9

School Programme of Inquiry

An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness of
An inquiry into the nature of the self; An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and its human-made systems and communities; An inquiry into rights and responsibilities
beliefs and values; personal, physical, and timer personal histories; homes and nature, culture, beliefs and values; the laws; the interaction between the natural the structure and function of in the struggle to share finite resources
mental, social and spiritual health; human journeys; the discoveries, explorations and ways in which we reflect on, extend and world (physical and biological) and organizations; societal decision-making; with other people and with other living
relationships including families, friends, migrations of humankind; the enjoy our creativity; our appreciation of human societies; how humans use their economic activities and their impact on things; communities and the relationships
communities, and cultures; rights and relationships between and the the aesthetic. understanding of scientific principles; the humankind and the environment. within and between them; access to equal
responsibilities; what it means to be interconnectedness of individuals and impact of scientific and technological opportunities; peace and conflict
human. civilizations, from local and global advances on society and on the resolution.
perspectives. environment.

1 4 2 3
Ages Relationships Play Community Helpers Animals
3/4
Central Idea:
Central Idea: We use play to express our Central Idea: In a community people play Central Idea: Animals and people
Relationships contribute to shaping our feelings and ideas and in order to come to different roles and share similar routines interact in different contexts
identity. new understandings.
Key Concepts: Key Concepts: Connection,
Key Concepts:
Key concepts: function, connection, Form, change , function responsibility, change
Form, Responsibility, causation perspective
Related Concepts:
Related Concepts: diversity, identity, Related Concepts:
Related concepts: play, representation; Roles, community, routines
differences, similarities Interaction, needs, characteristics
communication
Lines of Inquiry:
Lines of Inquiry: Lines of Inquiry:
Lines of inquiry  What a community is (form;
 Different relationships in people’s  How people and animals interact
• Communicating through play (function; community, community helpers)
lives (form, relationships) play) The ways we care about animals
 Different roles within a community 
 Our responsibility to keep healthy • Imaginative use of everyday materials (function; roles)
relationships (responsibility; team  Our responsibility for the well-being
No unit taught under this theme for this (perspective; representation) No unit taught under this theme for this  How community helpers exhibit the
work, belonging, interdependence, of animals
age group • Games and toys as communication age group LP attributes (connection; attributes)
friendship, family) (connection; communication)
 How relationships affect identity Subject areas: Social studies, PSPE
(causation; identity, autonomy vs Subject areas: Social studies, Science
UN SDGs 11 and 16: sustainable cities
conformity; leadership; Subjects: PSPE, Social, ICT and communities; peace, justice and
independence) UN SDGs: 3 Good health and well-being; UN SDGs :14 life below water and 15 Life
strong institutions on Land
4 quality education; 10 reduced
Subject areas: Social, PSPE inequalities LP: Knowledgeable, Inquirers
UN SDG 3: Good health and well-being LP: Caring, Thinkers
TD Skills: Research skills TD Skills: Thinking skills
LP: Communicators, Reflective,
LP: Communicators, Principled, Caring Principled November 14 – January 20 January 23 – March 24
TD Skills: Social Skills and Self- TD Skills: Social Skills, Communication
management Skills Skills
September 19 – November 11 March 27 – May 24
An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness of
An inquiry into the nature of self; beliefs An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and its human-made systems and communities; An inquiry into rights and responsibilities
and values; personal, physical, mental, and timer personal histories; homes and nature, culture, beliefs and values; the laws; the interaction between the natural the structure and function of in the struggle to share finite resources
social and spiritual health; human journeys; the discoveries, explorations and ways we reflect on, extend and enjoy our world (physical and biological) and organizations; societal decision-making; with other people and with other living
relationships including families, friends, migrations of humankind; the creativity; our appreciation of the human societies; how humans use their economic activities and their impact on things; communities and the relationships
communities and cultures; rights and relationships between and the aesthetic. understanding of scientific principles; the humankind and the environment. within and between them; access to equal
responsibilities; what it means to be interconnectedness of individuals and impact of scientific and technological opportunities; peace and conflict
human. civilizations, from local and global advances on society and on the resolution.
perspectives. environment.
 1 4 2 3
Ages Healthy choices Routines Plants
4/5 Stories
Central Idea: Central Idea: Central Idea: We use time and routines to Central Idea: Plants share resources with
organize our lives. living things and contribute to life on
The choices people make affect their Stories can engage their audience and
Earth
health and wellbeing connect to life
Key Concepts: Form; Function;
Key Concepts: Key Concepts: Responsibility
Key Concepts:
form, function, responsibility form, connection, perspective
causation, responsibility, change
Related Concepts: Patterns, chronology,
Related Concepts: Related Concepts: culture, institutions, norms, decision-
Related Concepts:
well-being, healthy choices Story structure, chronology (sequence), making
Conditions, benefits
healthy living; informed choices; illustration; interpretation; moral
wellbeing Lines of Inquiry:
Lines of Inquiry:
 Patterns and cycles in our lives
The conditions plants need to stay healthy
Lines of Inquiry: (milestones, holidays, birthdays) and
Lines of Inquiry: No unit taught under this theme for this  Structure of a story (form; story No unit taught under this theme for this their influence in our decision Our responsibilities towards the plants we
age group structure, chronology, illustration) age group making. (Form; Patterns, chronology, choose to grow
 What healthy living is (form; healthy
life) decision-making) How plants contribute to life on Earth
 How stories connect to our life
 Factors that influence our choices  How systems in the local environment
(connection; interpretation)
(causation; informed choices) help people to organize their lives.
 The impact of our choices on our  What stories can convey (perspective; (function; systems, institutions,
health (responsibility; impact) moral) norms, routines)
Subject areas: Science, Social Studies
 How working together can help us to
care for each other and our
UN SDGs 14 and 15: Life below water
Subject areas: Science, PSPE Subject areas: environment (responsibility;
and life on land
UN SDGs: 3 Good health and well-being Language, Math, Arts; PSPE; ICT institutions)

LP: balanced, reflective, thinker April 5- June 11 Subjects: PSPE, Social Studies
Knowledgeable, inquirers, caring
ATLs: Social skills (interaction) Mathematics (time), Literacy, Science,
ATLs: research skills; thinking skills
Self-management (informed LP: communicator, open minded, social studies (Health)
choices) January 23 – March 24
courageous
September 19 – November 11 ATLs: communication skills LP: balanced, principled,
ATLs: Self-management skills
March 27 – May 24
November 14 – January 20
An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness of
An inquiry into the nature of self; beliefs An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and its human-made systems and communities; An inquiry into rights and responsibilities
and values; personal, physical, mental, and timer personal histories; homes and nature, culture, beliefs and values; the laws; the interaction between the natural the structure and function of in the struggle to share finite resources
social and spiritual health; human journeys; the discoveries, explorations and ways we reflect on, extend and enjoy our world (physical and biological) and organizations; societal decision-making; with other people and with other living
relationships including families, friends, migrations of humankind; the creativity; our appreciation of the human societies; how humans use their economic activities and their impact on things; communities and the relationships
communities and cultures; rights and relationships between and the aesthetic. understanding of scientific principles; the humankind and the environment. within and between them; access to equal
responsibilities; what it means to be interconnectedness of individuals and impact of scientific and technological opportunities; peace and conflict
human. civilizations, from local and global advances on society and on the resolution.
perspectives. environment.

1 6 4 5 2 3
Ages Others and Myself Houses Imagination Using Materials Why Organize? Water
5/6
Central Idea: Central Idea:
Central Idea: Understanding myself and Central Idea: Some factors may influence Central Idea: Central idea: Organization can provide
others helps me grow. the way people construct houses. Imagination extends the ability to think How materials are used in construction order in many aspects of life. People can make choices to support the
Lines of Inquiry: and create. depends upon their properties Key concepts: responsibility, function, sustainability of water
Key concepts: form; function; connection  The structure of houses (form; causation
Key Concepts: form; causation; responsibility
Related concepts: senses and perception; structure, house, shape) Related concepts: Order, Structure,
Key Concepts: Key Concepts:
interaction; similarities and differences;  Factors that influence the way people Systems, success criteria, organizations
function, form, perspective Function, Change, Responsibility Related Concepts: , properties and uses of
human commonalities construct houses (causation; water ; distribution; conservation
Lines of inquiry: technology) Lines of Inquiry:
Related Concepts: material, imagination,
 The five senses  How houses have changed over time Related Concepts:  Why we organize ourselves
creativity
 How I interact with others (change; time) Construction, recycling, melting, states of (responsibility; order, success) Lines of Inquiry:
 Similarities and differences between Key Concepts: form, change, connection matter, properties  Organization in different settings –  properties and states of water
Lines of Inquiry:
the world, my community, and me Related Concepts: structure, house, home, school and community (form,  the availability & distribution of water
 How people demonstrate their Lines of Inquiry:
shapes, time, technology  Consequences of presence or absence  the choices people make to manage the
imagination (form; imagination)  Behavior and functions of materials use of water
Subjects: Science; social studies; PSPE of organization (function; success,
 Imaginative ways to use materials (function; properties)
order, organizations, systems)
(function; innovation)  Changing properties of materials
UN SDGs: 3 Good health and well-being Subject areas: science; social; PSPE
 Extending our creativity through (change; physical and chemical
Subjects:
imagination (connection, creativity) change)
Social, maths UN SDGs 6, 10, 12: clean water and
  Use of materials in the environment sanitation; reduced inequalities, responsible
(responsibility; melting, states of consumption ad production
matter, recycling, construction)

Subject areas: Art, Language, PSPE Subject areas: Science, maths, social;
PSPE

ATLs: Social Skills UN SDG 12: responsible consumption and

LP: balanced, inquirers, caring ATLs: Thinking Skills production
LP: communicators, reflective, ATLs: Self-management Skills ATLs: Communication Skills
September 19 – October 28 courageous ATLs: Research Skills LP: balanced, thinker, reflective LP: principled, thinker, knowledgeable
LP: thinker, courageous, knowledgeable
February 6 – March 24 October 31 – December 16 December 20 – February 1
March 27 – May 12

An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness of
An inquiry into the nature of self; beliefs An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and its human-made systems and communities; An inquiry into rights and responsibilities
and values; personal, physical, mental, and time; personal histories; homes and nature, culture, beliefs and values; the laws; the interaction between the natural the structure and function of in the struggle to share finite resources
social and spiritual health; human journeys; the discoveries, explorations and ways we reflect on, extend and enjoy our world (physical and biological) and organizations; societal decision-making; with other people and with other living
relationships including families, friends, migrations of humankind; the creativity; our appreciation of the human societies; how humans use their economic activities and their impact on things; communities and the relationships
communities and cultures; rights and relationships between and the aesthetic. understanding of scientific principles; the humankind and the environment. within and between them; access to equal
responsibilities; what it means to be interconnectedness of individuals and impact of scientific and technological opportunities; peace and conflict
human. civilizations, from local and global advances on society and on the resolution.
perspectives. environment.

1 4 5 2 3
Ages Understanding Ourselves Celebrations Appreciating Arts Matter Systems Living Things
6/7
Central Idea: Central Idea: Central idea: Central Idea: Central Idea: Different systems in the Central Idea:
G1 Understanding ourselves and relationships Celebrations and festivities reflect various Creating and responding to the arts community help people stay organized. Living things interact within their habitats
Investigating matter helps people
with others helps us grow and learn cultures and traditions. develops an understanding of people and Lines of Inquiry: to meet their needs
understand the world
the world around us. • Human-made systems in the Key Concepts: form; function;
Key Concepts: Key Concepts: (form; causation; community (form; system) responsibility
form, responsibility, change connection) Key Concepts: Function, Change, Key Concepts: change; function; • How these systems function (function;
Perspective causation roles) Related Concepts: living things,
Related Concepts: Related Concepts: inspiration, • How these systems help people stay classification; needs; habitat
unique, differences, similarities, self- Related Concepts: interpretation, genres, artifacts, opinion, organized (connection; organization)
concept diversity, values, conflict, connection Related Concepts: properties of matter, Key Concepts: form, function, connection
Lines of Inquiry: changes of state; investigation, Related Concepts: systems, organization Lines of Inquiry:
Lines of Inquiry: Lines of Inquiry: ● The ideas and techniques behind observation; impact  What makes living things (form;
 How we identify our personal  Characteristics of celebrations (form; artworks Subject areas: social; PSPE living things, classification)
characteristics (perspective; personal celebrations) ● Personal preference and appreciation of Lines of Inquiry:  How living things meet their needs
characteristics/ character)  Why people celebrate (causation; the arts  Properties and changes in matter SDG 11: Sustainable cities and within their habitats (function; needs)
 Our responsibility toward others values, beliefs) ● How the arts reflect changes in our  Our senses as tools to investigate communities  Our responsibility in maintaining
(responsibility; healthy relationships) world  The effects of understanding matter healthy habitats (responsibility;
 Similarities and differences of
on our lives habitat)
 How we grow (change; growth) celebrations around the world
Subjects: Social Studies The Arts -
(connection; tradition, culture,
integration Literacy Subject areas: science, social, PSPE Subject areas: science, social
similarities and differences)
Subject areas: Social, PSPE
UN SDG 12: responsible consumption and Science: 1-LS1-1, 1-LS1-2, 1LS3-1
UN SDGs: 3 Good health and well-being,
4 quality education, 16 peace, justice, and production
Subject areas: Social Studies; PSPE
institutions
Science: 1.2 (1-PS4)
Science connection with TD theme:
inquiry into orientation in place and time:
1-ESS1-1, 1-ESS1-2
 Conceptual Understandings:

An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness of
An inquiry into the nature of self; beliefs An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and its human-made systems and communities; An inquiry into rights and responsibilities
and values; personal, physical, mental, and time; personal histories; homes and nature, culture, beliefs and values; the laws; the interaction between the natural the structure and function of in the struggle to share finite resources
social and spiritual health; human journeys; the discoveries, explorations and ways we reflect on, extend and enjoy our world (physical and biological) and organizations; societal decision-making; with other people and with other living
relationships including families, friends, migrations of humankind; the creativity; our appreciation of the human societies; how humans use their economic activities and their impact on things; communities and the relationships
communities and cultures; rights and relationships between and the aesthetic. understanding of scientific principles; the humankind and the environment. within and between them; access to equal
responsibilities; what it means to be interconnectedness of individuals and impact of scientific and technological opportunities; peace and conflict
human. civilizations, from local and global advances on society and on the resolution.
perspectives. environment.

1 5 2 3
Ages Human as Individuals in Societies Personal Histories Cultures Natural Cycles Cities Natural Resources
7/8
G2 Central Idea: Central Idea: Central Idea: Central Idea: Earth’s natural cycles Central Idea: Cities have special Central Idea: Our use of natural resources
Our individual characteristics can make a Reflecting on personal histories allows Appreciating different cultures enables us influence the activity of living things. characteristics that make them unique entails social and environmental
contribution to our community planning for future growth. to become global citizens. consequences
Key Concepts: Change, causation, Key Concepts: change; connection; Key Concepts: form; connection;
Key Concepts: perspective; causation; perspective Related Concepts: Growth, function responsibility Key Concepts: form; function;
responsibility sequence, evidence responsibility
Key Concepts: form; connection;
Related Concepts: cities, uniqueness;
perspective
Lines of Inquiry: Related Concepts: similarities and differences; amenities, Related Concepts: natural resources;
Related Concepts: personality,  How we learn about the past infrastructure overconsumption, struggle; conservation,
Related Concepts: culture; interaction;
uniqueness, individuality; relationships; (function; artifacts, traditions) Lines of Inquiry:
citizenship
role model  How past life experiences have an  Natural cycles (change; day/night, Lines of Inquiry:
impact on identity (causation; seasons, water cycle, solar system,  The distinctive features of cities Lines of Inquiry:
traditions, identity) weather)  Similarities and differences between  What natural resources are
Lines of Inquiry:
Lines of Inquiry:  How people use the past to plan for  Actions people take in response to cities  Consumption of natural resources
 what culture is How cities thrive and prosper The responsibility of stakeholders in
 What makes a person significant future growth (connection; growth natural cycles (connection; day/night  
(perspective; individuality, mindset)  how interacting with different cultures activities, seasonal activities, seasonal (responsibility; amenities, conserving natural resources
uniqueness, personality) enriches our lives crops, seasonal clothing; health infrastructure)
 Factors that influence our choice of Subject areas: Social Studies (Continuity  global citizenship (perspective; awareness) Science, social studies, PSPE
relationships (causation, relationships) and change through time) and PSE (Active citizenship)  Patterns of behaviour in living things
living) related to Earth’s natural cycle Subject areas: social studies Subject areas: science, social studies
 Our responsibilities as role models
KCs: function; causation; connection) Subject areas: Social studies; PSPE (function; hibernation, migration)
toward the community (responsibility;
UN SDG 11: sustainable cities and UN SDGs 10, 12, 13, 14, 15, 16, 17:
role model, community)
Subject areas: Social, PSPE UN SDG 17: Partnership of the goals Subject areas: Science, Social studies, communities Reduced inequalities; responsible
Math consumption and production; climate
UN SDG 3: Good health and well-being ETS1.A: Defining and Delimiting action, lide below water, life on land;
Subject areas: Social studies; PSPE
UN SDGs: 13, 14, 15: climate action; life Engineering Problems peace, justice and strong institutions;
UN SDGs 16 and 10: 16 peace, justice,
Social Strand: below water; life on land A situation that people want to change or partnership for the goals
and strong institutions; reduced
Strands: create can be approached as a problem to
inequalirties
-Social organization and culture 2-ESS2-1, 2-ESS2-2, 2-ESS2-3- 3-LS1-1 be solved through engineering. (K-2- Science Stds: 2-LS2-1, 2-LS4-1,
-Continuity and change through ETS1-1)
Time ESS2.A: Earth Materials and Systems • Asking questions, making observations, LS2.A: Interdependent Relationships in
Science stand-alone
Wind and water can change the shape of and gathering information are helpful in Ecosystems
Strand: Physical Science
Social LEs: the land. (2-ESS2-1) thinking about problems. (K-2-ETS1-1) Plants depend on water and light to grow.
PS1.A: Structure and Properties of Matter
• explore how families influence the ESS2.B: Plate Tectonics and Large-Scale • Before beginning to design a solution, it (2-LS2-1)
Different kinds of matter exist and many
individual System Interactions is important to clearly understand the Plants depend on animals for pollination
of them can be either solid or liquid,
• describe how artifacts, heirlooms and Maps show where things are located. One problem. (K-2-ETS1-1) or to move their seeds around. (2-LS2-2)
depending on temperature. Matter can be
rituals are evidence of cultural can map the shapes and kinds of land and ETS1.B: Developing Possible Solutions ETS1.B: Developing Possible Solutions
described and classified by its observable
identity water in any area. (2-ESS2-2) Designs can be conveyed through Designs can be conveyed through
properties. (2-PS1-1) Different properties
• represent people, events and places ESS2.C: The Roles of Water in Earth’s sketches, drawings, or physical models. sketches, drawings, or physical models.
are suited to different purposes. (2-PS1-2),
chronologically Surface Processes These representations are useful in These representations are useful in
(2-PS1-3)
• compare and contrast current family communicating ideas for a problem’s communicating ideas for a problem’s
 A great variety of objects can be built up experiences with those of a previous Water is found in the oceans, rivers, lakes, solutions to other people. (K-2-ETS1-2) solutions to other people. (secondary to 2-
from a small set of pieces. (2-PS1-3) generation. and ponds. Water exists as solid ice and in ETS1.C: Optimizing the Design Solution LS2-2)
PS1.B: Chemical Reactions liquid form. (2-ESS2-3) Because there is always more than one LS4.D: Biodiversity and Humans
Heating or cooling a substance may cause ETS1.C: Optimizing the Design Solution possible solution to a problem, it is useful There are many different kinds of living
changes that can be observed. Sometimes Because there is always more than one to compare and test designs. (K-2-ETS1-3) things in any area, and they exist in
these changes are reversible, and possible solution to a problem, it is useful different places on land and in water. (2-
sometimes they are not. (2-PS1-4) to compare and test designs. (secondary to LS4-1)
Note: Matter: Though it is not related to 2-ESS2-1) ESS1.C: The History of Planet Earth
the UOI, this is the right place for it snce Some events happen very quickly; others
the UOI can include few learning 3-LS1-1: Develop models to describe occur very slowly over a time period much
experiences and you can allocate time for that organisms have unique and diverse longer than one can observe. (2-ESS1-1)
science as stand-alone.) life cycles but all have in common birth,
growth, reproduction, and death 3- 4- ESS3.A: Natural Resources
Describe how all life cycles follow the • Energy and fuels that humans use are
same pattern derived from natural sources, and their use
STEM: Design and model a plant or affects the environment in multiple ways.
animal life cycle, Measure plant growth Some resources are renewable over time,
and others are not. (4-ESS3-1)

An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness
An inquiry into the nature of self; An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and of human-made systems and An inquiry into rights and
beliefs and values; personal, physical, and time; personal histories; homes and nature, culture, beliefs and values; the its laws; the interaction between the communities; the structure and function responsibilities in the struggle to share
mental, social and spiritual health; journeys; the discoveries, explorations and ways we reflect on, extend and enjoy natural world (physical and biological) of organizations; societal decision- finite resources with other people and
human relationships including families, migrations of humankind; the our creativity; our appreciation of the and human societies; how humans use making; economic activities and their with other living things; communities
friends, communities and cultures; relationships between and the aesthetic. their understanding of scientific impact on humankind and the and the relationships within and
rights and responsibilities; what it interconnectedness of individuals and principles; the impact of scientific and environment. between them; access to equal
means to be human. civilizations, from local and global technological advances on society and opportunities; peace and conflict
perspectives. on the environment. resolution.

1 4 5 2
Ages Rights and Responsibilities Civilizations Creative Innovation Light and Sound Inventions Conflict Resolution
8/9
Central Idea: Central Idea: Evidence of past Central idea: Ideas and feelings inspire Central Idea: Light and sound help Central Idea: Through inventions people Central Idea: Reaching resolutions to
G3 Rights and responsibilities play a role in civilizations can be used to make creativity. people experience their world have contributed to the changes in living conflicts is influenced by the actions and
the development of a society. connections to present-day societies Key concepts: Form; Perspective; conditions. reactions of all involved.
Key Concepts: form, connection, function Responsibility Lines of Inquiry: Lines of Inquiry:
Key Concepts: form; function; change
Key Concepts: Related Concepts: Invention, • Why humans invent (causation;  Causes and effects of conflicts
transformation, communication, needs) (causation)
Related Concepts: civilizations; past innovation, discovery, inspiration, • How inventors work (function;  Mindfulness strategies used to resolve
Related Concepts:
Related Concepts: and present, relation; archaeology interpretation design thinking, creativity) conflicts (responsibility)
Lines of Inquiry: • Impact of inventions on individuals  The importance of conflict resolution
Lines of Inquiry:
● Forms of creativity and communities (perspective; progress, (function)
Lines of Inquiry: ● What inspires people to be creative  Properties of light and sound (form; advances)
Lines of Inquiry: properties) Key Concepts: causation, responsibility,
 what rights and responsibilities are ● How we express our feelings and ideas Key Concepts: causation, function, function
 characteristics of civilizations and creatively  Ways light and sound are experienced perspective
(form; rights and responsibilities) Related Concepts:
societies (form; civilizations, (function; behaviour) Related Concepts:
 how rights and responsibilities conflict, mindfulness, resolution
societies) Subjects: PSPE, Science, Arts,  How light and sound can be changed Needs; creativity, design thinking;
developed over time (change; (change; transfer, transformation,
progress)  how achievements of ancient Mathematics, Literacy progress, advances Subjects: social; PSPE
reflection, refraction)
 the impact of rights and civilizations progressed over time
(Connection; past and present) UN SDG 9: Industry, innovation, and Subject areas: Science, social, PSPE; ICT UN SDGs 16 and 3: Peace, justice and
responsibilities on humankind and the Subjects: science, Maths
infrastructure strong institutions, good health and well-
environment (connection; OR how past civilizations relate to
UN SDG 9: Industry, innovation and being
development, citizenship) our current lives (Connection; UN SDG 9: Industry, innovation infrastructure
relation) infrastructure
Social LEs:
 Processes involved in collecting, Science cnxn: • practise techniques of mediation and
Subject areas: Social studies, PSPE 3-ESS2-1: Explain how water affects
analysing and validating evidence ESS2.D: Weather and Climate
negotiation within the class and/or
UN SDGs: 10 reduced inequalities; 16 weather • Scientists record patterns of the weather across
peace, justice and strong institutions
(function; archaeology) different times and areas so that they can make school community
3-ESS2-1: Describe weather conditions for predictions about what kind of weather might happen • document examples of conflict (local and
each season next. (3-ESS2-1) global) and identify the causes and
Social Studies Skills: 3-ESS2-1: Demonstrate how to stay safe • Climate describes a range of an area’s typical
Subject areas: Social studies; consequences
Social studies skills in severe weather weather conditions and the extent to which those
conditions vary over years. (3-ESS2-2) • evaluate effectiveness of real-life conflict
a. Formulate and ask questions about the technology; arts; Language; math 3-ESS2-2: Describe some factors that ESS3.B: Natural Hazards management (for example, research and
past, the future, places and society affect climate • A variety of natural hazards result from analyse a global conflict situation)
b. Use and analyse evidence from a UN SDGs 11 and 16: sustainable 3-ESS2-2: Describe ways in which climate natural processes. Humans cannot • reflect on his or her own strategies in
variety of historical, geographical and cities and communities; peace, justice can change and explain how global eliminate natural hazards but can take dealing with situations of personal
societal sources climate is changing
and strong institutions steps to reduce their impacts. (3-ESS3-1) conflict.
c. Orientate in relation to place and time 3-ESS2-2: Describe climates in different (Note: This Disciplinary Core Idea is also
d. Identify roles, rights and responsibilities parts of the world addressed by 4-ESS3-2.)
in society Science LEs: Stand-alone
e. Assess the accuracy, validity and possible Social LEs:
bias of sources • analyse information about past LS1.B: Growth and Development of
technological advances and societal Organisms
systems • Reproduction is essential to the
• assess which aspects of past civilizations continued existence of every kind of
have had the most impact on the present organism. Plants and animals have unique
day, using evidence from a variety of and diverse life cycles. (3-LS1-1)
sources LS2.D: Social Interactions and Group
• predict societal and technological Behavior
changes in the future. • Being part of a group helps animals
obtain food, defend themselves, and cope
with changes. Groups may serve different
functions and vary dramatically in size.
(Note: Moved from K–2.) (3-LS2-1)
LS3.A: Inheritance of Traits
• Many characteristics of organisms are
inherited from their parents. (3-LS3-1)
• Other characteristics result from
individuals’ interactions with the
environment, which can range from diet to
learning. Many characteristics involve
both inheritance and environment. (3-LS3-
2)
LS3.B: Variation of Traits
• Different organisms vary in how they
look and function because they have
different inherited information. (3-LS3-1)
• The environment also affects the traits
that an organism develops. (3-LS3-2)
LS2.C: Ecosystem Dynamics,
Functioning, and Resilience
• When the environment changes in ways
that affect a place’s physical
characteristics, temperature, or availability
of resources, some organisms survive and
reproduce, others move to new locations,
yet others move into the transformed
environment, and some die. (secondary to
3-LS4-4)
LS4.A: Evidence of Common Ancestry
and Diversity
• Some kinds of plants and animals that
once lived on Earth are no longer found
anywhere. (Note: Moved from K-2.) (3-
LS4-1)
• Fossils provide evidence about the types
of organisms that lived long ago and also
about the nature of their environments. (3-
LS4-1)
LS4.B: Natural Selection
• Sometimes the differences in
characteristics between individuals of the
same species provide advantages in
surviving, finding mates, and reproducing.
(3-LS4-2)
LS4.C: Adaptation
• For any particular environment, some
kinds of organisms survive well, some
survive less well, and some cannot survive
at all. (3-LS4-3)
LS4.D: Biodiversity and Humans
• Populations live in a variety of habitats,
and change in those habitats affects the
organisms living there. (3-LS4-4)
 An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness
An inquiry into the nature of self; An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and of human-made systems and An inquiry into rights and
beliefs and values; personal, physical, and time; personal histories; homes and nature, culture, beliefs and values; the its laws; the interaction between the communities; the structure and function responsibilities in the struggle to share
mental, social and spiritual health; journeys; the discoveries, explorations and ways we reflect on, extend and enjoy natural world (physical and biological) of organizations; societal decision- finite resources with other people and
human relationships including families, migrations of humankind; the relationships our creativity; our appreciation of the and human societies; how humans use making; economic activities and their with other living things; communities
friends, communities and cultures; between and the interconnectedness of aesthetic. their understanding of scientific impact on humankind and the and the relationships within and
rights and responsibilities; what it individuals and civilizations, from local principles; the impact of scientific and environment. between them; access to equal
means to be human. and global perspectives. technological advances on society and opportunities; peace and conflict
on the environment. resolution.

1 2 4 5 6 3
Ages
9/10 The Human Body Human Migration Literature Forces Economics Ecosystems
Central Idea: Authors use different forms
G4 Central Idea: The human body is a Central Idea: Human migration is a of literature to communicate universal Central Idea: Forces around us have Central Idea:
complex machine dependent on its response to challenges, risks and themes impacts on our daily lives. Central Idea: Economic activity relies on Ecosystems can change as a result of
systems. opportunities systems of production, exchange and human actions.
Key concepts: Form, function, perspective consumption of goods and services. Lines of Inquiry:
Key Concepts: causation; change; Key Concepts: form, function, connection Lines of Inquiry:  Different types of ecosystems and
connection Related concepts: fiction, nonfiction; • The role of supply and demand their characteristics (form)
Key Concepts: function; connection; poerty, drama; author’s purpose; theme (function)  How components of ecosystems are
responsibility • Systems of production, exchange, and connected (connection)
Related Concepts: push and pull factors; Lines of inquiry: Related Concepts: gravity, forces, motion consumption (connection)  Impacts of human actions on
migration; settlement, refugees, identity  The different forms of literature • Our responsibility as consumers and ecosystems (causation)
Related Concepts: body systems; conflict, accepting diversity (form; literature) Lines of Inquiry: producers (responsibility)
interdependence; well-being (What are the different forms of  Types of forces around us (form; grav- Key Concepts: function, connection, Key Concepts: form, connection,
literature?) ity, forces, motion) responsibility causation
Lines of Inquiry:  Author’s purpose for writing  How forces work (function; the laws Related Concepts: economic activities, Related Concepts: ecosystem,
Lines of Inquiry:  Reasons why people migrate (causation; persuasion, of motion ) systems, ethics, decision-making, interdependence, diversity
 Body systems and how they function (causation; push and pull factors) information, entertainment) Subjects: social; science; math Subjects: Science; social
(Why do authors write?)  The impact of forces on our daily
(function, body systems)  Different types of migration (fo rm; lives (connection; machines, safety) SDG 8 and 12: Industry, innovation and
 The interdependence of body systems migration)  How readers perceive work of Subjects: science; social; maths
(connection, interdependence) literature OR: how readers relate infrastructure; Responsible consumption
 Points of view of communities, Subject areas: science; social studies;
to literary works (perspective; and production SDG 14 and 15: Life below water; Life on
 Our responsibility in maintaining cultures and individuals on migration math
healthy body systems (responsibility; (perspective; settlement, refugees, theme) land
wellbeing) identity conflict, accepting diversity) (How do readers infer the theme of a text?
UN SDGs: 9 industry, innovation and Social studies LEs:
How do readers relate to written text?) Science cnxn:
infrastructure • analyse how individuals’ and ESS2.A: Earth Materials and Systems
Subject areas: Language, arts, PSPE communities’ needs and/or wants are met • Rainfall helps to shape the land and
Subject areas: Science, PSPE, Language, Subject areas: Social studies, PSPE Science cnxn:
Disciplinary Core Ideas • evaluate the equity of different economic affects the types of living things found in a
ICT
UN SDGs: 4 quality education PS3.A: Definitions of Energy systems and marketplaces region. Water, ice, wind, living organisms,
UN SDGs: 8 decent work and economic • The faster a given object is moving, the more energy it
possesses. (4-PS3-1) • develop criteria for ethical practices and gravity break rocks, soils, and
UN SDGs: 3 Good health and well-being growth; 10 reduced inequalities; 16 peace, • Energy can be moved from place to place by moving regarding products and services sediments into smaller particles and move
justice and strong institutions objects or through sound, light, or electrical currents. (4-PS3-
• explain how supply and demand are them around. (4-ESS2-1)
Science cnxn: 2), (4-PS3-3)
PS3.B: Conservation of Energy and Energy Transfer affected by population and the ESS2.B: Plate Tectonics and Large-Scale
LS1.A: Structure and Function • Energy is present whenever there are moving objects,
availability of resources. System Interactions
• Plants and animals have both internal sound, light, or heat. When objects collide, energy can be
and external structures that serve various
transferred from one object to another, thereby changing their • The locations of mountain ranges, deep
motion. In such collisions, some energy is typically also
functions in growth, survival, behavior, transferred to the surrounding air; as a result, the air gets ocean trenches, ocean floor structures,
and reproduction. (4-LS1-1) heated and sound is produced. (4-PS3-2), (4-PS3-3) earthquakes, and volcanoes occur in
•Light also transfers energy from place to place. (4-PS3-2)
LS1.D: Information Processing • Energy can also be transferred from place to place by patterns. Most earthquakes and volcanoes
• Different sense receptors are specialized electrical currents, which can then be used locally to produce occur in bands that are often along the
motion, sound, heat, or light. The currents may have been
for particular kinds of information, which produced to begin with by transforming the energy of motion
boundaries between continents and
may then be processed by an animal’s into electrical energy. (4-PS3-2), (4-PS3-4) oceans. Major mountain chains form
PS3.C: Relationship Between Energy and Forces inside continents or near their edges. Maps
brain. Animals are able to use their • When objects collide, the contact forces transfer energy so
perceptions and memories to guide their as to change the objects’ motions. (4-PS3-3) can help locate the different land and
actions. (4-LS1-2)
PS3.D: Energy in Chemical Processes and Everyday Life water features areas of Earth. (4-ESS2-2)
• The expression “produce energy” typically refers to the
conversion of stored energy into a desired form for practical ESS2.E: Biogeology
use. (4-PS3-4) • Living things affect the physical
ETS1.A: Defining Engineering Problems
• Possible solutions to a problem are limited by available characteristics of their regions. (4-ESS2-1)
materials and resources (constraints). The success of a
designed solution is determined by considering the desired
features of a solution (criteria). Different proposals for
From garde 5 curriculum:
solutions can be compared on the basis of how well each one LS2.A: Interdependent Relationships in
meets the specified criteria for success or how well each takes Ecosystems
the constraints into account. (secondary to 4-PS3-4)
PS4.A: Wave Properties
• The food of almost any kind of animal can be
• Waves, which are regular patterns of motion, can be made traced back to plants. Organisms are related in
in water by disturbing the surface. When waves move across food webs in which some animals eat plants
the surface of deep water, the water goes up and down in
place; there is no net motion in the direction of the wave
for food and other animals eat the animals that
 except when the water meets the beach. (Note: This grade eat plants. Some organisms, such as fungi and
band endpoint was moved from K–2.) (4-PS4-1)
• Waves of the same type can differ in amplitude (height of bacteria, break down dead organisms (both
the wave) and wavelength (spacing between wave peaks). (4- plants or their parts and animals) and therefore
PS4-1 operate as “decomposers.” Decomposition
PS4.B: Electromagnetic Radiation
• An object can be seen when light reflected from its surface eventually restores (recycles) some materials
enters the eyes. (4-PS4-2) back to the soil. Organisms can survive only in
PS4.C: Information Technologies and Instrumentation environments in which their particular needs
• Digitized information can be transmitted over long distances
without significant degradation. High-tech devices, such as are met. A healthy ecosystem is one in which
computers or cell phones, can receive and decode information multiple species of different types are each
—convert it from digitized form to voice—and vice versa. (4- able to meet their needs in a relatively stable
PS4-3)
ETS1.C: Optimizing the Design Solution web of life. Newly introduced species can
• Different solutions need to be tested in order to determine damage the balance of an ecosystem. (5-LS2-
which of them best solves the problem, given the criteria and 1)
the constraints. (secondary to 4-PS4-3)
ESS1.C: The History of Planet Earth LS2.B: Cycles of Matter and Energy Transfer
• Local, regional, and global patterns of rock formations in Ecosystems
reveal changes over time due to Earth’s forces, such as • Matter cycles between the air and soil and
earthquakes. The presence and location of certain fossil types
indicate the order in which rock layers were formed. (4- among plants, animals, and microbes as these
ESS1-1) organisms live and die. Organisms obtain
gases, and water, from the environment and
ESS3.B: Natural Hazards
• A variety of hazards result from natural processes (e.g., release waste matter (gas, liquid, or solid) back
earthquakes, tsunamis, volcanic eruptions). Humans cannot into the environment. (5-LS2-1)
eliminate the hazards but can take steps to reduce their
impacts. (4-ESS3-2) (Note: This Disciplinary Core Idea can
also be found in 3.WC.)
ETS1.B: Designing Solutions to Engineering Problems
• Testing a solution involves investigating how well it
performs under a range of likely conditions. (secondary to 4-
ESS3-2)

An Inquiry into: An Inquiry into: An Inquiry into: An inquiry into: An inquiry into: An inquiry into:

WHO WE ARE WHERE WE ARE IN PLACE AND HOW WE EXPRESS OURSELVES HOW THE WORLD WORKS HOW WE ORGANIZE OURSELVES SHARING THE PLANET
TIME An inquiry into the ways in which we An inquiry into the interconnectedness
An inquiry into the nature of self; beliefs An inquiry into our orientation in place discover and express ideas, feelings, An inquiry into the natural world and of human-made systems and An inquiry into rights and
and values; personal, physical, mental, and time; personal histories; homes and nature, culture, beliefs and values; the its laws; the interaction between the communities; the structure and function responsibilities in the struggle to share
social and spiritual health; human journeys; the discoveries, explorations and ways we reflect on, extend and enjoy natural world (physical and biological) of organizations; societal decision- finite resources with other people and
relationships including families, friends, migrations of humankind; the our creativity; our appreciation of the and human societies; how humans use making; economic activities and their with other living things; communities
communities and cultures; rights and relationships between and the aesthetic. their understanding of scientific impact on humankind and the and the relationships within and
responsibilities; what it means to be interconnectedness of individuals and principles; the impact of scientific and environment. between them; access to equal
human. civilizations, from local and global technological advances on society and opportunities; peace and conflict
perspectives. on the environment. resolution.

1 2 4 5 3 3
Ages Beliefs and Values Events Throughout History Media PYPX
10/1 Energy Organizations
1 Central Idea: Beliefs and values can shape Central Idea: The time and place of Central Idea: Central Idea: Transformation and Central idea: People create organizations
people’s identity. events shape lives and experiences Media informs the way we understand the consumption of energy affects the to solve problems and support human
G5 throughout history world environment. development.
Key concepts: form, connection, Lines of Inquiry: Key Concepts: function, Causation,
perspective Key Concepts: function; change; • Process of energy transformation Responsibility
Related concepts:family, community, responsibility Key Concepts: function; perspective; (change) Related Concepts: organizations,
culture, heritage, religion, education; responsibility • Impact of energy consumption and governments, legislation, collaboration,
values, beliefs; behaviour, customs, transformation on the environment entrepreneurship, service
traditions) Related Concepts: history, geography; (connection) Lines of Inquiry:
chronology; future implications Related Concepts: media; persuasive • Conservation of energy (responsibil-  Purpose of different organizations
Lines of inquiry: techniques, impact, literacy ity) (causation; role, mission)
 How different factors can influence Key Concepts: change, connection,  How organizations contribute to
who we are (connection; family, Lines of Inquiry: responsibility human development (function;
community, culture, heritage, religion,  How geography has a role in history Lines of Inquiry: Related Concepts: energy, service, cooperation/collaboration;
education) (function; history, geography) transformation, climate change, decision-making, )
 The history of events affects the lives  the different forms of media (change, conservation  Why people join organizations
 Our values and beliefs as individuals of people throughout time (change; media) (responsibility; collaboration,
and a community.(perspective; values chronology) Subjects: science, social, PSPE entrepreneurship)
 The use of persuasive language,
and beliefs)  lessons learnt from the past to images and sound in media
UN SDGs 7, 11, 12, 13: affordable and Subjects: Social Studies, Literacy, PSPE
improve the future (responsibility; (perspective; persuasive techniques)
 How we manifest our beliefs and clean energy; sustainable cities and
future implications)  How media affects values,
values.(function; behavior, customs communities; responsible consumption UN SDG 16 and 11 and 17 : Peace,
perceptions and knowledge and production; climate action
and traditions) justice and strong institutions; sustainable
(perspective, impact)
Subject areas: Social studies; PSPE cities and communities; partnership for
 What it means to be media literate Science cnxn: the goals
Subject areas: Social studies, literacy, and (responsibility, literacy) 5-PS1-1 , 5-PS1-2, 5-PS1-3, 5-PS1-4,
5-ESS1, 5-ESS1-1, 5-ESS1-2, 5-ESS2,
PSPE 5-PS2, 5-PS2-1, 5-PS3, 5-PS3-1
5-ESS2-1, 5-ESS2-2 Subject areas: ICT, Literacy, Arts, PSPE, 5-LS1. 5-LS1-1, 5-LS2, 5-LS2-1, 5ESS3,
 UN SDG 3: Good health and well-being 5-ESS1 Earth’s Place in the Universe Social 5ESS3-1
5-ESS1-1. Support an argument that
differences in the apparent brightness of UN SDGs: 9 innovation, and
the sun compared to other stars is due to infrastructure PS2.B: Types of Interactions
their relative distances from Earth • The gravitational force of Earth acting
5-ESS1-2. Represent data in graphical on an object near Earth’s surface pulls that
displays to reveal patterns of daily object toward the planet’s center. (5-PS2-
changes in the length and direction of 1)
shadows, day and night, and the seasonal 5-PS3 Energy
appearance of some stars in the night sky 5-PS3-1. Use models to describe that
[Clarification Statement: Examples of energy in animals’ food (used for body
patterns could include the position and repair, growth, and motion and to
motion of Earth with respect to the sun maintain body warmth)was once energy
and select stars that are visible only in from the sun
particular months.] [Clarification Statement: Examples of
Disciplinary Core Ideas models could include diagrams and flow
ESS1.A: The Universe and Its Stars charts.]
• The sun is a star that appears larger and Disciplinary Core Ideas
brighter than other stars because it is PS3.D: Energy in Chemical Processes and
closer. Stars range greatly in their distance Everyday Life
from Earth. (5-ESS1-1) • The energy released from food was once
ESS1.B: Earth and the Solar System energy from the sun that was captured by
• The orbits of Earth around the sun and of plants in the chemical process that forms
the moon around Earth, together with the plant matter (from air and water). (5-PS3-
rotation of Earth about an axis between its 1)
north and south poles, cause observable LS1.C: Organization for Matter and
patterns. These include day and night; Energy Flow in Organisms
daily changes in the length and direction • Food provides animals with the
of shadows; and different positions of the materials they need for body repair and
sun, moon, and stars at different times of growth and the energy they need to
the day, month, and year. (5-ESS1-2) maintain body warmth and for motion.
(secondary to 5-PS3-1)

ESS3.C: Human Impacts on Earth

Systems
• Human activities in agriculture, industry,
and everyday life have had major effects
on land, vegetation, streams, oceans, air,
and even outer space. But individuals and
communities are doing things to help
protect Earth’s resources and
environments. (5-ESS3-1)

To evaluate the POI, ALL teachers must consider the following criteria:

Criteria Details

Central Idea Use Powerful central Ideas checklist (attached doc) to review
central idea and lines of inquiry.
Concepts Check for balance of key concepts horizontally (for each grade
 level.
Vertical balance For each TD theme, make sure that all descriptors of the TD theme
are covered vertically.
International The units covers as many UN SDGs; they invite action by
mindedness students.
Integration with ALL teachers esp. single subject teachers must integrate their
single subjects subjects where possible.
Learner Profile All attributes of the Learner Profile must be covered horizontally,
so that the students have the chance to develop and exhibit each
attribute.