
The
re w
as g
ood
team
wor
k an
d te
am s
pirit
dur
ing
the
plan
ning
of a
nd th
e se
tting
up
of o
ur h
ealth
cen
tres;
lead
ing
a w
eek
of re
cess
act
iviti
es h
as g
iven
the
stud
ents
the
oppo
rtuni
ty to
org
aniz
e th
eir o
wn
lear
ning
and
that
of o
ther
s, ta
king
into
co
nsid
erat
ion
diffe
rent
lear
ning
sty
les
and
abilit
ies.
S
afet
y: S
ome
stud
ents
kep
t pla
ying
the
role
of h
ygie
ne o
r saf
ety
dete
ctiv
es d
urin
g an
d af
ter o
ur u
nit o
f inq
uiry
. H
ealth
y lif
esty
les:
Pla
nnin
g an
d le
adin
g a
day
of a
ctiv
ities
has
pro
vide
d am
ple
evid
ence
that
the
stud
ents
lead
a h
ealth
y lif
esty
le.
Info
rmed
cho
ices
: “W
hat’s
in th
e lu
nch
box?
” and
the
“Res
t” su
rvey
s ha
ve le
d th
e st
uden
ts to
inqu
ire in
to w
hat a
bal
ance
d m
eal i
s an
d di
ffere
nt w
ays
to re
st.
Thin
king
ski
lls
Anal
ysis
and
syn
thes
is o
f the
maj
or fo
od g
roup
s an
d th
e di
ffere
nt fo
od p
yram
ids
have
he
lped
the
stud
ents
to c
reat
e a
bala
nced
mea
l and
a h
ealth
y sn
ack
by th
emse
lves
.
Lear
ner p
rofil
e
Bal
ance
d: B
y m
akin
g th
e “M
y he
alth
y da
y” s
tory
book
, the
stu
dent
s co
uld
show
thei
r un
ders
tand
ing
of h
ow m
akin
g ba
lanc
ed c
hoic
es le
ads
to a
hea
lthy
lifes
tyle
. R
efle
ctiv
e: T
he s
tude
nts
refle
cted
on
whe
n an
d w
hy th
ey d
eser
ved
to a
war
d th
emse
lves
a s
ticke
r with
the
stic
ker c
hart,
thus
sho
win
g aw
aren
ess
of w
hen
they
wer
e m
akin
g a
heal
thy
choi
ce a
nd th
e co
nseq
uenc
es th
at it
ent
ails
.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r B
Ref
lect
ing
on th
e in
quiry
8. W
hat s
tude
nt-in
itiat
ed in
quiri
es a
rose
from
the
lear
ning
?
Rec
ord
a ra
nge
of s
tude
nt-in
itiat
ed in
quiri
es a
nd s
tude
nt q
uest
ions
an
d hi
ghlig
ht a
ny th
at w
ere
inco
rpor
ated
into
the
teac
hing
and
le
arni
ng.
Wha
t can
we
do if
som
eone
trie
s to
hur
t us?
W
hat c
an w
e do
if s
omeo
ne is
driv
ing
dang
erou
sly?
W
here
doe
s m
ilk c
ome
from
? W
hat d
o ge
rms
look
like
? W
hat d
o I d
o if
som
eone
is te
asin
g m
e an
d I g
et a
ngry
? A
t thi
s po
int,
teac
hers
sho
uld
go b
ack
to b
ox 2
“Wha
t do
we
wan
t to
lear
n?”
and
high
light
the
teac
her q
uest
ions
or p
rovo
catio
ns th
at w
ere
mos
t effe
ctiv
e in
driv
ing
the
inqu
iries
.
Wha
t stu
dent
-initi
ated
act
ions
aro
se fr
om th
e le
arni
ng?
Rec
ord
stud
ent-i
nitia
ted
actio
ns ta
ken
by in
divi
dual
s or
gro
ups
show
ing
thei
r abi
lity
to re
flect
, to
choo
se a
nd to
act
. •
At h
ome,
man
y st
uden
ts d
rew
pic
ture
s of
ger
ms
infe
stin
g ou
r en
viro
nmen
t and
of h
ealth
y ch
oice
s, e
g a
draw
ing
of th
emse
lves
pla
ying
w
ith fr
iend
s, e
atin
g fru
its o
r wea
ring
a he
lmet
whe
n rid
ing
a bi
ke.
• Th
e cr
eatio
n of
our
“Hea
lthy
food
sho
p” a
nd “M
cPla
y re
stau
rant
” to
enco
urag
e he
alth
y ea
ting
in th
e cl
assr
oom
. •
Som
e st
uden
ts p
ract
ise
yoga
exe
rcis
es w
hen
they
hav
e pr
oble
ms
falli
ng
asle
ep.
• S
tude
nts
brou
ght i
n m
usic
CD
s fro
m h
ome
to e
ncou
rage
dan
cing
as
a fo
rm o
f exe
rcis
e, a
nd b
ooks
in th
eir m
othe
r ton
gue
abou
t hea
lthy
and
unhe
alth
y lif
esty
les.
•
Stu
dent
s re
min
d th
eir p
aren
ts to
pre
pare
a h
ealth
y sn
ack
for t
hem
to ta
ke
to s
choo
l. •
Stu
dent
s te
ll us
they
bru
sh th
eir t
eeth
thor
ough
ly b
efor
e go
ing
to s
leep
an
d w
e se
e th
em d
o so
at s
choo
l afte
r eat
ing
suga
ry fo
ods.
•
Stu
dent
s w
ho lo
ved
“junk
food
” stil
l do,
but
hav
e de
cide
d to
eat
it a
s a
treat
onc
e a
wee
k.
• S
ome
stud
ents
avo
id b
eing
nea
r peo
ple
who
sm
oke
and
spec
ifica
lly s
ay
why
. •
Stu
dent
s sp
onta
neou
sly
anal
yse
wha
t the
ir fri
ends
and
fam
ily m
embe
rs
are
eatin
g fo
r bre
akfa
st, l
unch
and
din
ner.
9. T
each
er n
otes
The
plan
ning
of t
his
unit
toge
ther
in li
ne w
ith th
e sc
hool
’s s
cope
and
se
quen
ce d
ocum
ents
was
a s
moo
th ta
sk. E
xam
ples
of t
he p
hysi
cal
educ
atio
n (P
E) a
nd p
erso
nal a
nd s
ocia
l edu
catio
n (P
SE
) stra
nds
wer
e in
corp
orat
ed in
to th
is u
nit.
PE
Hea
lth-r
elat
ed a
ctiv
ities
: rec
ogni
zing
and
app
reci
atin
g th
e im
porta
nce
of
phys
ical
act
ivity
and
mai
ntai
ning
a h
ealth
y lif
esty
le, a
spec
ts o
f nut
ritio
n an
d ex
erci
se to
geth
er w
ith a
con
side
ratio
n of
saf
ety,
phy
sica
l cha
nge
both
te
mpo
rary
and
long
term
cau
sed
by p
hysi
cal a
ctiv
ity.
The
PE
teac
her r
emar
ked
that
the
stud
ents
are
now
aw
are
that
doi
ng s
ports
is
not
onl
y ab
out p
layi
ng g
ames
but
that
mov
emen
t is
impo
rtant
for t
heir
phys
ical
wel
l-bei
ng.
PSE
Hea
lth a
nd s
afet
y: a
spec
ts o
f ove
rall
heal
th in
clud
ing
nutri
tion
and
cont
rol o
f di
seas
es, p
ositi
ve li
fest
yle
choi
ces
to p
rom
ote
and
mai
ntai
n he
alth
, saf
e pr
actic
es a
nd e
nviro
nmen
tally
resp
onsi
ble
beha
viou
rs u
sed
in th
e ho
me,
sc
hool
and
com
mun
ity.
The
lunc
hroo
m s
taff
rem
arke
d th
at th
e st
uden
ts a
naly
sed
wha
t the
oth
ers
had
for l
unch
—w
heth
er it
was
a h
ealth
y or
unh
ealth
y ch
oice
and
why
. W
hen
plan
ning
this
uni
t, w
e ha
d a
disc
ussi
on w
ith p
revi
ous
year
leve
l te
ache
rs to
ens
ure
that
we
wer
e in
form
ed a
bout
the
kind
of p
rior l
earn
ing
that
stu
dent
s m
ight
brin
g to
the
inqu
iry. D
urin
g th
is p
roce
ss, w
e fo
und
that
ot
her u
nits
abo
ut h
ealth
y ch
oice
s la
ter i
n th
e sc
hool
’s p
rogr
amm
e of
inqu
iry
mig
ht n
eed
som
e re
visi
ng to
avo
id re
petit
ion,
as
this
inqu
iry s
eem
ed
parti
cula
rly re
leva
nt to
this
age
gro
up.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r C
Cla
ss/g
rade
:
A
ge g
roup
: 5-7
Scho
ol:
Sc
hool
cod
e:
Title
:
Teac
her(
s):
Dat
e:
Prop
osed
dur
atio
n: n
umbe
r of h
ours
ove
r num
ber o
f wee
ks
PY
P pl
anne
r
1. W
hat i
s ou
r pur
pose
? To
inqu
ire in
to th
e fo
llow
ing:
• tr
ansd
isci
plin
ary
them
e
How
we
orga
nize
our
selv
es: A
n in
quiry
into
the
inte
rcon
nect
edne
ss o
f hum
an-
mad
e sy
stem
s an
d co
mm
uniti
es; t
he s
truct
ure
and
func
tion
of o
rgan
izat
ions
; so
ciet
al d
ecis
ion-
mak
ing;
eco
nom
ic a
ctiv
ities
and
thei
r im
pact
on
hum
anki
nd
and
the
envi
ronm
ent.
• ce
ntra
l ide
a
Sys
tem
s ne
ed to
be
in p
lace
to m
aint
ain
orga
niza
tion
in c
omm
uniti
es.
Sum
mat
ive
asse
ssm
ent t
ask(
s)
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
und
erst
andi
ng o
f the
ce
ntra
l ide
a? W
hat e
vide
nce,
incl
udin
g st
uden
t-ini
tiate
d ac
tions
, will
we
look
for?
(Ope
n-en
ded
task
) Stu
dent
s cr
eate
a M
ind
Map
® o
r flo
w c
hart
of th
e di
ffere
nt
orga
niza
tiona
l sys
tem
s th
ey u
se a
t sch
ool a
nd a
t hom
e an
d of
thos
e pe
ople
(in
clud
ing
them
selv
es) w
ho a
re in
volv
ed. S
tude
nts
draw
and
/or w
rite
wha
t the
y be
lieve
to b
e or
gani
zed,
the
parts
of t
he s
yste
ms
used
and
who
is re
spon
sibl
e.
Stud
ents
als
o de
scrib
e ho
w th
e ab
senc
e of
any
of t
hese
sys
tem
s w
ould
affe
ct
othe
r sys
tem
s an
d th
e co
mm
unity
. Thi
s as
sess
men
t will
be
done
at t
he
begi
nnin
g of
the
unit
and
will
be
repe
ated
at t
he e
nd o
f the
uni
t. Te
ache
rs w
ill a
sses
s bo
th th
e be
fore
and
afte
r Min
d M
aps
or fl
ow c
harts
for t
he
degr
ee o
f stu
dent
aw
aren
ess
of h
ow e
ach
syst
em is
rela
ted
to th
e pe
ople
in
volv
ed, t
o ot
her s
yste
ms,
and
to th
e st
uden
ts th
emse
lves
. S
tude
nt s
elf-a
sses
smen
t: S
tude
nts
will
be
give
n th
e op
portu
nity
to e
xpla
in
verb
ally
the
diffe
renc
es in
thei
r bef
ore
and
afte
r Min
d M
aps
or fl
ow c
harts
. P
ortfo
lio a
nd d
ocum
ent m
anag
emen
t: A
s th
e un
it pr
ogre
sses
, stu
dent
s w
ill b
e as
ked
to o
rgan
ize
thei
r ow
n po
rtfol
ios.
A s
tude
nt-d
esig
ned
rubr
ic w
ill b
e us
ed to
as
sess
the
stud
ents
’ abi
litie
s to
dec
ide
wha
t par
ts w
ill m
ake
up th
eir s
yste
m; t
o ca
tego
rize
thei
r wor
k; to
sto
re w
ith o
ther
por
tfolio
s; to
be
resp
onsi
ble
for a
ddin
g to
thei
r por
tfolio
, etc
. Stu
dent
s w
ill th
en a
sses
s ea
ch o
ther
’s s
yste
ms
by tr
ying
to
find
parti
cula
r pie
ces
of w
ork
on th
e co
mpu
ter o
r am
ong
the
portf
olio
s.
2. W
hat d
o w
e w
ant t
o le
arn?
W
hat a
re th
e ke
y co
ncep
ts (f
orm
, fun
ctio
n, c
ausa
tion,
cha
nge,
con
nect
ion,
per
spec
tive,
an
d re
spon
sibi
lity,
refle
ctio
n) to
be
emph
asiz
ed w
ithin
this
inqu
iry?
Key
con
cept
s: c
onne
ctio
n, re
spon
sibi
lity
Rel
ated
con
cept
s: in
terd
epen
denc
e, o
rgan
izat
ion,
sys
tem
s
Wha
t lin
es o
f inq
uiry
will
def
ine
the
scop
e of
the
inqu
iry in
to th
e ce
ntra
l ide
a?
• Th
e co
ncep
t of o
rgan
izat
ion
• D
iffer
ent s
yste
ms
of o
rgan
izat
ion
that
we
use
pers
onal
ly
• D
iffer
ent s
yste
ms
of o
rgan
izat
ion
in o
ur c
omm
unity
•
Col
lect
ion,
sto
rage
and
use
of i
nfor
mat
ion
for o
rgan
izat
ion
Wha
t tea
cher
que
stio
ns/p
rovo
catio
ns w
ill d
rive
thes
e in
quiri
es?
• W
hat d
oes
it m
ean
to b
e or
gani
zed?
•
Wha
t or w
ho h
elps
us
to re
mem
ber w
hat w
e ne
ed to
do
and
have
at s
choo
l eac
h da
y?
• O
f wha
t is
a sy
stem
mad
e up
? •
Wha
t sys
tem
s ar
e in
pla
ce in
our
sch
ool a
nd c
omm
unity
? •
Wha
t sys
tem
s he
lp u
s to
sol
ve a
nd p
reve
nt p
robl
ems?
•
Wha
t is
the
role
that
tech
nolo
gy h
as in
the
way
sys
tem
s op
erat
e w
ithin
our
com
mun
ity?
Pr
ovoc
atio
ns
• G
ive
stud
ents
a li
st o
f act
iviti
es to
com
plet
e w
ithin
an
afte
rnoo
n se
ssio
n. A
llow
the
stud
ents
to
org
aniz
e th
eir o
wn
time
to c
ompl
ete
thes
e ac
tiviti
es. A
t the
con
clus
ion,
dis
cuss
the
num
ber
of a
ctiv
ities
com
plet
ed b
y ea
ch s
tude
nt. W
hy d
id s
ome
stud
ents
com
plet
e a
lot a
nd s
ome
stud
ents
com
plet
e a
few
act
iviti
es?
Wha
t thi
ngs
did
you
need
to th
ink
abou
t whe
n yo
u w
ere
doin
g th
e ac
tiviti
es?
• C
reat
e a
“Day
of c
haos
”. St
uden
ts a
re p
lace
d in
a c
lass
room
env
ironm
ent w
here
thei
r boo
ks,
mat
hs m
anip
ulat
ives
and
oth
er c
lass
room
mat
eria
ls h
ave
been
take
n fro
m th
eir s
helv
es a
nd
it is
up
to th
e gr
oup
to d
ecid
e ho
w to
org
aniz
e th
ese
mat
eria
ls m
ost e
ffect
ivel
y an
d to
exp
lain
th
e re
ason
s fo
r the
ir or
gani
zatio
nal d
ecis
ions
.
Pla
nnin
g th
e in
quiry
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r C
5. W
hat r
esou
rces
nee
d to
be
gath
ered
? W
hat p
eopl
e, p
lace
s, a
udio
-vis
ual m
ater
ials
, rel
ated
lite
ratu
re, m
usic
, art
, com
pute
r so
ftwar
e, e
tc, w
ill b
e av
aila
ble?
• C
lock
s (d
igita
l and
ana
logu
e), t
imet
able
s, s
ched
ules
, cal
enda
rs, n
ewsp
aper
s, o
utsi
de
libra
ries,
loca
l mag
azin
es, f
ictio
n an
d no
n-fic
tion
text
s •
Com
pute
rized
filin
g sy
stem
s •
Sch
ool p
erso
nnel
(eg
libra
rian,
ICT
tech
nici
an, P
E te
ache
r, of
fice
man
ager
or s
ecre
tary
, ca
fete
ria s
taff,
cus
todi
an o
r jan
itor)
•
Stim
ulus
pho
togr
aphs
, film
clip
s, d
ocum
enta
ry p
rogr
amm
es o
f cla
ssro
oms
from
oth
er p
arts
of
the
wor
ld, e
g ht
tp://
ww
w.fo
tose
arch
.com
; http
://w
ww
.goo
gle.
com
(vis
ual s
earc
h)
How
will
the
clas
sroo
m e
nviro
nmen
t, lo
cal e
nviro
nmen
t and
/or t
he c
omm
unity
be
used
to
faci
litat
e th
e in
quiry
? V
isiti
ng o
ther
cla
ssro
oms
in o
wn
scho
ol a
nd p
erha
ps in
oth
er s
choo
ls.
Vis
iting
the
cent
ral l
ibra
ry.
Prin
cipa
l, te
ache
rs a
nd o
ffice
sta
ff w
ill p
rovi
de s
tude
nts
with
exa
mpl
es o
f the
way
s th
ey
orga
nize
them
selv
es o
n a
daily
bas
is. T
hese
will
incl
ude
timet
able
s, d
iarie
s, c
ompu
ter f
iles
and
fold
ers,
pap
er fi
les
and
fold
ers,
box
es, s
helv
es, e
tc.
Reo
rgan
izat
ion
of th
e cl
assr
oom
env
ironm
ent f
or th
e “D
ay o
f cha
os”.
Pla
nnin
g th
e in
quiry
3. H
ow m
ight
we
know
wha
t we
have
lear
ned?
Th
is c
olum
n sh
ould
be
used
in c
onju
nctio
n w
ith “H
ow b
est m
ight
we
lear
n?”
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
prio
r kno
wle
dge
and
skill
s?
Wha
t evi
denc
e w
ill w
e lo
ok fo
r?
• D
iscu
ss w
ith s
tude
nts
how
they
org
aniz
e th
emse
lves
on
a da
ily b
asis
(eg
time,
clo
thes
, bo
oks,
etc
) in
orde
r to
iden
tify
the
conn
ectio
ns th
e st
uden
ts m
ake
with
sys
tem
s th
ey k
now
he
lp to
org
aniz
e th
emse
lves
. •
In s
mal
l gro
ups,
stu
dent
s dr
aw a
nd e
xpla
in th
e pa
rts o
f a c
alen
dar t
o as
certa
in
unde
rsta
ndin
g of
mon
ths
of th
e ye
ar a
nd d
ays
of th
e w
eek,
and
how
cal
enda
rs a
re
used
in o
rder
for u
s to
org
aniz
e ou
r liv
es.
• G
ive
stud
ents
a s
impl
e da
ta h
andl
ing
exer
cise
(eg
repo
rting
bac
k to
the
clas
s on
all
colo
urin
g ut
ensi
ls in
the
clas
sroo
m),
and
asse
ss th
eir a
bilit
y to
col
lect
, rec
ord,
org
aniz
e an
d in
terp
ret t
he d
ata.
W
hat a
re th
e po
ssib
le w
ays
of a
sses
sing
stu
dent
lear
ning
in th
e co
ntex
t of t
he li
nes
of in
quiry
? W
hat e
vide
nce
will
we
look
for?
•
Thro
ugh
the
“Day
of c
haos
” pro
voca
tion
(see
box
2),
stud
ents
will
be
aske
d to
iden
tify
the
syst
em(s
) tha
t hav
e be
en d
isru
pted
or c
hang
ed a
nd to
exp
lain
how
that
cha
nge
has
impa
cted
thei
r cla
ssro
om a
s an
org
aniz
atio
n.
• S
tude
nts
will
con
duct
a s
urve
y of
peo
ple
in th
e sc
hool
who
nee
d to
be
orga
nize
d (s
ee
box
4), e
xpla
in fr
om th
e re
sults
why
they
nee
d to
be
orga
nize
d an
d ho
w th
e sy
stem
s th
ey u
se h
elp
them
to s
tay
orga
nize
d.
• A
s pa
rt of
the
daily
act
ivity
seq
uenc
ing
task
, stu
dent
s ex
plai
n ve
rbal
ly w
hy a
ctiv
ities
ar
e ar
rang
ed in
this
ord
er.
4. H
ow b
est m
ight
we
lear
n?
Wha
t are
the
lear
ning
exp
erie
nces
sug
gest
ed b
y th
e te
ache
r and
/or s
tude
nts
to e
ncou
rage
th
e st
uden
ts to
eng
age
with
the
inqu
iries
and
add
ress
the
key
ques
tions
? Th
e te
ache
r pro
vide
s th
e co
ntex
t for
inqu
iry.
• St
uden
ts v
isit
othe
r pla
ces
in th
e sc
hool
and
try
to id
entif
y an
d co
mpa
re s
imila
r and
diff
eren
t sy
stem
s to
thos
e th
at a
re in
pla
ce in
thei
r cla
ssro
om (e
g lib
rary
, spo
rts s
hed,
com
pute
rs, c
ar
park
, sch
ool b
ags,
por
tfolio
s).
• St
uden
ts d
raw
and
writ
e do
wn
thei
r dai
ly a
ctiv
ities
and
seq
uenc
e th
em.
• St
uden
ts c
reat
e a
max
imum
of t
hree
que
stio
ns th
at th
ey w
ould
like
to a
sk th
e pe
ople
who
wor
k in
the
scho
ol a
bout
the
syst
ems
they
use
to o
rgan
ize
them
selv
es. S
tude
nts
colla
te re
spon
ses
and
shar
e fin
ding
s w
ith th
eir p
eers
with
the
focu
s on
who
in th
e sc
hool
hel
ps u
s to
sol
ve a
nd
prev
ent p
robl
ems
on a
dai
ly b
asis
. •
Stud
ents
use
a v
arie
ty o
f im
ages
of c
lass
room
s fro
m a
roun
d th
e w
orld
to c
ompa
re w
ith th
eir
own—
stud
ents
focu
s on
whe
re s
tude
nts
sit,
whe
re th
eir r
esou
rces
are
sto
red,
how
thin
gs a
re
disp
laye
d an
d im
agin
e ho
w c
omfo
rtabl
e th
ey m
ight
feel
to le
arn
in s
uch
a cl
assr
oom
. •
Stud
ents
exp
lore
the
feat
ures
of a
var
iety
of s
ched
ules
and
tim
etab
les
(dai
ly, w
eekl
y an
d an
nual
) bot
h w
ithin
the
scho
ol a
nd th
e w
ider
com
mun
ity. (
See
box
5 fo
r spe
cific
exa
mpl
es.)
In
grou
ps, s
tude
nts
shar
e ho
w th
ese
sche
dule
s an
d tim
etab
les
are
used
with
in th
e sy
stem
to
whi
ch th
ey re
late
, and
how
the
peop
le w
ho ru
n th
e sy
stem
use
thes
e sc
hedu
les
and
timet
able
s to
hel
p or
gani
ze p
eopl
e, it
ems
and
even
ts.
• Po
rtfol
ios
as a
sys
tem
: dis
cuss
the
curre
nt w
ay th
at w
e st
ore
evid
ence
of l
earn
ing
in o
ur
portf
olio
s. W
hat o
ther
way
s co
uld
we
do th
is?
How
do
othe
r peo
ple
in th
e sc
hool
org
aniz
e an
d st
ore
info
rmat
ion?
Wha
t are
the
stre
ngth
s an
d w
eakn
esse
s of
our
por
tfolio
sys
tem
? W
hat c
ould
w
e do
to im
prov
e it?
•
Stud
ents
vis
it th
e sc
hool
libr
ary
and
the
city
’s c
entra
l lib
rary
. The
y ta
lk to
the
libra
rian
abou
t le
ndin
g sy
stem
s an
d lo
ok a
t how
boo
ks a
re o
rgan
ized
(in
cent
ral l
ibra
ry, j
ust o
n on
e flo
or).
Wha
t opp
ortu
nitie
s w
ill o
ccur
for t
rans
disc
iplin
ary
skill
s de
velo
pmen
t and
for t
he
deve
lopm
ent o
f the
attr
ibut
es o
f the
lear
ner p
rofil
e?
Tran
sdis
cipl
inar
y sk
ills
Res
earc
h sk
ills:
Thr
ough
the
expl
orat
ion
of a
var
iety
of o
rgan
izat
iona
l sys
tem
s an
d th
roug
h co
llect
ing
and
sorti
ng th
e da
ta th
ey h
ave
colla
ted,
stu
dent
s di
stin
guis
h co
mm
on fe
atur
es o
f eac
h ex
ampl
e re
late
d to
how
we
can
best
org
aniz
e ou
rsel
ves.
Th
inki
ng s
kills
: Ana
lysi
s of
the
parts
of a
var
iety
of o
rgan
izat
iona
l sys
tem
s (ie
tim
etab
les,
sc
hedu
les,
cat
alog
uing
sys
tem
s, e
tc) a
nd h
ow th
ey w
ork
toge
ther
in o
rder
to s
ee re
latio
nshi
ps
betw
een
them
and
to fi
nd u
niqu
e ch
arac
teris
tics
in e
ach
exam
ple.
Se
lf-m
anag
emen
t ski
lls: D
urin
g th
e or
gani
zatio
n of
the
clas
sroo
m, s
tude
nts
will
nee
d to
de
mon
stra
te s
patia
l aw
aren
ess,
tim
e m
anag
emen
t ski
lls a
nd th
e ab
ility
to m
ake
info
rmed
cho
ices
ab
out h
ow a
sys
tem
can
be
mad
e to
wor
k.
Lear
ner p
rofil
e
Kno
wle
dgea
ble:
Thr
ough
exp
lorin
g th
e va
rious
org
aniz
atio
nal s
yste
ms
in th
e ho
me,
sch
ool a
nd
loca
l com
mun
ity, s
tude
nts
will
be
bette
r abl
e to
exp
lain
how
peo
ple
and
orga
niza
tiona
l stru
ctur
es
are
conn
ecte
d to
mak
e ou
r liv
es m
ore
effic
ient
. R
efle
ctiv
e: T
hrou
gh g
ivin
g th
ough
tful c
onsi
dera
tion
to th
eir o
wn
daily
exp
erie
nces
and
how
they
ar
e co
ntrib
utin
g to
hel
ping
thos
e ar
ound
them
. Als
o th
roug
h se
lf-ev
alua
tion
of h
ow re
spon
sibl
e th
ey
belie
ve th
ey a
re a
t fol
low
ing
timet
able
s an
d sc
hedu
les
and
othe
r org
aniz
atio
nal s
truct
ures
in th
eir
scho
ol a
nd a
t hom
e.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r C
6. T
o w
hat e
xten
t did
we
achi
eve
our p
urpo
se?
Ass
ess
the
outc
ome
of th
e in
quiry
by
prov
idin
g ev
iden
ce o
f stu
dent
s’
unde
rsta
ndin
g of
the
cent
ral i
dea.
The
refle
ctio
ns o
f all
teac
hers
invo
lved
in th
e pl
anni
ng a
nd te
achi
ng o
f the
inqu
iry s
houl
d be
incl
uded
.
Alth
ough
the
stud
ents
wer
e ab
le to
und
erst
and
the
conc
ept o
f org
aniz
atio
n an
d co
uld
expl
ain
why
peo
ple
need
to b
e or
gani
zed,
they
foun
d it
hard
to re
late
this
con
cept
to th
eir
hom
e lif
e be
caus
e so
muc
h of
thei
r per
sona
l org
aniz
atio
n w
as d
one
by o
ther
s.
The
stud
ents
bec
ame
fully
aw
are
of h
ow th
e sy
stem
s in
thei
r cla
ssro
om h
elpe
d th
em b
e or
gani
zed
whe
n th
ey h
ad th
em re
mov
ed in
the
“Day
of c
haos
”. M
ost s
tude
nts
chos
e to
re
orga
nize
the
clas
sroo
m in
the
sam
e w
ay a
s be
fore
, but
som
e re
com
men
ded
impr
ovem
ents
(eg
mov
ing
the
hook
s fo
r han
ging
thei
r bag
s cl
oser
to th
e do
or),
whi
ch w
ere
eith
er n
oted
dow
n fo
r fut
ure
refe
renc
e (e
g in
the
abov
e ex
ampl
e) o
r act
ed u
pon
imm
edia
tely
. Th
e vi
sit t
o th
e ce
ntra
l lib
rary
pro
babl
y br
ough
t abo
ut th
e m
ost d
ram
atic
evi
denc
e of
the
stud
ents
’ und
erst
andi
ng o
f the
nee
d fo
r sys
tem
s in
the
wid
er c
omm
unity
, par
ticul
arly
whe
n th
ey w
ere
show
n th
e di
ffere
nce
betw
een
a co
mpu
teriz
ed le
ndin
g sy
stem
and
a m
anua
l on
e. S
ome
of th
eir p
erso
nal r
efle
ctio
ns a
fter t
he v
isit
incl
uded
: “a
very
big
sys
tem
”, “th
e lib
raria
n w
as th
e m
ost o
rgan
ized
per
son
in th
e w
orld
”, “th
ere
are
thou
sand
s of
boo
ks o
n on
e bi
g lis
t”.
How
you
cou
ld im
prov
e on
the
asse
ssm
ent t
ask(
s) s
o th
at y
ou w
ould
hav
e a
mor
e ac
cura
te p
ictu
re o
f eac
h st
uden
t’s u
nder
stan
ding
of t
he c
entr
al id
ea.
The
asse
ssm
ent t
asks
wer
e pr
obab
ly th
e be
st th
at c
ould
be
done
with
stu
dent
s of
this
age
. It
was
diff
icul
t for
stu
dent
s to
dev
ise
thei
r ow
n or
gani
zatio
nal s
yste
ms
at h
ome
beca
use
syst
ems
wer
e al
read
y in
pla
ce. I
t wou
ld h
ave
lack
ed a
uthe
ntic
ity if
we
had
aske
d th
e st
uden
ts to
dev
ise
syst
ems
just
for t
he p
urpo
se o
f thi
s un
it. T
he s
tude
nts
have
ver
y lit
tle
cont
rol o
f the
org
aniz
atio
nal s
yste
ms
used
in th
eir h
ome
envi
ronm
ent a
s th
ey n
early
all
have
hel
pers
who
take
con
trol o
f the
se is
sues
. Th
e da
ily a
ctiv
ity s
eque
ncin
g as
sess
men
t tas
k w
as re
leva
nt to
the
stud
ents
to u
nder
stan
d ho
w to
be
orga
nize
d in
thei
r eve
ryda
y liv
es. T
he s
tude
nts
can
refle
ct o
n th
e w
ays
in w
hich
th
ey c
ould
impr
ove
thei
r org
aniz
atio
nal h
abits
. W
e as
sess
ed th
e st
uden
ts’ u
nder
stan
ding
abo
ut o
rgan
izat
ions
in o
ur c
omm
unity
thro
ugh
the
visi
t to
the
cent
ral l
ibra
ry. N
ext t
ime,
we
need
to o
rgan
ize
mor
e fie
ld tr
ips
to d
iffer
ent
orga
niza
tions
suc
h as
the
post
offi
ce, l
ocal
food
mar
kets
, and
the
kind
erga
rten
cam
pus.
Al
tern
ativ
ely,
we
coul
d de
sign
a ta
sk fo
r the
m to
vis
it di
ffere
nt o
rgan
izat
ions
with
thei
r pa
rent
s.
Wha
t was
the
evid
ence
that
con
nect
ions
wer
e m
ade
betw
een
the
cent
ral i
dea
and
the
tran
sdis
cipl
inar
y th
eme?
The
stud
ents
cou
ld e
xpla
in th
e ne
ed fo
r org
aniz
atio
nal s
yste
ms
but i
t was
diff
icul
t for
them
to
mak
e ch
ange
s to
or b
e re
spon
sibl
e fo
r the
ir ow
n pe
rson
al o
rgan
izat
iona
l sys
tem
s ou
tsid
e th
e cl
assr
oom
. Th
e st
uden
ts b
ecam
e fa
mili
ar w
ith th
e sy
stem
s of
org
aniz
atio
n in
our
sch
ool,
but t
hey
do
not h
ave
suffi
cien
t kno
wle
dge
and
unde
rsta
ndin
g re
gard
ing
the
syst
ems
of o
rgan
izat
ion
in
our c
omm
unity
. It m
ight
be
a m
ore
suita
ble
topi
c fo
r the
upp
er g
rade
stu
dent
s.
7. T
o w
hat e
xten
t did
we
incl
ude
the
elem
ents
of t
he P
YP?
Wha
t wer
e th
e le
arni
ng e
xper
ienc
es th
at e
nabl
ed s
tude
nts
to:
• de
velo
p an
und
erst
andi
ng o
f the
con
cept
s id
entif
ied
in “
Wha
t do
we
wan
t to
lear
n?”
• de
mon
stra
te th
e le
arni
ng a
nd a
pplic
atio
n of
par
ticul
ar tr
ansd
isci
plin
ary
skill
s?
• de
velo
p pa
rtic
ular
attr
ibut
es o
f the
lear
ner p
rofil
e an
d/or
atti
tude
s?
In e
ach
case
, exp
lain
you
r sel
ectio
n.
Key
con
cept
s
Con
nect
ion:
Stu
dent
s fro
m a
hig
her g
rade
sha
red
a Po
wer
Poin
t® p
rese
ntat
ion
of th
e ph
otos
they
took
du
ring
thei
r rec
ent f
ield
trip
to a
loca
l sch
ool.
The
focu
s of
thei
r sha
ring
was
on
the
conn
ectio
ns b
etw
een
the
way
thei
r sch
ool a
nd c
lass
room
s ar
e or
gani
zed
in c
ompa
rison
to th
e lo
cal s
choo
l. As
a re
sult
of th
is
shar
ing,
our
ow
n st
uden
ts w
ere
able
to u
nder
stan
d w
hat w
as th
e “s
ame”
and
wha
t was
“diff
eren
t” ab
out
thei
r lea
rnin
g en
viro
nmen
t. R
espo
nsib
ility
: Stu
dent
s ex
plor
ed th
eir o
wn
role
s an
d re
spon
sibi
litie
s an
d th
ose
of p
eopl
e ar
ound
them
th
roug
h an
alys
is o
f the
var
ious
org
aniz
atio
nal s
yste
ms
that
wer
e pr
esen
t in
thei
r im
med
iate
and
loca
l en
viro
nmen
ts.
Tran
sdis
cipl
inar
y sk
ills
Self-
man
agem
ent s
kills
O
rgan
izat
ion:
By
iden
tifyi
ng o
rgan
izat
iona
l stru
ctur
es in
pla
ce a
t sch
ool a
nd a
t hom
e th
e st
uden
ts w
ere
able
to s
ee w
hy it
is im
porta
nt to
be
orga
nize
d, d
evel
op th
eir s
elf-m
anag
emen
t ski
lls, a
naly
se p
arts
of a
sy
stem
and
acc
ept r
espo
nsib
ility
for p
erso
nal o
rgan
izat
iona
l sys
tem
s.
Thin
king
ski
lls
Stud
ents
wer
e re
quire
d to
dem
onst
rate
the
ir ab
ility
to
asce
rtain
wha
t th
ey w
ante
d to
fin
d ou
t ab
out
peop
le’s
rol
es in
sys
tem
s th
roug
h fo
rmul
atin
g qu
estio
ns th
ey w
ante
d to
ask
, thr
ough
pro
cess
ing
the
data
they
col
lect
ed a
nd p
rese
ntin
g th
e fin
ding
s of
thei
r res
earc
h.
Eva
luat
ion:
In a
rt an
d PE
, the
stu
dent
s w
ere
enco
urag
ed b
y th
e te
ache
rs to
refle
ct u
pon
how
they
nee
ded
to o
rgan
ize
them
selv
es a
nd th
e eq
uipm
ent r
equi
red
whe
n pl
ayin
g a
gam
e or
des
igni
ng a
n ar
t pie
ce, a
nd
then
to e
valu
ate
the
effe
ctiv
enes
s of
thei
r act
ions
in o
rder
to b
ecom
e m
ore
auto
nom
ous
in th
e fu
ture
. Le
arne
r pro
file
and/
or a
ttitu
des
Inqu
irers
: Stu
dent
s sh
owed
cur
iosi
ty in
the
way
that
com
pute
rs a
re u
sed
to o
rgan
ize
info
rmat
ion,
and
al
so in
the
way
that
sys
tem
s w
ork
in th
eir h
omes
and
at s
choo
l. K
now
ledg
eabl
e: S
tude
nts
beca
me
cons
ider
ably
mor
e kn
owle
dgea
ble
abou
t wha
t a s
yste
m is
mad
e up
of
and
abo
ut h
ow w
e or
gani
ze o
urse
lves
on
a da
ily b
asis
. The
y en
coun
tere
d a
lot o
f new
“kno
wle
dge”
ab
out h
ow c
ompu
ters
are
use
d to
org
aniz
e w
ork,
and
how
man
y ot
her s
tude
nts
do n
ot h
ave
the
sam
e he
lp o
rgan
izin
g th
eir h
omes
as
they
do.
Thi
s ca
me
as a
sur
pris
e to
them
! R
efle
ctiv
e: S
tude
nts
wer
e re
flect
ive
abou
t chi
ldre
n in
oth
er c
ount
ries
or in
the
past
or w
ho d
id n
ot h
ave
the
sam
e or
gani
zatio
nal s
truct
ures
in p
lace
that
they
did
, and
won
dere
d ho
w th
ey m
anag
ed (e
g w
ithou
t ph
ones
or w
ithou
t par
ents
). Th
is s
how
ed th
at th
ey w
ere
begi
nnin
g to
und
erst
and
the
conc
ept o
f or
gani
zatio
n fro
m o
ther
his
toric
al a
nd c
ultu
ral p
ersp
ectiv
es.
Inde
pend
ence
: In
the
clas
sroo
m, a
n in
depe
nden
t atti
tude
dev
elop
ed th
roug
h th
is u
nit,
and
it w
as g
ood
to
see
the
stud
ents
mak
ing
thei
r ow
n ju
dgm
ents
on
wha
t the
ir “b
est”
wor
k w
as a
nd h
ow th
ey c
ould
incl
ude
it in
thei
r por
tfolio
s.
Ref
lect
ing
on th
e in
quiry
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r C
Ref
lect
ing
on th
e in
quiry
8. W
hat s
tude
nt-in
itiat
ed in
quiri
es a
rose
from
the
lear
ning
? R
ecor
d a
rang
e of
stu
dent
-initi
ated
inqu
iries
and
stu
dent
que
stio
ns a
nd h
ighl
ight
any
that
wer
e in
corp
orat
ed in
to th
e te
achi
ng a
nd le
arni
ng.
Why
are
n’t s
ome
peop
le o
rgan
ized
by
them
selv
es?
Why
do
peop
le h
ave
to o
rgan
ize
all s
orts
of t
hing
s?
How
do
you
not l
ose
thin
gs?
Why
do
we
need
to o
rgan
ize
the
book
s?
How
do
polic
e or
gani
ze th
emse
lves
? W
hat a
re th
e or
gani
zatio
ns a
roun
d us
? W
ho ty
pes
the
info
rmat
ion
into
the
com
pute
r abo
ut a
ll th
e bo
oks
(in th
e ce
ntra
l lib
rary
)?
Stu
dent
s w
ante
d to
exp
lore
furth
er h
ow c
ompu
ters
hel
p us
sto
re a
nd o
rgan
ize
info
rmat
ion.
Thi
s ca
me
abou
t as
a re
sult
of o
ne g
roup
dis
cove
ring
that
the
prin
cipa
l org
aniz
ed in
form
atio
n in
to “f
iles
and
fold
ers”
. The
stu
dent
s w
ante
d to
kno
w h
ow th
ey c
ould
sto
re th
eir o
wn
info
rmat
ion
into
suc
h fil
es a
nd fo
lder
s on
a c
ompu
ter.
Inte
rest
ing
disc
ussi
ons
aros
e re
gard
ing
the
amou
nt o
f spa
ce n
eede
d to
file
thin
gs in
the
past
com
pare
d to
now
—th
e lib
raria
n in
the
cent
ral l
ibra
ry m
ade
the
stud
ents
par
ticul
arly
aw
are
of th
is b
y sh
owin
g th
em th
e co
mpu
teriz
ed
libra
ry le
ndin
g sy
stem
and
dat
abas
e of
the
thou
sand
s of
boo
ks in
the
libra
ry, w
hich
was
pre
viou
sly
writ
ten
on
card
s an
d st
ored
in fi
ling
cabi
nets
. E
ach
day
befo
re a
nd a
fter s
choo
l, a
larg
e nu
mbe
r of s
tude
nts
arriv
e an
d le
ave
scho
ol o
n on
e of
the
man
y sc
hool
bus
es to
and
from
thei
r hom
es. T
he s
tude
nts
wer
e co
ncer
ned
that
in s
uch
a sm
all s
pace
a m
ini b
us
mig
ht h
it so
meo
ne. A
s a
resu
lt, th
e st
uden
ts d
evis
ed a
set
of t
ips
for a
ll st
uden
ts (i
e do
not
rush
to th
e ca
r par
k;
give
you
rsel
f ple
nty
of ti
me
to a
rriv
e an
d le
ave;
do
not r
un to
and
from
the
bus
to y
our c
lass
room
; ens
ure
you
are
wea
ring
your
sea
tbel
t; ta
ke a
boo
k or
som
e pl
ayin
g ca
rds
for t
he jo
urne
y; m
ake
sure
you
hav
e an
y no
tes
or
rem
inde
rs fo
r you
r par
ents
to ta
ke h
ome
in y
our b
ag b
efor
e yo
u le
ave
for t
he b
us).
Thes
e w
ere
shar
ed w
ith a
ll st
uden
ts, w
ritte
n in
bot
h th
e sc
hool
’s la
ngua
ges
of in
stru
ctio
n an
d po
sted
in th
e en
tranc
e fo
yer o
f the
sch
ool.
At s
ome
poin
t dur
ing
the
unit,
one
stu
dent
bec
ame
awar
e of
sec
urity
sys
tem
s in
use
in h
is h
ome
and
in s
choo
l (e
g se
curit
y ca
mer
as, b
urgl
ar a
larm
s, g
uard
dog
s, s
peci
al c
odes
for e
nter
ing
door
s) a
nd d
rew
a fl
ow c
hart
show
ing
how
he
mov
ed w
ithin
thes
e sy
stem
s fro
m h
ome
to s
choo
l (ev
en lo
ckin
g th
e do
ors
in th
e ca
r). A
s th
is
was
obv
ious
ly o
f im
porta
nce
to s
ome
of th
e st
uden
ts, a
nd c
lear
ly d
emon
stra
ted
the
inte
rcon
nect
edne
ss o
f sy
stem
s, w
e m
ay c
onsi
der i
nclu
ding
it a
s pa
rt of
the
inqu
iry n
ext y
ear.
At t
his
poin
t, te
ache
rs s
houl
d go
bac
k to
box
2 “W
hat d
o w
e w
ant t
o le
arn?
” and
hig
hlig
ht th
e te
ache
r qu
estio
ns/p
rovo
catio
ns th
at w
ere
mos
t effe
ctiv
e in
driv
ing
the
inqu
iries
.
Wha
t stu
dent
-initi
ated
act
ions
aro
se fr
om th
e le
arni
ng?
Rec
ord
stud
ent-i
nitia
ted
actio
ns ta
ken
by in
divi
dual
s or
gro
ups
show
ing
thei
r abi
lity
to re
flect
, to
choo
se a
nd to
act
.
• S
ome
pare
nts
com
men
ted
that
thei
r chi
ld w
as u
sing
org
aniz
atio
n at
hom
e (ie
cle
anin
g th
eir b
edro
om w
ithou
t be
ing
aske
d; o
ne s
tude
nt la
belle
d al
l the
cha
irs fo
r fam
ily m
embe
rs to
sit
on).
• Th
e st
uden
t res
pons
ibilit
y an
d au
tono
my
in h
elpi
ng to
sol
ve c
lass
room
org
aniz
atio
nal p
robl
ems
(and
pre
vent
th
em) w
as in
crea
sing
ly m
ore
evid
ent a
t the
con
clus
ion
of th
is u
nit o
f inq
uiry
and
bey
ond
into
the
rest
of t
he
scho
ol y
ear.
(See
box
7, “
Lear
ner p
rofil
e an
d/or
atti
tude
s”.)
• A
s a
resu
lt of
the
Prim
ary
Six
stu
dent
s sh
arin
g th
eir e
xper
ienc
es in
a lo
cal s
choo
l cla
ssro
om w
ith s
tude
nts
from
this
cla
ss, m
any
stud
ents
sha
red
with
in th
eir r
efle
ctio
ns s
uch
com
men
ts a
s: “T
heir
clas
sroo
ms
are
not
that
diff
eren
t fro
m m
ine…
I tho
ught
they
wou
ld h
ave
thei
r les
sons
in m
ud h
uts!
” and
“The
y ha
ve th
e sa
me
furn
iture
we
have
in o
ur c
lass
but
it is
not
gro
uped
like
our
s is
.” •
Stu
dent
s ha
ve a
lso
acte
d on
sug
gest
ions
for h
ow to
cha
nge
the
clas
sroo
m s
yste
m, a
nd h
ave
rear
rang
ed a
nu
mbe
r of r
esou
rces
to m
ake
them
mor
e ac
cess
ible
.
9. T
each
er n
otes
Expe
ctat
ions
for s
tude
nts
in la
ngua
ge a
nd m
aths
Le
arni
ng la
ngua
ge/le
arni
ng a
bout
lang
uage
em
phas
is
• B
egin
to ta
lk a
bout
thei
r tho
ught
s an
d fe
elin
gs.
• B
egin
to w
ork
in g
roup
s an
d di
scus
s id
eas.
•
Writ
e si
mpl
e, s
eque
nced
reco
unts
with
beg
inni
ng, m
iddl
e an
d en
d.
• B
egin
to u
nder
stan
d th
at s
igns
and
sym
bols
car
ry m
eani
ng.
• W
rite
and
form
ulat
e qu
estio
ns.
• B
egin
to u
nder
stan
d in
form
atio
n pr
esen
ted
in a
rang
e of
vis
ual f
orm
s in
clud
ing
tele
visi
on, t
heat
re a
nd c
ompu
ter.
Lear
ning
mat
hs/le
arni
ng a
bout
mat
hs e
mph
asis
•
Use
ord
inal
num
bers
to d
escr
ibe
the
posi
tion
of th
ings
in a
seq
uenc
e.
• U
se a
cal
enda
r to
dete
rmin
e th
e da
te, a
nd to
iden
tify
and
sequ
ence
da
ys o
f the
wee
k an
d m
onth
s of
the
year
. •
Est
imat
e, id
entif
y an
d co
mpa
re le
ngth
s of
tim
e: s
econ
d, m
inut
e, h
our,
day,
wee
k, m
onth
. •
Rea
d an
d w
rite
the
time
to th
e ho
ur, h
alf h
our a
nd q
uarte
r hou
r. •
Col
lect
, dis
play
and
inte
rpre
t dat
a fo
r the
pur
pose
of f
indi
ng
info
rmat
ion.
•
Beg
in to
und
erst
and
the
purp
ose
of g
raph
ing
data
. •
Cre
ate
a pi
ctog
raph
and
sim
ple
bar g
raph
from
a g
raph
of r
eal o
bjec
ts,
and
inte
rpre
t dat
a by
com
parin
g qu
antit
ies:
mor
e, fe
wer
, les
s th
an,
grea
ter t
han.
M
ost o
f the
lear
ning
exp
erie
nces
took
pla
ce in
mor
e th
an o
ne la
ngua
ge—
if th
e le
arni
ng e
xper
ienc
e or
refle
ctio
n (b
y ei
ther
stu
dent
or t
each
er) o
nly
took
pl
ace
in th
e ho
st c
ount
ry la
ngua
ge (t
he m
othe
r ton
gue
of m
ost s
tude
nts)
, it i
s w
ritte
n on
the
plan
ner i
n ita
lics.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r D
Cla
ss/g
rade
:
A
ge g
roup
: 7–9
Scho
ol:
Scho
ol c
ode:
Title
:
Teac
her(
s):
Dat
e:
Prop
osed
dur
atio
n: n
umbe
r of h
ours
ov
er n
umbe
r of w
eeks
PY
P pl
anne
r
1. W
hat i
s ou
r pur
pose
?
To in
quire
into
the
follo
win
g:
• tr
ansd
isci
plin
ary
them
e
How
the
wor
ld w
orks
: An
inqu
iry in
to th
e na
tura
l wor
ld a
nd it
s la
ws;
the
inte
ract
ion
betw
een
the
natu
ral w
orld
(phy
sica
l and
bio
logi
cal)
and
hum
an
soci
etie
s; h
ow h
uman
s us
e th
eir u
nder
stan
ding
of s
cien
tific
prin
cipl
es; t
he
impa
ct o
f sci
entif
ic a
nd te
chno
logi
cal a
dvan
ces
on s
ocie
ty a
nd o
n th
e en
viro
nmen
t. •
cent
ral i
dea
Hum
an s
urvi
val i
s co
nnec
ted
to u
nder
stan
ding
the
cont
inua
l cha
ngin
g na
ture
of t
he E
arth
. Su
mm
ativ
e as
sess
men
t tas
k(s)
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
und
erst
andi
ng o
f th
e ce
ntra
l ide
a? W
hat e
vide
nce,
incl
udin
g st
uden
t-ini
tiate
d ac
tions
, w
ill w
e lo
ok fo
r?
Stu
dent
s w
rite
a re
flect
ion
base
d on
thei
r und
erst
andi
ng o
f the
cen
tral i
dea
(ope
n-en
ded
task
). A
sses
smen
t too
l: ru
bric
S
tude
nts
wor
k co
llabo
rativ
ely
in g
roup
s of
thre
e to
cre
ate
deta
iled
post
ers
on n
atur
al e
vent
s. E
ach
mem
ber o
f the
gro
up h
as a
resp
onsi
bilit
y to
de
velo
p an
d de
liver
one
of t
hree
asp
ects
in a
n or
al p
rese
ntat
ion:
the
caus
es o
f, th
e ef
fect
s of
, and
the
hum
an re
spon
se to
the
natu
ral e
vent
(p
erfo
rman
ce a
sses
smen
t).
Ass
essm
ent t
ools
: rub
ric, a
necd
otal
reco
rds
Wha
t will
we
look
for?
E
vide
nce
that
sho
ws
stud
ents
’ und
erst
andi
ng o
f why
the
Ear
th c
hang
es,
wha
t it l
ooks
like
, and
how
hum
ans
resp
ond
to it
.
2. W
hat d
o w
e w
ant t
o le
arn?
Wha
t are
the
key
conc
epts
(for
m, f
unct
ion,
cau
satio
n, c
hang
e, c
onne
ctio
n,
pers
pect
ive,
resp
onsi
bilit
y, re
flect
ion)
to b
e em
phas
ized
with
in th
is
inqu
iry?
Key
con
cept
s: c
ausa
tion,
cha
nge,
con
nect
ion
Rel
ated
con
cept
: ero
sion
, geo
logy
, tec
toni
c pl
ates
, mov
emen
t
Wha
t lin
es o
f inq
uiry
will
def
ine
the
scop
e of
the
inqu
iry in
to th
e ce
ntra
l id
ea?
• H
ow th
e di
ffere
nt c
ompo
nent
s of
the
Ear
th a
re in
terr
elat
ed
• H
ow th
e E
arth
has
cha
nged
and
is c
ontin
uing
to c
hang
e •
Why
the
Ear
th c
hang
es
• H
uman
resp
onse
s to
the
Ear
th’s
cha
nges
Wha
t tea
cher
que
stio
ns/p
rovo
catio
ns w
ill d
rive
thes
e in
quiri
es?
Wha
t is
the
stru
ctur
e of
the
Ear
th?
How
are
the
com
pone
nts
conn
ecte
d?
Wha
t cau
ses
the
Ear
th’s
stru
ctur
e to
cha
nge?
W
hat e
vide
nce
is th
ere
that
the
Ear
th is
cha
ngin
g?
Wha
t rol
e do
hum
ans
play
in th
e E
arth
’s c
hang
es?
How
do
hum
ans
adap
t to
thes
e ch
ange
s?
Wha
t rol
e do
es te
chno
logy
pla
y in
look
ing
at th
e ch
angi
ng n
atur
e of
the
Ear
th?
Prov
ocat
ions
•
Exp
lora
tion
tabl
e •
Arti
fact
s to
stim
ulat
e th
inki
ng fo
r dis
cuss
ion
• A
pla
nned
ear
thqu
ake
drill
follo
wed
by
a di
scus
sion
on
the
reas
ons
for t
he
drill
, etc
Pla
nnin
g th
e in
quiry
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r D
Pla
nnin
g th
e in
quiry
3. H
ow m
ight
we
know
wha
t we
have
lear
ned?
Th
is c
olum
n sh
ould
be
used
in c
onju
nctio
n w
ith “H
ow b
est m
ight
we
lear
n?”
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
prio
r kno
wle
dge
and
skill
s?
Wha
t evi
denc
e w
ill w
e lo
ok fo
r?
• O
bser
ve s
tude
nts
in a
rang
e of
lear
ning
situ
atio
ns a
nd re
cord
wha
t the
y kn
ow o
r w
onde
r abo
ut th
e ch
angi
ng E
arth
—ex
plor
atio
n ta
ble.
•
Stud
ents
mak
e a
Min
d M
ap® (d
raw
ings
, wor
ds, p
hras
es) r
elat
ing
to th
e ce
ntra
l ide
a.
• St
uden
ts v
iew
vid
eos
and/
or a
Pow
erPo
int®
pre
sent
atio
n sh
owin
g a
varie
ty o
f nat
ural
ev
ents
(tsu
nam
i, ea
rthqu
ake,
vol
cano
es, e
tc) a
nd e
ngag
e in
a d
iscu
ssio
n, h
avin
g th
e op
portu
nity
to p
ose
ques
tions
. •
Teac
her a
nd s
tude
nts
reco
rd o
n ch
arts
wha
t the
stu
dent
s kn
ow a
nd/o
r won
der a
bout
th
e ch
angi
ng E
arth
: in
parti
cula
r con
cept
ions
and
mis
conc
eptio
ns.
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nt le
arni
ng in
the
cont
ext o
f the
line
s of
inqu
iry?
Wha
t evi
denc
e w
ill w
e lo
ok fo
r?
• St
uden
ts’ u
nder
stan
ding
of t
he E
arth
’s c
ompo
nent
s is
evi
denc
ed b
y cr
eatin
g an
d ex
plai
ning
a s
cien
tific
dra
win
g or
mod
el.
• Fa
ct a
nd o
pini
on c
hart:
in c
onju
nctio
n w
ith T
he M
agic
Sch
ool B
us v
ideo
s, s
tude
nts
reco
rd fa
cts
durin
g th
e vi
deo
pres
enta
tion
and
then
refle
ct, s
tatin
g op
inio
n,
conn
ectio
ns, w
onde
rings
and
new
und
erst
andi
ngs.
•
Stud
ents
col
lect
rock
s an
d so
il sa
mpl
es, i
dent
ify a
nd c
lass
ify th
e ty
pes
of ro
ck a
nd s
oil
thro
ugh
inve
stig
atio
ns (s
and,
cla
y, h
umus
, loa
m).
• St
uden
ts c
reat
e a
book
bas
ed o
n st
uden
t-gen
erat
ed q
uest
ions
and
won
derin
gs, a
nd
prod
uce
a cl
ass
char
t to
add
info
rmat
ion
for e
ach
natu
ral e
vent
that
incl
udes
the
follo
win
g he
adin
gs: N
atur
al e
vent
s, R
apid
cha
nge,
Slo
w c
hang
e, F
acts
, and
Opi
nion
s.
4. H
ow b
est m
ight
we
lear
n?
Wha
t are
the
lear
ning
exp
erie
nces
sug
gest
ed b
y th
e te
ache
r and
/or s
tude
nts
to e
ncou
rage
the
stud
ents
to
enga
ge w
ith th
e in
quiri
es a
nd a
ddre
ss th
e dr
ivin
g qu
estio
ns?
• In
vite
a g
uest
spe
aker
(a b
uild
er, t
he s
choo
l nur
se) t
o in
trodu
ce a
nd s
timul
ate
the
inqu
iry a
bout
how
hum
ans
adap
t to
the
chan
ging
Ear
th. T
he v
isito
r rea
ds “T
he th
ree
little
pig
s” a
nd ta
lks
abou
t the
type
s of
mat
eria
ls th
at
he u
ses
whe
n bu
ildin
g an
d ho
w a
ppro
pria
te th
ey a
re to
the
envi
ronm
ent.
A di
scus
sion
is h
eld
base
d on
the
ques
tion:
If th
e w
olf i
n th
e st
ory
is a
nat
ural
dis
aste
r, w
hat k
ind
do y
ou th
ink
he is
and
why
? •
Stud
ents
par
ticip
ate
in a
han
ds-o
n ac
tivity
usi
ng a
n on
ion
to d
evel
op a
n aw
aren
ess
of la
yerin
g. A
pply
this
un
ders
tand
ing
to a
glo
be, a
skin
g st
uden
ts to
pre
dict
and
then
find
in re
sour
ce b
ooks
the
laye
rs th
at m
ake
up
the
Earth
. Rec
onst
ruct
the
Earth
’s la
yers
usi
ng p
last
icin
e, a
nd la
bel t
he p
arts
. •
Stud
ents
take
a fi
eld
trip
to a
mus
eum
to v
iew
rela
ted
artif
acts
and
dis
play
s. U
se te
ache
r que
stio
ns a
s a
focu
s fo
r the
vis
it.
• V
iew
Mag
ic S
choo
l Bus
Insi
de th
e E
arth
—el
icit
from
stu
dent
s ke
y id
eas
from
the
vide
o. S
tude
nts
orga
nize
fa
cts
arou
nd th
e he
adin
gs: F
acts
, Opi
nion
s, C
onne
ctio
ns, W
onde
rings
, New
und
erst
andi
ngs.
•
Use
a w
orld
map
to lo
cate
tect
onic
pla
tes.
Dis
cuss
cau
se a
nd e
ffect
rela
tions
hips
. Con
duct
sim
ulat
ion
of h
ow
plat
es m
ove
usin
g al
tern
ate
laye
rs o
f pla
stic
ine
and
woo
den
bloc
ks, e
xper
imen
t with
pus
hing
and
fold
ing.
Lead
ing
and
faci
litat
ing
stud
ent i
nqui
ry
• O
utdo
or ro
ck in
quiry
: Stu
dent
s br
ing
rock
s fro
m th
eir e
nviro
nmen
t. Pr
edic
t wha
t may
hap
pen
whe
n th
ey b
reak
th
e ro
cks
apar
t. St
uden
ts c
hoos
e th
e ty
pe o
f inv
estig
atio
n to
car
ry o
ut s
uch
as: w
eigh
ing,
test
ing
for e
rosi
on
with
oth
er m
ater
ials
(wat
er, s
alt,
sand
pape
r), u
sing
diff
eren
t too
ls to
bre
ak u
p, in
vest
igat
ing
the
prop
ertie
s of
a
rock
. How
mig
ht th
is ro
ck b
e us
ed?
Oth
er in
vest
igat
ions
cou
ld in
clud
e so
il in
vest
igat
ions
. Stu
dent
s us
e le
arni
ng lo
gs to
refle
ct o
n in
vest
igat
ions
. Stu
dent
s gi
ve o
ral f
eedb
ack
on th
eir i
nves
tigat
ions
. Cla
ss c
ould
id
entif
y pr
oper
ty h
eadi
ngs
in o
rder
to c
lass
ify ro
cks
bein
g in
vest
igat
ed.
• St
uden
ts re
sear
ch in
to th
e na
tura
l eve
nts
and
thei
r cau
ses
and
effe
cts
(ear
thqu
akes
, vol
cano
es, f
lood
ing,
la
ndsl
ides
, ero
sion
, wea
ther
ing,
gla
cier
s). M
ake
conn
ectio
ns to
the
com
pone
nts
of th
e Ea
rth id
entif
ied
in
earli
er s
essi
ons.
•
Con
side
r the
impa
ct o
f the
nat
ure
of n
atur
al d
isas
ters
and
how
we
wou
ld b
uild
in th
e ar
eas
whe
re th
ese
even
ts
take
pla
ce. U
sing
wha
t we
know
, stu
dent
s sk
etch
sim
ple
diag
ram
s of
bui
ldin
gs in
rela
tion
to th
e ch
angi
ng
Earth
. Lab
el th
e ty
pes
of m
ater
ials
and
oth
er c
onsi
dera
tions
whe
n bu
ildin
g. T
he b
uild
er is
invi
ted
back
to g
ive
feed
back
to th
e st
uden
ts o
n th
eir d
esig
ns.
Wha
t opp
ortu
nitie
s w
ill o
ccur
for t
rans
disc
iplin
ary
skill
s de
velo
pmen
t and
for t
he d
evel
opm
ent o
f the
at
trib
utes
of t
he le
arne
r pro
file?
Tr
ansd
isci
plin
ary
skill
s
Thin
king
ski
lls
• Ac
quis
ition
of k
now
ledg
e: v
ocab
ular
y de
velo
pmen
t and
gai
ning
fact
s
Res
earc
h sk
ills
• O
bser
ving
: dur
ing
the
hand
s-on
act
iviti
es s
tude
nts
will
use
all
the
sens
es to
col
lect
info
rmat
ion
Com
mun
icat
ion
skill
s •
Writ
ing:
not
e ta
king
dur
ing
visi
ts a
nd p
rese
ntat
ions
, rec
ordi
ng in
form
atio
n in
lear
ning
logs
, and
not
es w
hen
rese
arch
ing
• Pr
esen
ting:
ora
l pre
sent
atio
ns, p
uttin
g to
geth
er in
form
atio
nal p
oste
rs o
n th
e ca
uses
of t
he E
arth
’s c
hang
es
Lear
ner p
rofil
e
Inqu
irers
: ask
ing
ques
tions
and
rese
arch
ing
info
rmat
ion.
Th
inke
rs: t
hink
ing
crea
tivel
y an
d cr
itica
lly a
bout
the
caus
es a
nd e
ffect
s of
the
cont
inua
l cha
nges
of t
he E
arth
and
ho
w h
uman
s ad
apt a
nd in
tera
ct w
ith th
ese
chan
ges.
C
omm
unic
ator
s: b
eing
abl
e to
exp
lain
the
chan
ges
in th
e Ea
rth’s
stru
ctur
e an
d th
e hu
man
resp
onse
to th
ese
chan
ges.
5. W
hat r
esou
rces
nee
d to
be
gath
ered
? W
hat p
eopl
e, p
lace
s, a
udio
-vis
ual m
ater
ials
, rel
ated
lite
ratu
re, m
usic
, art
, com
pute
r so
ftwar
e, e
tc, w
ill b
e av
aila
ble?
• E
xplo
ratio
n ta
ble:
chi
ldre
n’s
book
s, s
ampl
es o
f roc
ks a
nd m
iner
als,
nai
ls, s
afet
y gl
asse
s,
vial
s, P
etri
dish
, moc
k ro
ck, t
ooth
pick
s, c
oins
, pap
ercl
ips,
2.5
cen
timet
re s
quar
e til
e •
Artif
acts
: wat
er, m
ask,
can
dle,
sho
vel,
rope
, fla
shlig
ht, c
anne
d go
ods
• Li
tera
ture
: The
Mag
ic S
choo
l Bus
Insi
de th
e Ea
rth b
y Jo
anna
Col
e; E
arth
quak
es,
Mou
ntai
ns b
y Se
ymou
r Sim
on; P
lane
t Ear
th In
side
Out
by
Gai
l Gib
bons
; The
Big
Roc
k by
Bru
ce H
isco
ck; A
Peb
ble
in M
y Po
cket
by
Mer
edith
Hoo
per;
Nat
ural
Dis
aste
rs
(Dor
ling
Kind
ersl
ey E
yew
itnes
s Bo
oks)
; Eve
rybo
dy N
eeds
a R
ock
by B
yrd
Bayl
or
• IT
: Kid
spira
tion®
, Mic
roso
ft® P
ower
Poin
t® In
tern
et w
ebsi
tes:
The
Dirt
on
Soil,
Soi
l Saf
ari:
http
://sc
hool
.dis
cove
ry.c
om, R
ock
Hou
nds:
http
://w
ww
.fi.e
du, V
olca
noes
Onl
ine:
ht
tp://
libra
ry.th
inkq
uest
.org
, Ear
thqu
akes
for K
ids:
ht
tp://
earth
quak
e.us
gs.g
ov/le
arni
ng/k
ids.
php;
dig
ital c
amer
as
• Ar
t: pa
ints
, bru
shes
, con
stru
ctio
n pa
per,
bulle
tin b
oard
pap
er, m
odel
ling
clay
or
plas
ticin
e, c
rayo
ns, c
olou
red
penc
ils, m
arke
rs, a
nd a
ssor
ted
art m
ater
ials
•
Roc
k an
d m
iner
al s
ampl
es
How
will
the
clas
sroo
m e
nviro
nmen
t, lo
cal e
nviro
nmen
t and
/or t
he c
omm
unity
be
used
to fa
cilit
ate
the
inqu
iry?
Build
er, s
culp
tor,
field
trip
to c
olle
ct ro
ck s
ampl
es
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r D
Ref
lect
ing
on th
e in
quiry
6. T
o w
hat e
xten
t did
we
achi
eve
our p
urpo
se?
Ass
ess
the
outc
ome
of th
e in
quiry
by
prov
idin
g ev
iden
ce
of s
tude
nts’
und
erst
andi
ng o
f the
cen
tral
idea
. The
re
flect
ions
of a
ll te
ache
rs in
volv
ed in
the
plan
ning
and
te
achi
ng o
f the
inqu
iry s
houl
d be
incl
uded
.
The
cent
ral i
dea
wor
ked.
It p
ushe
d th
e st
uden
ts’ t
hink
ing
beyo
nd th
eir p
rior k
now
ledg
e. W
e fo
und
that
the
stud
ents
had
pr
evio
us k
now
ledg
e of
the
Ear
th’s
laye
rs o
r com
pone
nts
so
we
did
not s
pend
a g
reat
dea
l of t
ime
on th
is.
Thro
ugho
ut th
e un
it, s
tude
nts
com
plet
ed re
sear
ch o
n en
viro
nmen
tal e
vent
s. T
hey
also
exp
lore
d th
e In
tern
et to
di
scov
er o
rgan
izat
ions
that
pro
vide
em
erge
ncy
assi
stan
ce.
Thes
e ex
perie
nces
pro
vide
d a
wea
lth o
f inf
orm
atio
n an
d le
d to
sig
nific
ant d
evel
opm
ent i
n th
e st
uden
ts’ u
nder
stan
ding
of
the
cent
ral i
dea.
Stu
dent
s w
ere
able
to s
ynth
esiz
e th
is
know
ledg
e w
hen
wor
king
in th
eir c
olla
bora
tive
grou
ps. T
hey
desi
gned
and
pre
sent
ed a
pos
ter d
escr
ibin
g a
natu
ral e
vent
. E
ach
stud
ent c
ontri
bute
d to
the
oral
pre
sent
atio
n ba
sed
on
agre
emen
ts m
ade
with
in th
e gr
oups
. The
writ
ten
and
oral
pr
esen
tatio
ns d
escr
ibed
the
hum
an a
ctio
n ta
ken.
How
you
cou
ld im
prov
e on
the
asse
ssm
ent t
ask(
s) s
o th
at y
ou w
ould
hav
e a
mor
e ac
cura
te p
ictu
re o
f eac
h st
uden
t’s u
nder
stan
ding
of t
he c
entr
al id
ea.
The
sum
mat
ive
asse
ssm
ent i
s a
mea
ns to
eva
luat
e st
uden
t un
ders
tand
ing
of th
e ce
ntra
l ide
a an
d w
e be
lieve
this
as
sess
men
t dem
onst
rate
d th
is u
nder
stan
ding
.
Look
ing
back
on
the
asse
ssm
ent,
the
stud
ents
did
not
sho
w
wha
t hap
pens
thro
ugho
ut th
e ev
ent.
Rat
her,
they
sho
wed
the
even
t and
how
it c
hang
ed th
e E
arth
from
thei
r per
spec
tive.
M
aybe
nex
t tim
e th
e cr
iteria
cou
ld in
clud
e a
chro
nolo
gy
elem
ent.
Cer
tain
ly m
any
even
ts th
at h
ave
chan
ged
the
Ear
th
have
hap
pene
d ov
er a
long
er p
erio
d of
tim
e.
Wha
t was
the
evid
ence
that
con
nect
ions
wer
e m
ade
betw
een
the
cent
ral i
dea
and
the
tran
sdis
cipl
inar
y th
eme?
The
links
the
stud
ents
mad
e in
thei
r inq
uirie
s be
twee
n th
e ev
ents
and
hum
an re
spon
ses
to th
e ev
ents
cle
arly
sho
wed
a
conn
ectio
n to
the
trans
disc
iplin
ary
them
e. H
avin
g th
e bu
ilder
co
me
in a
s an
exp
ert r
eally
hel
ped
the
stud
ents
to m
ake
tech
nolo
gy c
onne
ctio
ns a
nd s
tude
nts
show
ed a
n in
tere
st in
im
plic
atio
ns fo
r bui
ldin
g in
are
as p
rone
to e
nviro
nmen
tal
chan
ge.
7. T
o w
hat e
xten
t did
we
incl
ude
the
elem
ents
of t
he P
YP?
Wha
t wer
e th
e le
arni
ng e
xper
ienc
es th
at e
nabl
ed s
tude
nts
to:
• de
velo
p an
und
erst
andi
ng o
f the
con
cept
s id
entif
ied
in “
Wha
t do
we
wan
t to
lear
n?”
• de
mon
stra
te th
e le
arni
ng a
nd a
pplic
atio
n of
par
ticul
ar tr
ansd
isci
plin
ary
skill
s?
• de
velo
p pa
rtic
ular
attr
ibut
es o
f the
lear
ner p
rofil
e an
d/or
atti
tude
s?
In e
ach
case
, exp
lain
you
r sel
ectio
n.
Key
con
cept
s W
e no
ticed
that
dur
ing
this
uni
t our
focu
s on
“act
iviti
es” d
imin
ishe
d, a
nd c
once
pt-b
ased
inqu
iries
incr
ease
d, a
llow
ing
our s
tude
nts
to
be m
ore
focu
sed
durin
g th
e in
quiry
.
Cau
satio
n an
d ch
ange
: Stu
dent
s’ c
once
ptua
l und
erst
andi
ng o
f cau
satio
n an
d ch
ange
wer
e cl
early
repr
esen
ted
in th
e ex
ampl
es
and
expl
anat
ions
of n
atur
al d
isas
ters
and
the
impa
ct o
n hu
man
resp
onse
. Stu
dent
s re
aliz
ed th
ere
is a
con
flict
bet
wee
n na
ture
and
hu
man
s an
d ho
w th
e w
orld
wor
ks. T
he c
reat
ion
of th
e te
cton
ic w
orld
map
and
the
real
izat
ion
of w
hy th
e Ea
rth c
hang
es e
xem
plifi
ed
the
conc
epts
.
The
teac
her a
nd s
tude
nt q
uest
ions
faci
litat
ed th
e le
arni
ng a
nd th
e st
uden
ts w
ere
enga
ged
and
mot
ivat
ed w
ith e
ach
lear
ning
ex
perie
nce
as d
escr
ibed
in b
ox 6
and
bel
ow.
Tran
sdis
cipl
inar
y sk
ills
Thin
king
ski
lls
Stud
ents
mov
ed fr
om c
ompr
ehen
sion
to a
naly
sis
and
eval
uatio
n du
ring
the
inqu
iry p
oint
, “H
uman
resp
onse
s to
the
Earth
’s
chan
ges”
. Que
stio
ns w
ere
pose
d re
latin
g to
the
occu
rrenc
e of
a n
atur
al e
vent
: “H
ow w
ould
you
resp
ond?
” “W
hat w
ould
you
do?
” Th
e re
spon
ses
wer
e ty
pica
l of 8
and
9 y
ear o
lds
(to e
vacu
ate,
to m
ove,
to c
lean
up)
. Thr
ough
pro
bing
and
ent
husi
astic
dis
cuss
ions
, st
uden
ts b
egan
to p
ose
thei
r ow
n qu
estio
ns, e
g “W
hy d
o pe
ople
live
nea
r fau
lt lin
es o
r by
the
coas
t?” T
his
in tu
rn le
d to
man
y di
scus
sion
s ab
out c
hoic
es, a
ctio
ns a
nd h
ow to
sta
y sa
fe if
peo
ple
live
in a
reas
that
are
sub
ject
to n
atur
al d
isas
ters
. C
omm
unic
atio
n sk
ills
Writ
ing
and
pres
entin
g in
form
atio
n w
ere
cent
ral t
o th
is u
nit o
f inq
uiry
. Exa
mpl
es o
f how
stu
dent
s or
gani
zed
thei
r thi
nkin
g th
roug
h th
eir w
ritin
g in
clud
ed le
arni
ng lo
gs, l
ab s
heet
s, re
flect
ions
, jou
rnal
s, p
oetry
writ
ing
and
essa
y w
ritin
g. G
uest
spe
aker
s (s
choo
l nur
se
and
a ho
me
build
er) s
poke
to th
e st
uden
ts a
bout
hav
ing
an e
mer
genc
y pl
an, f
irst a
id, e
vacu
atio
n dr
ills,
and
bui
ldin
g sa
fe h
omes
de
pend
ing
on th
e ar
ea in
whi
ch y
ou li
ve. T
he in
form
atio
n pr
esen
ted
was
tech
nica
l at t
imes
, yet
stu
dent
s re
aliz
ed it
s im
porta
nce,
lis
teni
ng c
aref
ully
and
ask
ing
ques
tions
. The
y sh
ared
thei
r und
erst
andi
ngs
with
thei
r fam
ilies.
R
esea
rch
skill
s R
esea
rch
was
cen
tral t
o th
is u
nit.
Stud
ents
“dug
” dee
p in
to th
e in
quiry
poi
nt, “
Why
the
Earth
has
cha
nged
and
con
tinue
s to
cha
nge”
. Th
eir p
rior k
now
ledg
e of
rapi
d ch
ange
s, s
uch
as v
olca
noes
and
ear
thqu
akes
, hel
ped
igni
te th
is p
art o
f the
inqu
iry. Q
uest
ions
flow
ed,
whi
ch le
d to
new
und
erst
andi
ngs
of w
hy th
e Ea
rth c
hang
es. A
s a
who
le g
roup
, we
read
abo
ut te
cton
ic p
late
s an
d pl
aced
yar
n ar
ound
a s
tude
nt-m
ade
wor
ld m
ap to
rese
mbl
e th
e m
ajor
tect
onic
pla
tes.
To
furth
er th
e st
uden
ts’ u
nder
stan
ding
, exp
ert g
roup
s w
ere
form
ed to
rese
arch
slo
w a
nd ra
pid
chan
ges
(ero
sion
, wea
ther
ing,
gla
cier
s, la
ndsl
ides
, vol
cano
es, e
arth
quak
es a
nd fl
oodi
ng).
Lear
ner p
rofil
e an
d at
titud
es
Inqu
irers
: The
inqu
iry in
to w
hy th
e Ea
rth c
hang
es e
ncou
rage
d th
e st
uden
ts to
dev
elop
thei
r res
earc
h sk
ills a
nd b
ecom
e de
cisi
on
mak
ers
for t
heir
own
lear
ning
. The
gue
st s
peak
er (h
ome
build
er) c
reat
ed m
ore
“cur
ious
min
ds” a
bout
the
wor
ld in
whi
ch th
ey li
ve.
The
stud
ent-i
nitia
ted
inve
stig
atio
n in
to w
hy h
uman
s bu
ild h
omes
to a
dapt
to a
nd in
tera
ct w
ith th
e en
viro
nmen
t stre
ngth
ened
thei
r gl
obal
per
spec
tives
and
und
erst
andi
ng.
Thin
kers
: Stu
dent
s pu
shed
thei
r thi
nkin
g in
und
erst
andi
ng th
e co
mpl
exiti
es o
f the
Ear
th a
nd it
s in
terc
onne
cted
ness
. The
y en
gage
d in
lear
ning
exp
erie
nces
that
pro
voke
d th
em to
thin
k cr
itica
lly a
bout
the
hum
an fa
ctor
and
the
posi
tive
and
nega
tive
influ
ence
s w
e ha
ve o
n ou
r pla
net,
eg b
uild
ing
safe
r hom
es, o
rgan
izat
ions
that
pro
vide
relie
f to
vict
ims
of n
atur
al e
vent
s, c
uttin
g tre
es d
own.
C
omm
unic
ator
s: S
tude
nts
shar
ed k
now
ledg
e, w
onde
rings
and
insi
ghts
thro
ugh
disc
ussi
ons,
a v
arie
ty o
f writ
ing
proj
ects
, ske
tche
s,
illus
tratio
ns a
nd p
oste
rs. T
hrou
ghou
t thi
s un
it of
inqu
iry, m
any
visi
tors
(par
ents
and
teac
hers
) cam
e to
the
clas
sroo
m to
obs
erve
and
w
ere
over
whe
lmed
with
the
leve
l of c
onfid
ence
and
arti
cula
tion
of th
e st
uden
ts a
s th
ey s
hare
d w
hat t
hey
wer
e le
arni
ng. S
tude
nts
used
the
PYP
lang
uage
to d
escr
ibe
them
selv
es a
s ris
k-ta
king
, kno
wle
dgea
ble
and
com
mitt
ed le
arne
rs.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r D
Ref
lect
ing
on th
e in
quiry
8. W
hat s
tude
nt-in
itiat
ed in
quiri
es a
rose
from
the
lear
ning
? R
ecor
d a
rang
e of
stu
dent
-initi
ated
inqu
iries
and
stu
dent
que
stio
ns a
nd h
ighl
ight
an
y th
at w
ere
inco
rpor
ated
into
the
teac
hing
and
lear
ning
.
At t
his
poin
t, te
ache
rs s
houl
d go
bac
k to
box
2 “W
hat d
o w
e w
ant t
o le
arn?
” and
hig
hlig
ht
the
teac
her q
uest
ions
/pro
voca
tions
that
wer
e m
ost e
ffect
ive
in d
rivin
g th
e in
quiri
es.
Stud
ent-i
nitia
ted
inqu
iry
• S
tude
nts
brou
ght r
ock
sam
ples
from
thei
r ow
n ro
ck c
olle
ctio
n an
d w
ante
d to
kno
w w
hat
kind
of r
ocks
they
wer
e. T
his
led
to a
n in
quiry
into
iden
tifyi
ng ty
pes
of ro
cks
or m
iner
als.
•
Stu
dent
s w
ere
curio
us a
bout
the
diffe
rent
col
ours
of s
oil,
whi
ch le
d to
furth
er in
quiry
in
to th
e ty
pes
of s
oil.
• S
tude
nts
initi
ally
reac
ted
to n
atur
al e
vent
s w
ith c
once
rn s
ince
they
live
in a
hur
rican
e zo
ne. T
heir
wor
ry c
ompo
unde
d up
on le
arni
ng a
bout
the
tect
onic
pla
tes
as th
ey re
aliz
ed
thei
r city
is lo
cate
d on
a fa
ult l
ine.
Thi
s re
sulte
d in
a s
tude
nt-in
itiat
ed in
quiry
into
way
s w
e ca
n be
saf
e an
d pr
otec
t our
selv
es.
• Fo
llow
ing
the
pres
enta
tion
by th
e lo
cal b
uild
er, s
tude
nts
inqu
ired
into
how
hom
es a
re
cons
truct
ed in
oth
er p
arts
of t
he w
orld
. Col
labo
rativ
e gr
oups
cho
se fr
om a
rang
e of
di
ffere
nt g
loba
l reg
ions
and
inve
stig
ated
how
and
why
hum
ans
build
hom
es to
ada
pt to
an
d in
tera
ct w
ith th
eir e
nviro
nmen
t. Te
ache
rs m
odel
led
the
proc
ess
with
a c
ase
stud
y,
incl
udin
g co
ncep
ts s
uch
as g
eogr
aphi
c lo
catio
n, c
limat
e, la
ndsc
ape,
set
tlem
ent a
nd
reso
urce
s.
Stud
ent q
uest
ions
Wha
t is
the
Ear
th m
ade
of?
How
dee
p is
the
Ear
th?
Wha
t is
a ro
ck?
Why
doe
s a
rock
spa
rkle
? W
hat i
s in
side
a ro
ck?
Whe
re d
o ro
cks
com
e fro
m?
How
do
rock
s ch
ange
? W
hy a
re s
oils
diff
eren
t col
ours
? H
ow a
re m
ount
ains
form
ed?
How
doe
s th
e E
arth
cha
nge?
W
hat d
o w
e do
to b
e sa
fe?
How
are
hom
es b
uilt
in o
ther
par
ts o
f the
wor
ld?
Wha
t stu
dent
-initi
ated
act
ions
aro
se fr
om th
e le
arni
ng?
Rec
ord
stud
ent-i
nitia
ted
actio
ns ta
ken
by in
divi
dual
s or
gro
ups
show
ing
thei
r abi
lity
to re
flect
, to
choo
se a
nd to
act
.
• S
tude
nts
wat
ched
the
Wea
ther
Cha
nnel
on
tele
visi
on a
nd re
porte
d ba
ck to
the
clas
sroo
m o
n re
cent
floo
ding
, ear
thqu
akes
loca
lly a
nd a
roun
d th
e w
orld
. •
Par
ent’s
com
men
t on
his
or h
er c
hild
’s in
tere
st o
n ho
w th
eir h
ome
was
con
stru
cted
. •
“Rec
ess
Roc
k C
lub”
form
ed.
• S
tude
nts
star
ted
thei
r ow
n ro
ck c
olle
ctio
n; th
ey u
sed
refe
renc
e bo
oks
in th
e cl
assr
oom
to
iden
tify
rock
s an
d m
iner
als.
9. T
each
er n
otes
We
wor
ked
clos
ely
with
the
med
ia s
peci
alis
t to
build
our
reso
urce
s of
non
-fic
tion
book
s re
late
d to
this
uni
t of i
nqui
ry.
Ther
e w
as a
n op
portu
nity
to m
ake
auth
entic
con
nect
ions
to th
e ar
ts, e
g ho
w
rock
s an
d m
iner
als
are
used
in th
e cr
eatio
n of
mon
umen
ts, m
emor
ials
and
sc
ulpt
ures
aro
und
the
wor
ld (t
he G
reat
Wal
l of C
hina
, Mou
nt R
ushm
ore,
E
aste
r Isl
and,
Sto
nehe
nge
and
the
Pyr
amid
s) a
nd to
the
arch
itect
, Fra
nk L
loyd
W
right
. Add
ition
ally
, we
play
ed a
nd m
oved
to p
iece
s of
cla
ssic
al m
usic
and
di
scus
sed
the
way
s in
whi
ch th
ese
piec
es c
ould
refle
ct th
e ch
angi
ng E
arth
.
As
a re
sult
of a
gal
lery
wal
k vi
ewin
g co
llabo
rativ
e po
ster
s, s
tude
nts
mad
e co
nclu
sion
s ab
out t
he c
onne
ctio
ns b
etw
een
even
ts, e
g gl
acie
rs c
ause
floo
ds;
flood
s ca
use
eros
ion;
gla
cier
s ca
n ca
use
eros
ion;
hur
rican
es c
ause
floo
ds;
land
slid
es c
ause
ero
sion
; ear
thqu
akes
can
mak
e m
ount
ains
, etc
.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r E
Cla
ss/g
rade
:
A
ge g
roup
: 9–1
2
Scho
ol:
Scho
ol c
ode:
Title
:
Teac
her(
s):
Dat
e:
Prop
osed
dur
atio
n: n
umbe
r of h
ours
ov
er n
umbe
r of w
eeks
PY
P pl
anne
r
1. W
hat i
s ou
r pur
pose
?
To in
quire
into
the
follo
win
g:
• tr
ansd
isci
plin
ary
them
e
Sha
ring
the
plan
et: A
n in
quiry
into
righ
ts a
nd re
spon
sibi
litie
s in
the
stru
ggle
to
shar
e fin
ite re
sour
ces
with
oth
er p
eopl
e an
d w
ith o
ther
livi
ng th
ings
; co
mm
uniti
es a
nd th
e re
latio
nshi
ps w
ithin
and
bet
wee
n th
em; a
cces
s to
equ
al
oppo
rtuni
ties;
pea
ce a
nd c
onfli
ct re
solu
tion.
• ce
ntra
l ide
a
Find
ing
peac
eful
sol
utio
ns to
con
flict
lead
s to
a b
ette
r qua
lity
of h
uman
life
.
Sum
mat
ive
asse
ssm
ent t
ask(
s)
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
und
erst
andi
ng o
f the
ce
ntra
l ide
a? W
hat e
vide
nce,
incl
udin
g st
uden
t-ini
tiate
d ac
tions
, will
we
look
for?
In p
airs
, stu
dent
s re
sear
ch a
nd id
entif
y a
case
stu
dy o
f a g
loba
l con
flict
and
how
it
was
reso
lved
. Stu
dent
s an
alys
e an
d ev
alua
te th
e ef
fect
iven
ess
of h
ow th
e co
nflic
t was
reso
lved
and
spe
cula
te o
n th
e su
stai
nabi
lity
of th
e re
solu
tion
in th
e fu
ture
. Res
earc
h fin
ding
s sh
ould
be
expr
esse
d in
an
oral
pre
sent
atio
n an
d su
ppor
ted
by w
ritte
n no
tes.
As
a re
sult
of th
is s
umm
ativ
e as
sess
men
t, st
uden
ts
will
beg
in to
hav
e a
grea
ter u
nder
stan
ding
of t
he d
iffer
ent p
ersp
ectiv
es o
f oth
er
cultu
res
and
whi
ch o
f the
PY
P a
ttitu
des
they
may
hav
e to
con
tinue
to
dem
onst
rate
in o
rder
to re
solv
e su
ch c
onfli
cts.
A
sses
smen
t too
l: A
necd
otal
reco
rds
to b
e m
ade
on th
e or
al p
rese
ntat
ions
of t
he
stud
ents
with
a s
peci
fic fo
cus
on s
tude
nts’
und
erst
andi
ng o
f int
ercu
ltura
l con
flict
, co
nflic
t res
olut
ion
and
the
attit
udes
peo
ple
need
to d
emon
stra
te in
ord
er to
re
solv
e su
ch c
onfli
cts.
Stu
dent
s w
ill s
elf-r
efle
ct in
thei
r writ
ing
jour
nals
on
how
su
stai
nabl
e th
e so
lutio
n w
ould
be
in th
e ex
ampl
e th
ey c
hose
to a
naly
se a
nd
pres
ent.
Ong
oing
: Eac
h st
uden
t will
hav
e th
e op
portu
nity
to ta
ke o
n th
e ro
le o
f a c
lass
co
nflic
t res
olut
ion
man
ager
for a
spe
cifie
d am
ount
of t
ime.
His
or h
er ro
le is
to
assi
st in
the
man
agin
g an
d th
e so
lvin
g of
var
ious
pee
r con
flict
s th
at m
ay a
rise
with
in th
e st
uden
ts’ l
earn
ing
com
mun
ity. I
t is
antic
ipat
ed th
at s
tude
nts
will
app
ly
conf
lict r
esol
utio
n sk
ills le
arne
d an
d un
ders
tood
in th
eir o
ngoi
ng li
ves.
A
sses
smen
t too
l: A
per
form
ance
rubr
ic (d
esig
ned
colla
bora
tivel
y by
teac
hers
an
d st
uden
ts) r
efle
ctin
g th
e ex
tent
of t
he c
onfli
ct m
anag
er’s
leve
l of
unde
rsta
ndin
g of
the
cent
ral i
dea,
tran
sdis
cipl
inar
y sk
ills a
nd le
arne
r pro
file
attri
bute
s.
2. W
hat d
o w
e w
ant t
o le
arn?
W
hat a
re th
e ke
y co
ncep
ts (f
orm
, fun
ctio
n, c
ausa
tion,
cha
nge,
con
nect
ion,
pe
rspe
ctiv
e, re
spon
sibi
lity,
refle
ctio
n) to
be
emph
asiz
ed w
ithin
this
inqu
iry?
Key
con
cept
s: c
ausa
tion,
per
spec
tive,
resp
onsi
bilit
y
Rel
ated
con
cept
s: c
onfli
ct, d
iver
sity
, jus
tice
Wha
t lin
es o
f inq
uiry
will
def
ine
the
scop
e of
the
inqu
iry in
to th
e ce
ntra
l ide
a?
• C
ause
s of
con
flict
•
Con
flict
reso
lutio
n an
d m
anag
emen
t •
Livi
ng a
nd w
orki
ng to
geth
er p
eace
fully
Wha
t tea
cher
que
stio
ns/p
rovo
catio
ns w
ill d
rive
thes
e in
quiri
es?
H
ow c
an c
omm
uniti
es b
e m
ade
a m
ore
just
pla
ce fo
r all
mem
bers
?
In w
hat w
ays
is p
eace
an
activ
e ra
ther
than
a p
assi
ve s
tate
?
C
an d
iffer
ence
s be
reso
lved
with
out c
onfli
ct?
W
hat a
re th
e re
ason
s fo
r con
flict
taki
ng p
lace
in th
e co
mm
unity
?
Wha
t are
som
e of
the
stru
ggle
s th
at c
omm
uniti
es c
urre
ntly
face
? Pr
ovoc
atio
ns
• O
ver a
cer
tain
per
iod
of ti
me,
stu
dent
s ar
e al
loca
ted
a lim
ited
num
ber o
f fin
ite
reso
urce
s in
the
clas
sroo
m (p
aper
, pen
cils
, cha
irs, t
able
s, s
ports
equ
ipm
ent)
and
mus
t dec
ide
how
to s
hare
the
reso
urce
s du
ring
the
allo
cate
d tim
e.
• P
rovi
de s
tude
nts
with
exa
mpl
es o
f arti
fact
s (e
g in
cens
e, a
relig
ious
text
, a m
usic
al
inst
rum
ent),
reso
urce
s (e
g ric
e, b
ottle
of w
ater
), ar
twor
k an
d/or
mus
ic fr
om
diffe
rent
cul
ture
s an
d as
k th
em h
ow e
ach
mad
e th
em fe
el a
nd w
hy th
is w
as.
Pla
nnin
g th
e in
quiry
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r E
Pla
nnin
g th
e in
quiry
3. H
ow m
ight
we
know
wha
t we
have
lear
ned?
Th
is c
olum
n sh
ould
be
used
in c
onju
nctio
n w
ith “H
ow b
est m
ight
we
lear
n?”
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nts’
prio
r kno
wle
dge
and
skill
s? W
hat
evid
ence
will
we
look
for?
• R
ead
alou
d st
orie
s in
volv
ing
conf
licts
with
in a
com
mun
ity (s
ee re
sour
ces
in b
ox 5
): st
uden
ts
anal
yse
both
sid
es o
f the
con
flict
with
in th
e st
ory,
how
the
char
acte
rs re
act,
how
the
conf
licts
ar
e re
solv
ed (i
f ind
eed
they
are
) and
sug
gest
oth
er p
ossi
ble
solu
tions
. •
Stud
ents
eng
age
in s
elf-a
sses
smen
t of p
revi
ous
rese
arch
they
hav
e un
derta
ken.
The
y lo
ok a
t po
rtfol
ios,
per
sona
l jou
rnal
s, e
tc in
ord
er to
ass
ess
rese
arch
ski
lls a
gain
st a
teac
her-
or
stud
ent-d
esig
ned
rubr
ic, t
akin
g in
to a
ccou
nt d
ata
colle
ctio
n, re
cord
ing,
org
aniz
atio
n an
d in
terp
reta
tion.
Stu
dent
s se
t the
ir ow
n go
als
for i
mpr
ovem
ent d
urin
g th
is u
nit.
Wha
t are
the
poss
ible
way
s of
ass
essi
ng s
tude
nt le
arni
ng in
the
cont
ext o
f the
line
s of
in
quiry
? W
hat e
vide
nce
will
we
look
for?
• Lo
cate
exa
mpl
es o
f con
flict
with
in th
e gl
obal
com
mun
ity th
roug
h re
sear
chin
g m
edia
out
lets
th
at c
omm
unic
ate
such
new
s an
d in
form
atio
n. S
tude
nts
will
nee
d to
acc
ess
info
rmat
ion,
loca
te
the
conf
lict,
expl
ain
the
caus
e of
the
conf
lict,
and
look
at t
he c
onfli
ct fr
om m
ore
than
one
pe
rspe
ctiv
e (p
roce
ss-fo
cuse
d as
sess
men
t).
• St
uden
ts s
elf-a
sses
s th
eir o
wn
oral
pre
sent
atio
ns a
nd p
erfo
rman
ces
as c
onfli
ct re
solu
tion
man
ager
s us
ing
a ru
bric
with
per
form
ance
-bas
ed c
riter
ia. T
his
will
incl
ude
the
stud
ents
’ pro
per
use
of th
e “I-
mes
sage
” fra
mew
ork
in ro
le-p
lay
situ
atio
ns a
nd to
sol
ve re
al-li
fe c
onfli
cts
at
scho
ol.
4. H
ow b
est m
ight
we
lear
n?
Wha
t are
the
lear
ning
exp
erie
nces
sug
gest
ed b
y th
e te
ache
r and
/or s
tude
nts
to e
ncou
rage
th
e st
uden
ts to
eng
age
with
the
inqu
iries
and
add
ress
the
key
ques
tions
?
• In
gro
ups,
stu
dent
s cr
eate
Min
d M
aps®
of w
hat t
hey
know
abo
ut p
ossi
ble
area
s of
con
flict
in
thei
r liv
es a
nd w
ithin
thei
r com
mun
ity, a
nd c
onsi
der p
eace
ful s
olut
ions
to th
ese
area
s of
co
nflic
t. Th
e te
ache
r cre
ates
a c
lass
ifica
tion
char
t und
er w
hich
stu
dent
s pl
ace
subm
issi
ve,
aggr
essi
ve a
nd a
sser
tive
reso
lutio
ns to
eac
h co
nflic
t sce
nario
. •
The
teac
her a
nd s
tude
nts
deco
nstru
ct th
e “I-
mes
sage
” fra
mew
ork
to g
ain
rele
vanc
e an
d m
eani
ng fo
r all
parti
es in
volv
ed in
a c
onfli
ct, e
g “I
feel
ang
ry w
hen
you
mak
e fu
n of
me.
I w
ant
you
to th
ink
abou
t how
I fe
el a
nd n
ot m
ake
fun
of m
e.”
• Th
e te
ache
r est
ablis
hes
conf
lict s
cena
rios
(inte
rper
sona
l and
inte
rcul
tura
l), w
here
the
stud
ents
ro
le-p
lay
thei
r int
erpr
etat
ions
of h
ow th
e co
nflic
ts c
ould
be
reso
lved
. Stu
dent
s ap
ply
the
“I-m
essa
ge” f
ram
ewor
k to
reac
h a
peac
eful
reso
lutio
n.
• In
terv
iew
s w
ith d
iffer
ent m
embe
rs o
f the
sch
ool o
r loc
al c
omm
unity
who
can
giv
e pe
rspe
ctiv
es
on c
onfli
ct re
solu
tion
(see
box
5):
stud
ents
dis
cuss
and
writ
e qu
estio
ns fo
r diff
eren
t in
divi
dual
s.
• Th
e te
ache
r mod
els
a Y-
char
t to
expl
ore
and
expl
ain
one
reas
on fo
r glo
bal c
onfli
ct (e
g w
ants
or
nee
ds, u
nequ
al d
istri
butio
n of
pow
er o
r res
ourc
es, b
elie
fs a
nd v
alue
s, m
isco
mm
unic
atio
n).
“Wha
t doe
s it
look
like
?” “W
hat d
oes
it so
und
like?
” (w
hat w
ould
peo
ple
be s
ayin
g?),
“Wha
t do
es it
feel
like
?” S
tude
nts
mak
e si
mila
r cha
rts fo
r oth
er a
reas
of c
onfli
ct.
• S
tude
nts
rese
arch
con
flict
s lo
cally
and
in th
e gl
obal
com
mun
ity b
y w
atch
ing
the
new
s, re
adin
g ne
wsp
aper
s, e
tc, a
nd re
port
back
to c
lass
. Gro
ups
anal
yse
the
caus
es o
f tho
se c
onfli
cts
and
form
con
clus
ions
abo
ut th
e m
ain
caus
es o
f the
se c
onfli
cts.
In p
airs
, stu
dent
s pr
epar
e or
al
pres
enta
tions
(see
box
1, “
Sum
mat
ive
asse
ssm
ent t
asks
”).
• S
tude
nts
refle
ct in
divi
dual
ly o
n th
e ce
ntra
l ide
a in
the
light
of u
nder
stan
ding
s ga
ined
dur
ing
the
unit
and
writ
e ev
iden
ce o
f fin
ding
that
pea
cefu
l sol
utio
ns to
con
flict
s ca
n le
ad to
a b
ette
r qu
ality
of h
uman
life
. W
hat o
ppor
tuni
ties
will
occ
ur fo
r tra
nsdi
scip
linar
y sk
ills
deve
lopm
ent a
nd fo
r the
de
velo
pmen
t of t
he a
ttrib
utes
of t
he le
arne
r pro
file?
Tran
sdis
cipl
inar
y sk
ills
Res
olvi
ng c
onfli
ct: T
hrou
gh ro
le-p
lay
scen
ario
s an
d w
ithin
thei
r rol
e as
con
flict
reso
lutio
n m
anag
ers,
stu
dent
s w
ill d
emon
stra
te li
sten
ing
atte
ntiv
ely,
reac
ting
reas
onab
ly, c
ompr
omis
ing,
an
d ac
cept
ing
resp
onsi
bilit
y in
tim
es o
f con
flict
reso
lutio
n.
Dia
lect
ical
thou
ght:
Exp
lora
tion
of in
terc
ultu
ral c
ase
stud
ies
of c
onfli
cts
and
conf
lict r
esol
utio
n an
d ch
arac
ter a
naly
sis
in s
torie
s m
eans
that
stu
dent
s ca
n be
tter u
nder
stan
d di
vers
ity w
ithin
ot
hers
thro
ugh
exam
ples
reco
rded
in th
eir j
ourn
als,
rese
arch
and
dis
cuss
ions
. R
esea
rch
skill
s: A
s pa
rt of
prio
r lea
rnin
g, s
tude
nts
have
iden
tifie
d re
sear
ch s
kills
to d
evel
op
durin
g th
e in
quiry
. The
y w
ill u
se th
ese
skill
s to
col
lect
, rec
ord,
org
aniz
e an
d in
terp
ret t
heir
findi
ngs
abou
t glo
bal c
onfli
cts,
and
then
pre
sent
thes
e fin
ding
s in
thei
r ora
l pre
sent
atio
ns.
Lear
ner p
rofil
e
Prin
cipl
ed: T
hrou
gh re
flect
ing
upon
how
con
flict
s ar
e so
lved
, bot
h w
ithin
the
imm
edia
te
com
mun
ity a
nd w
ithin
the
glob
al c
omm
unity
, stu
dent
s de
velo
p a
broa
der u
nder
stan
ding
of
inte
grity
, hon
esty
and
a s
ense
of f
airn
ess
of ju
stic
e.
Ope
n-m
inde
d: T
hrou
gh e
xplo
ring
vario
us c
onfli
cts
arou
nd th
em a
nd th
e ca
se s
tudi
es p
rese
nted
to
them
, stu
dent
s w
ill b
ette
r res
pect
the
view
s, v
alue
s an
d ba
ckgr
ound
s of
oth
ers
and
cons
ider
a
rang
e of
per
spec
tives
.
5. W
hat r
esou
rces
nee
d to
be
gath
ered
? W
hat p
eopl
e, p
lace
s, a
udio
-vis
ual m
ater
ials
, rel
ated
lite
ratu
re, m
usic
, art
, com
pute
r so
ftwar
e, e
tc, w
ill b
e av
aila
ble?
Onl
ine
mat
eria
ls in
clud
e: h
ttp://
ww
w.te
achi
ngto
lera
nce.
org;
http
://w
ww
.uni
teds
tream
ing.
com
; UN
C
yber
scho
olbu
s w
ebsi
te: h
ttp://
ww
w.u
n.or
g/cy
bers
choo
lbus
; onl
ine
new
spap
er a
rchi
ves;
W
ikip
edia
: ww
w.w
ikip
edia
.org
.
• R
elat
ed li
tera
ture
: The
Lor
ax o
r The
But
ter B
attle
Boo
k by
Dr S
euss
, Shi
lo b
y P
Nay
lor-
Rey
nold
s, B
ridge
To
Tera
bith
ia b
y Ka
ther
ine
Pate
rson
•
Artw
ork
exam
ples
: Esc
her,
Mun
sch,
Pic
asso
•
Mus
ic e
xam
ples
: Sak
amot
o, M
ozar
t •
Con
flict
reso
lutio
n ga
mes
: boa
rd g
ames
(eg
Con
flict
Bus
ter,
Impa
ct P
ublic
atio
ns; E
arth
C
oope
rativ
e G
ame,
Abu
ndan
t Ear
th In
c) a
nd c
ompu
ter g
ames
(eg
http
://w
ww
.wor
ldvi
sion
.org
.nz/
educ
atio
n/ga
mes
.asp
) H
ow w
ill th
e cl
assr
oom
env
ironm
ent,
loca
l env
ironm
ent a
nd/o
r the
com
mun
ity b
e us
ed to
fa
cilit
ate
the
inqu
iry?
The
clas
sroo
m e
nviro
nmen
t and
the
play
grou
nd w
ill b
e th
e ce
ntre
of a
naly
sis
for c
onfli
cts
amon
g th
e st
uden
ts. S
peci
fical
ly, t
he re
flect
ion
or m
eetin
g ce
ntre
whe
re th
e co
nflic
t res
olut
ion
man
ager
re
flect
s on
and
reco
rds
and
com
mun
icat
es a
ny c
onfli
ct o
r con
flict
reso
lutio
n in
cide
nts
that
occ
ur in
th
e sc
hool
day
.
Ther
e w
ill b
e ac
cess
to c
onfli
ct re
solu
tion
gam
es (s
ee a
bove
) in
the
clas
sroo
m d
urin
g fre
e tim
e.
Peop
le w
ithin
the
loca
l env
ironm
ent,
who
can
pre
sent
con
flict
reso
lutio
n fro
m th
eir p
ersp
ectiv
e, e
g th
e pr
inci
pal,
PE
teac
her,
clea
ning
or a
uxili
ary
staf
f, sc
hool
cou
nsel
lor,
polic
e of
ficer
.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r E
Ref
lect
ing
on th
e in
quiry
6. T
o w
hat e
xten
t did
we
achi
eve
our p
urpo
se?
Ass
ess
the
outc
ome
of th
e in
quiry
by
prov
idin
g ev
iden
ce o
f stu
dent
s’
unde
rsta
ndin
g of
the
cent
ral i
dea.
The
refle
ctio
ns o
f all
teac
hers
invo
lved
in th
e pl
anni
ng a
nd te
achi
ng o
f the
inqu
iry s
houl
d be
incl
uded
.
The
mai
n ob
ject
ive
that
we
wer
e ho
ping
to a
chie
ve w
as to
dev
elop
pra
ctic
al a
pplic
atio
n of
th
e in
quiri
es. C
onfli
cts
are
ever
ywhe
re in
our
live
s an
d it
is c
ritic
al th
at s
tude
nts
be a
ble
to
iden
tify
and
reso
lve
them
as
they
aris
e. W
e de
velo
ped
a pr
actic
al a
nd h
ands
-on
appr
oach
to
the
lear
ning
exp
erie
nces
and
ass
essm
ent.
We
did
this
thro
ugh
prov
ocat
ions
that
ex
plor
ed th
e ty
pes
of re
spon
ses
to a
rtifa
cts,
art
and
mus
ic a
nd th
roug
h pr
ovid
ing
exam
ples
of g
loba
l con
flict
s th
at h
ad b
een
reso
lved
pea
cefu
lly.
We
focu
sed
the
cent
ral i
dea
on a
per
sona
l lev
el fo
r the
stu
dent
s (th
roug
h re
flect
ing
on th
e co
ntrib
utio
ns o
f the
cla
ss c
onfli
cts
reso
lutio
n m
anag
er),
whi
le ta
king
into
con
side
ratio
n th
e co
mm
unity
and
glo
bal r
eper
cuss
ions
of i
ndiv
idua
l act
ions
and
beh
avio
urs
(thro
ugh
the
anal
ysis
of g
loba
l con
flict
s th
at h
ave
been
sol
ved)
. In
the
final
out
com
e, th
e st
uden
ts
deve
lope
d a
prac
tical
and
fund
amen
tal u
nder
stan
ding
of c
onfli
ct a
nd c
onfli
ct re
solu
tion.
How
you
cou
ld im
prov
e on
the
asse
ssm
ent t
ask(
s) s
o th
at y
ou w
ould
hav
e a
mor
e ac
cura
te p
ictu
re o
f eac
h st
uden
t’s u
nder
stan
ding
of t
he c
entr
al id
ea.
Due
to th
e pr
actic
al n
atur
e of
the
conf
lict r
esol
utio
n m
anag
er, t
he s
tude
nts
dem
onst
rate
d a
clea
r und
erst
andi
ng o
f diff
erin
g pe
rspe
ctiv
es o
f jus
tice
and
dive
rsity
from
an
imm
edia
te
com
mun
ity le
vel.
The
anal
ysis
of a
glo
bal c
onfli
ct a
nd h
ow it
was
sol
ved
need
s to
be
broa
dene
d (a
nd p
erha
ps e
ven
cate
goriz
ed) t
o in
clud
e po
ssib
le a
reas
of f
ocus
, eg
shar
ing
of re
sour
ces—
oil,
wat
er, l
and
or b
elie
f sys
tem
s—an
d th
e im
pact
on
a so
ciet
y. T
his
wou
ld
give
the
stud
ents
a c
lear
er id
ea o
f wha
t kin
d of
con
flict
s th
ey c
ould
exp
lore
.
A g
reat
er e
mph
asis
cou
ld h
ave
been
mad
e on
inte
rcul
tura
l und
erst
andi
ng, a
lthou
gh
stud
ents
did
dem
onst
rate
this
dur
ing
the
cour
se o
f the
uni
t. S
tude
nts
rais
ed is
sues
abo
ut
belie
fs a
nd u
se o
f diff
eren
t lan
guag
es, b
ut th
is w
as n
ot fo
llow
ed u
p to
a g
reat
ext
ent.
Wha
t was
the
evid
ence
that
con
nect
ions
wer
e m
ade
betw
een
the
cent
ral i
dea
and
the
tran
sdis
cipl
inar
y th
eme?
Thro
ugh
both
of t
he s
umm
ativ
e as
sess
men
t pie
ces,
stu
dent
s ex
plor
ed, a
t a lo
cal l
evel
an
d at
a g
loba
l lev
el, t
he re
latio
nshi
ps w
ithin
and
bet
wee
n co
mm
uniti
es a
s w
ell a
s ho
w
any
pote
ntia
l con
flict
s (s
trugg
les)
may
hav
e be
en o
r cou
ld b
e re
solv
ed. T
his
was
pa
rticu
larly
evi
dent
whe
n th
e co
nflic
t res
olut
ion
man
ager
iden
tifie
d th
e pr
oble
ms
he o
r she
w
itnes
sed
in th
e pl
aygr
ound
or c
lass
room
and
how
the
conf
licts
cou
ld h
ave
been
sol
ved
or w
ere
solv
ed.
In th
e se
lf-re
flect
ions
on
the
sust
aina
bilit
y of
the
conf
lict r
esol
utio
ns th
at s
tude
nts
anal
ysed
from
aro
und
the
wor
ld, t
he s
tude
nts
coul
d cl
early
iden
tify
wha
t wou
ld n
eed
to b
e do
ne in
ord
er to
ach
ieve
a lo
nger
last
ing
peac
eful
set
tlem
ent t
o th
e is
sue.
The
y us
ed th
e P
YP a
ttitu
des
to e
xpla
in th
is (e
g “T
he g
over
nmen
ts o
f tw
o co
untri
es w
ould
nee
d to
dis
play
em
path
y fo
r eac
h ot
her i
n or
der t
o un
ders
tand
why
this
reso
urce
is im
porta
nt to
bot
h cu
lture
s.”)
Tow
ards
the
end
of th
e un
it, o
ne s
tude
nt c
omm
ente
d th
at, “
I alw
ays
thou
ght p
eace
mea
nt
just
bei
ng q
uiet
, but
now
I se
e th
at it
can
mea
n sp
eaki
ng o
ut a
bout
som
ethi
ng.”
7. T
o w
hat e
xten
t did
we
incl
ude
the
elem
ents
of t
he P
YP?
Wha
t wer
e th
e le
arni
ng e
xper
ienc
es th
at e
nabl
ed s
tude
nts
to:
• de
velo
p an
und
erst
andi
ng o
f the
con
cept
s id
entif
ied
in “
Wha
t do
we
wan
t to
lear
n?”
• de
mon
stra
te th
e le
arni
ng a
nd a
pplic
atio
n of
par
ticul
ar tr
ansd
isci
plin
ary
skill
s?
• de
velo
p pa
rtic
ular
attr
ibut
es o
f the
lear
ner p
rofil
e an
d/or
atti
tude
s?
In e
ach
case
, exp
lain
you
r sel
ectio
n.
Key
con
cept
s
Cau
satio
n: T
he a
naly
sis
of c
ase
stud
ies
from
a g
loba
l per
spec
tive
prov
ided
a
fram
ewor
k fo
r the
stu
dent
s to
exp
lore
thes
e si
tuat
ions
: stu
dent
s ne
eded
not
just
to
iden
tify
the
prob
lem
but
als
o th
e po
ssib
le c
ause
s (c
ausa
tion)
of i
t. Pe
rspe
ctiv
e an
d re
spon
sibi
lity:
The
“I-m
essa
ge” e
ngag
emen
t was
esp
ecia
lly
effe
ctiv
e in
dee
peni
ng s
tude
nts’
und
erst
andi
ngs
of p
ersp
ectiv
e an
d re
spon
sibi
lity.
The
ro
le-p
lay
situ
atio
ns th
at th
e st
uden
ts w
ere
a pa
rt of
ena
bled
the
stud
ents
to s
ee th
e po
ints
of v
iew
of t
heir
peer
s an
d pr
ovok
ed th
em to
thin
k ab
out t
heir
resp
onsi
bilit
y to
war
ds th
e co
nseq
uenc
es o
f the
ir ac
tions
in re
latio
n to
thes
e po
ints
of v
iew
.
Tran
sdis
cipl
inar
y sk
ills
Soci
al s
kills
R
espe
ctin
g ot
hers
: The
pro
voca
tions
not
ed in
box
2 e
mph
asiz
ed th
e st
uden
ts’ n
eeds
fo
r res
pect
ing
othe
rs a
nd fo
r lis
teni
ng to
the
view
poin
ts o
f oth
ers
as th
ey s
hare
d th
eir
resp
onse
s to
arti
fact
s, a
rt an
d m
usic
. Stu
dent
s w
ere
aske
d to
refle
ct in
thei
r writ
ing
jour
nals
not
onl
y on
thei
r res
pons
es to
eac
h pr
ovoc
atio
n bu
t als
o on
how
the
diffe
rent
re
spon
ses
of o
ther
s af
fect
ed th
em.
Thin
king
ski
lls
Anal
ysis
: Afte
r exp
lorin
g th
e ch
arac
ter a
naly
sis
in th
e lit
erat
ure,
stu
dent
s cr
eate
d a
char
acte
r pro
file
of h
ow e
ach
char
acte
r’s p
erso
nalit
y co
nnec
ted
to th
e P
YP
atti
tude
s an
d th
en h
ow e
ach
char
acte
r sho
wed
(or d
id n
ot s
how
) com
pass
ion
for o
ther
ch
arac
ters
.
Lear
ner p
rofil
e at
trib
utes
and
PYP
atti
tude
s
Ope
n-m
inde
d: T
he c
onfli
ct re
solu
tion
man
ager
allo
wed
the
stud
ents
to b
ette
r un
ders
tand
thei
r pee
rs a
nd th
e w
ays
in w
hich
they
tend
ed to
app
roac
h an
d so
lve
prob
lem
s. T
hus
stud
ents
wer
e be
ginn
ing
to b
ecom
e m
ore
open
-min
ded
tow
ards
thei
r pe
ers.
In
the
anal
ysis
of g
loba
l or i
nter
cultu
ral c
onfli
cts,
the
stud
ents
use
d th
e P
YP
atti
tude
s as
a to
ol fo
r ref
lect
ing
on th
e re
solu
tion
proc
ess.
In a
dditi
on, t
hrou
gh th
e ch
arac
ter
anal
ysis
with
in s
torie
s ex
plor
ed, s
tude
nts
used
the
attit
udes
to ju
stify
thei
r jud
gmen
ts o
f th
e ac
tions
of t
he c
hara
cter
s in
the
stor
ies.
D
evel
opin
g a
trans
disc
iplin
ary
prog
ram
me
of in
quiry
S
ampl
e pl
anne
r E
Ref
lect
ing
on th
e in
quiry
8. W
hat s
tude
nt-in
itiat
ed in
quiri
es a
rose
from
the
lear
ning
? R
ecor
d a
rang
e of
stu
dent
-initi
ated
inqu
iries
and
stu
dent
que
stio
ns a
nd h
ighl
ight
any
th
at w
ere
inco
rpor
ated
into
the
teac
hing
and
lear
ning
.
W
hat m
akes
a “g
ood
spor
t”?
W
hat m
akes
a p
erso
n go
od o
r bad
?
Out
in th
e pl
aygr
ound
, how
can
I sh
ow o
r loo
k fo
r exa
mpl
es o
f the
PYP
atti
tude
s?
W
hy s
houl
d w
hat w
e be
lieve
mak
e so
meo
ne d
islik
e us
?
Can
ther
e be
mor
e th
an o
ne “r
ight
ans
wer
” to
a pr
oble
m?
A
re th
ere
som
e at
titud
es th
at, w
hen
they
are
not
ther
e, a
re m
ore
likel
y to
cau
se
conf
licts
than
oth
ers?
Som
etim
es it
see
ms
we
have
a p
robl
em b
ecau
se w
e do
n’t s
peak
the
sam
e la
ngua
ge—
is th
at a
con
flict
?
Stu
dent
s w
ante
d to
find
out
mor
e ab
out w
hat m
ade
a go
od te
am m
embe
r on
a sp
orts
team
. Th
ey c
lear
ly k
new
that
it w
as m
ore
than
just
“bei
ng s
killf
ul”;
it al
so m
eant
wor
king
as
part
of
a te
am, b
ut th
ey w
ante
d to
exp
lore
how
this
look
ed in
term
s of
a c
oach
’s e
xpec
tatio
ns.
At t
his
poin
t tea
cher
s sh
ould
go
back
to b
ox 2
“Wha
t do
we
wan
t to
lear
n?” a
nd h
ighl
ight
the
teac
her q
uest
ions
/pro
voca
tions
that
wer
e m
ost e
ffect
ive
in d
rivin
g th
e in
quiri
es.
Wha
t stu
dent
-initi
ated
act
ions
aro
se fr
om th
e le
arni
ng?
Rec
ord
stud
ent-i
nitia
ted
actio
ns ta
ken
by in
divi
dual
s or
gro
ups
show
ing
thei
r abi
lity
to re
flect
, to
choo
se a
nd to
act
.
• A
stu
dent
was
hav
ing
a di
scus
sion
with
his
cla
ssm
ate
that
turn
ed in
to a
deb
ate.
He
was
ab
le to
reco
gniz
e an
d co
mm
unic
ate
the
reas
on fo
r the
ir “c
onfli
ct” (
diffe
renc
e in
val
ues)
. •
A s
tude
nt w
as a
rgui
ng w
ith h
er s
iste
r at h
ome.
She
reco
gniz
ed th
ey w
ere
havi
ng a
co
nflic
t and
initi
ated
a d
iscu
ssio
n th
at w
ould
lead
to a
coo
pera
tive
reso
lutio
n. T
he s
tude
nt
deci
ded
to s
hare
this
at a
n op
en d
iscu
ssio
n of
the
conf
lict m
anag
er re
flect
ions
. •
Ther
e is
eve
ryda
y ap
plic
atio
n of
reso
lutio
n sk
ills
in th
e cl
assr
oom
and
pla
ygro
und
by
stud
ents
—th
e st
uden
ts a
re b
eing
mor
e au
tono
mou
s in
sol
ving
con
flict
s w
ithou
t app
ealin
g to
teac
hers
who
are
on
lunc
h du
ty.
• Th
e ph
ysic
al e
duca
tion
(PE
) tea
cher
repo
rted
a si
gnifi
cant
incr
ease
in th
e st
uden
ts
inde
pend
ently
sol
ving
team
-rel
ated
con
flict
s du
ring
spor
ts e
vent
s. It
was
cle
ar th
at th
e st
uden
ts w
ere
bein
g m
ore
open
-min
ded
tow
ards
thei
r pee
rs a
nd w
ere
acce
ptin
g of
eac
h ot
her’s
resp
onse
s w
hile
alw
ays
bein
g m
indf
ul o
f the
com
mon
goa
l tha
t eve
ryon
e sh
ared
. •
The
clas
s re
ceiv
es d
eliv
ery
of a
new
spap
er e
ach
day.
Initi
ally
, the
re w
as a
com
mon
in
tere
st in
the
mor
e “g
raph
ic s
torie
s an
d ar
ticle
s”. A
s a
resu
lt of
this
uni
t, w
hen
refle
ctin
g on
the
cont
ent o
f the
dai
ly n
ewsp
aper
thro
ugh
who
le-c
lass
dis
cuss
ions
, stu
dent
s w
ere
mor
e se
nsiti
ve to
the
actu
al c
onfli
ct a
nd th
e w
ays
in w
hich
the
PYP
atti
tude
s co
uld
be
appl
ied
in o
rder
for t
he c
onfli
ct to
be
solv
ed in
the
futu
re.
9. T
each
er n
otes
Le
arni
ng la
ngua
ge/L
earn
ing
abou
t lan
guag
e em
phas
is
• S
tude
nts
inte
ract
con
fiden
tly in
a v
arie
ty o
f situ
atio
ns.
• S
tude
nts
adap
t spe
akin
g an
d lis
teni
ng s
trate
gies
to th
e co
ntex
t, pu
rpos
e an
d au
dien
ce.
• S
tude
nts
refle
ct u
pon
thei
r ow
n ap
proa
ch to
com
mun
icat
ion
to m
onito
r and
as
sess
thei
r lea
rnin
g.
• S
tude
nts
appr
ecia
te a
utho
rs’ u
se o
f lan
guag
e an
d be
gin
to re
cogn
ize
the
mea
ning
bey
ond
the
liter
al le
vel.
• S
tude
nts
resp
ond
to v
iew
ing
expe
rienc
es o
rally
and
in w
ritin
g, u
sing
spe
cific
vo
cabu
lary
and
term
inol
ogy.
•
Stu
dent
s co
ntin
ue to
mak
e in
form
ed c
hoic
es in
thei
r per
sona
l vie
win
g ex
perie
nces
. C
onne
ctio
ns to
pre
viou
s un
it in
sch
ool’s
pro
gram
me
of in
quiry
Cen
tral i
dea
of p
revi
ous
unit:
Peo
ple
expr
ess
thei
r bel
iefs
in d
iffer
ent w
ays.
A
n in
quiry
into
:
• di
ffere
nt p
lace
s th
at re
flect
peo
ple’
s be
liefs
•
expr
essi
ons
of d
iffer
ent b
elie
fs (t
radi
tions
) •
sign
s an
d sy
mbo
ls th
at re
flect
bel
iefs
. S
tude
nts
wer
e as
ked
to re
flect
on
wha
t the
y ha
d le
arne
d fro
m th
e ab
ove
unit
at
the
star
t of t
he c
urre
nt u
nit,
and
it w
as u
sefu
l to
see
the
deve
lopm
ent o
f the
ir un
ders
tand
ing
of c
ultu
ral d
iver
sity
rela
ting
to b
elie
fs.