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Unit of Inquiry Format

This document outlines the structure of a unit of inquiry in a PYP classroom. It describes the key elements as a central idea, lines of inquiry, and 6 weekly phases - tuning in, finding out, sorting out, going further, making conclusions, and taking action. It also discusses how students' understanding is assessed through pre-assessments, formative assessments during the unit, and a summative assessment at the end. The unit of inquiry is designed to stimulate students' curiosity, challenge their thinking, and help them develop independent research skills around an overarching central idea.

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499 views

Unit of Inquiry Format

This document outlines the structure of a unit of inquiry in a PYP classroom. It describes the key elements as a central idea, lines of inquiry, and 6 weekly phases - tuning in, finding out, sorting out, going further, making conclusions, and taking action. It also discusses how students' understanding is assessed through pre-assessments, formative assessments during the unit, and a summative assessment at the end. The unit of inquiry is designed to stimulate students' curiosity, challenge their thinking, and help them develop independent research skills around an overarching central idea.

Uploaded by

api-235520417
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Navigating through a

Unit of Inquiry

Central idea: this is the main focus for the


unit. It contains the conceptual
understandings that will be explored.
Lines of inquiry: these clarify the central
idea and define the scope of the inquiry. They
extend the inquiry, focus student research,
and deepen students understanding.

Week 1: Tuning In
To find out what the
students already know
about the topic through
sharing their questions
and personal experiences

Week 2: Finding Out


To further stimulate students
curiosity
by
providing
new
information which may answer
some
earlier
questions,
to
challenge their prior knowledge,
beliefs and values and to develop
research skills.

Week 3: Sorting Out


To process and represent the
information that has been found
out, to transfer this information
to a range of tasks, to develop
skills
in
the
arts,
math,
language and technology.

Week 4: Going Further


To extend and challenge students
understandings about the topic, to
meet the particular interests that
have emerged during the unit, to
revise
some
of
the
key
understandings
and
develop
independent research skills.

Week 5: Making
Conclusions
To make generalizations about the
topic, to assess, to further inform
planning, to encourage students
to reflect on their learning, to help
students explore and justify their
feelings and values related to a
topic.

Week 6: Taking Action


To
make
links
between
students
understandings and their experience in the
real world. The desire to take action should
arise within the student themselves, they
should feel empowered that they can make
a difference to their own lives or the lives
of others.
Taken from: Classroom Connections Strategies for Integrated Learning, Kath Murdoch

Assessment
Pre-assessment: given at the start of each unit to find out
what the students already know about the central idea
(not included in overall grade)
Formative assessment: throughout the unit to inform
students/parents and teachers about the students progress and
needs
(score is not included in overall grade)

Summative assessment: at the end of each unit, final task to


assess the students understanding of the central idea (score is
included in overall grade)

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