VIS grade primary units of inquiry

Concepts

Responsibility - What responsibilities do people have when finding ways to live together with mini-beasts?Perspective - What ideas do different people have about mini-beasts and their place in the world? Connection - How are mini-beasts connected to their environment?

SkillsResearch Skills: Development of primary research skills through observation and classification.

Learner0Profile:00000000

Caring - I care for my environment and the living things within it.

Inquirer - I am curious to know more about the environment and the living things within it.

MINI-BEASTSU N I T O F I N Q U I R Y

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Central Idea: Mini-beasts are an important part of life in the habitat in which they live, and we

share space with them.

Lines of Inquiry:• Mini-beasts are

invertebrates with specific characteristics and behaviours.

• Mini-beasts have specific needs.

• Other living things and environments depend on mini-beasts for survival

• Humans and mini-beasts interact in a variety of ways.

How can I help my child?

• Talk about the types of mini-beasts your child already knows. E.g. ants, beetles, caterpillars, lady-bugs, centipedes, spiders.

• Visit the Butterfly House to observe the variety of butterflies.

• Notice what mini-beasts are common in Vienna.

• Consider: what might happen if there were no mini-beasts.

• Read related literature with your child in your home language.

• Model respect for mini-beasts and discuss places for mini-beasts and places for us.

PYP Elements

Outcomes to be reported on in the context of the written report: Science! Recognise that living things have different

characteristics at different times of their lives e.g. ladybird lifecycle

! Classify living things in different ways! identify the kinds of living things that are likely

to be found in different habitats Language! Record relevant information/results at a in a

variety of ways e.g. lists, charts, labels, simple sentences

Research Skills•Take time to make relevant, detailed observations

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FIELD TO TABLEU N I T O F I N Q U I R Y

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Central Idea: Most of the food we eat goes through different stages before we eat it.

Lines of Inquiry:• Food can be grouped in

different ways• Food goes through

different processes before we eat it

• There are systems in place to help getting food to us


• Cook with you child, talk about the variety of ingredients you use.

• Talk about how food changes when it is prepared and cooked.

• Take notice of where the food you buy comes from and what processes it has been through before it reaches your house. Talk about this with your child.

Concepts• Form – What are different

foods like? • Change – How do foods

change during processing?

• Related concepts: process, sequence, systems - Where did it come from? How did it get here? And what has happened to it along the way?

SkillsResearch Skills – • Observation: taking time to

make clear observations • Collecting data: gaining

information from books and videos

• Recording data: Drawing, flowcharts, sequencing

Social Skills – • Engaging in cooperative

learning

Learner Profile• Thinker – thinking through

processes• Knowledgeable – about

food groups and food processing

• Inquirer – Inquiring into food processes

PYP Elements

Outcomes to be reported on in the context of the written report:

• Identify the origins of a variety of foods

• Describe what things look like after they have changed

• Use unit specific vocabulary • Group foods in different

ways• Describe the systems in

place that help bring food to us

Concepts• Perspective – What are

the different points of view about characters and their behaviour?

• Reflection – How are my behaviours similar and different to characters I have read about?

Related concept: Consequence – What happens when I make certain choices?

SkillsCommunication skills:• Viewing: understanding the ways in which images and language interact to convey ideas, values and beliefsThinking skills:• Analysis: finding patterns in behaviours of different characters

Learner Profile:

Looking at characters through the lens of the

learner profile, to consider if they were:

Inquirer Thinker

Principled Reflective

Knowledgeable Caring

Risk-taker

CHARACTERS IN STORIESU N I T O F I N Q U I R Y

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Central Idea: Investigating characters helps us to understand and express ourselves.

Lines of Inquiry:• Characters display

certain behaviours, which include learner profile attributes

• People make choices for their own behaviour

• We can talk about our own behaviours in relation to how other characters act


• Talk about the types of characters they meet in books and films

• Encourage your child to compare the characters they read about, with themselves

• Read a wide variety of books and stories with your child in your home language

Resources:

PYP Elements


Language

• Act out a character or story using movement, mime, music etc.

• Answer questions about people and events in stories

• Express an opinion about a text.PSE

Identify learner profile attributes in fictional characters

Identify personal strengths within the learner profile attributes.

A YEAR IN OUR LIVES U N I T O F I N Q U I R Y

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!Central Idea: During our year together time

passes and changes happen.

Lines of Inquiry:• Time can be measured in

different cycles between events

• Nothing and nobody stays the same, everything changes.

• I change physically and developmentally as I grow

• Plants and animals are affected by the seasons.


• Talk about the passage of time, the seasons, months and days of the week.

• Notice what changes in the world around us, as time passes.

• Consider how your children are changing over the year.


Concepts• Change – What things

change during our year together? How do these things change?

• Related concepts: Time, growth, development.

Skills• Thinking Skills:

acquisition of knowledge, comprehension, application

• Research Skills: observation

Learner Profile• Thinkers – I think very

carefully before making a decision or when I have a problem.

• Reflective - I am able to think about the way I learn and act at school.

PYP Elements

Outcomes to be reported on in the context of the written report:MATHEMATICSUse language which relates to time such as before, after, day, night tomorrow, yesterday SCIENCEIdentify obvious changes that occur on the Earth e.g. day and night, rain and sun, climate, seasons LANGUAGEMake predictions about changes that occur in daily lives and across the yearPSEReflect on personal progress

PUSH & PULL U N I T O F I N Q U I R Y

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Lines of Inquiry:• Things can move when

a force (either a push, pull or twist) acts on it.

• We can change the way things move.

• Certain words help us describe how forces work


• Look at how we make things move in everyday life: transport, swings, toys.

• Talk with your child about what is happening when playing with cars and ramps, or with train sets.

ConceptsCausation – Movement doesn’t just happen. There are causal relationships at work

Function – Pushing and pulling work in certain ways.

Related concepts: force, consequence

Skills

Research Skills:

Formulating questions: sharing ideas for possible future inquiries e.g. I wonder what would happen if a made the ramp higher?

Recording data: Using prepared tally sheets to record data from experiments.

Learner Profile• Thinkers - Students

exercise initiative in applying thinking skills critically and creatively

• Inquirers - Students develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning.

PYP Elements


Science• Identify how to make a

variety of objects move• Identify the ways forces act

in everyday situations

Research Skills• Ask relevant questions that

can be researched• Record observations by

making charts or drawing

Central Idea: Push and pull are forces which can make things move.

Concepts• Connection – Students

consider the impact of their actions on others.

• Responsibility – Students consider their responsibilities when living as part of a community of learners.

• Related concepts: Sharing, roles, respect, communication.

Skills•Social Skills – accepting responsibility, respecting others, cooperating, resolving conflict, group decision making, adopting a variety of group roles•Communication Skills – Listening and speaking

Learner Profile:

How do these attributes of the learn profile help us

learn together? Caring

Communicator Risk-taker

OURSELVES AND OUR SCHOOLU N I T O F I N Q U I R Y

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Central Idea: A safe and happy learning environment is

created when an understanding of rights, roles and responsibilities has been established.

Lines of Inquiry:• A learning environment is

created by a community of learners.

• Students have the right to learn, to express themselves in different ways, and to feel secure.

• In a learning community people have different roles

• Learners have the responsibility to respect themselves, others and the environment.


• Talk about school routines and expectations with your child.

• Ask about your child’s day at school.

• Consider the differences between home and school.


• Encourage your child to be independent in caring for their possessions.

PYP Elements

Outcomes to be reported on in the context of the written report: Personal and Social EducationRoutines• Approach new and challenging

situations within a safe environmentWorking with others• Take turns and share with peers in

group situationsResponsibilities• Identify responsibilities as a learner • Interacts in ways which show care

towards our classroom and playground

Roles• Shows an awareness of the rights

and roles involved in being a member of the class.

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Documents

VIS grade primary units of inquiry