GEMS World Academy Abu Dhabi Program of Inquiry

Size: px
Start display at page:

Download "GEMS World Academy Abu Dhabi Program of Inquiry"

Transcription

1 KG 1 Trans-disciplinary Theme Who We Are How We Express Ourselves Sharing the Planet Where We Are in Place and Time An inquiry into the ways in which we An inquiry into rights and in discover and express ideas, feelings, nature, the struggle to share finite re with culture, beliefs and values; the ways in which other people and with other living things; we reflect on, extend and enjoy our communities and the relationship within and creativity; our appreciation of the aesthetic between them; access to equal opportunities; peace and conflict resolution. 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 ; what it means to be human. An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Central Idea We are all special and unique. The world is full of different colors. Our world is made up of living and nonliving things. We make our homes in different places and in different ways. Lines of Inquiry Who I am and what I look like. My likes and dislikes My five senses How I can take care of myself. Colors in the natural world Skin tones/colors Mixing colors to make new colors Colors and feelings Characteristics of living things Differences and similarities of living and non-living things Our actions affect living and non-living things What makes a home Different types and styles of homes What homes provide us with Key Concepts Form, Perspective, Reflection Connection, Change, Causation Form, Connection, Responsibility, Reflection Form, Function, Connection Related Concepts identity, similarities and differences appreciation, expression, nature characteristics, interdependence, appreciation knowledge, knowledge, knowledge, Approaches to application, comprehension comprehension, application comprehension, evaluation Learning Social: accepting responsibility,,, group Social: accepting responsibility (ATL) respecting others decision making listening, reading, speaking speaking, viewing, writing, viewing Self-management: gross motor skills, spatial, non-verbal communication codes of awareness, informed choices, fine motor codes of behavior, informed choices skills, organization, safety, codes of behavior behavior, spatial awareness, informed Research: observing, recording data, Research: formulating questions, recording choices interpreting data data, observing, collecting data Research: formulating questions,, observing, recording data, interpreting data culture, needs, ownership, locality knowledge, comprehension, analysis, synthesis, application, group decision-making Communication: reading, writing, viewing, timemanagement, spatial awareness, fine-motor Research: formulating questions, recording data, collecting data, planning ADEC Student Competences Problem solving, Self-Confidence, Honesty, Care Problem solving, Communication, Collaboration/ Team work, Respect Problem solving, Communication,, Selfconfidence, Respect Problem solving, Collaboration/ Team work, Honesty, Respect

2 Science Strand Living things Living things Living things Materials and matter Social Studies Social organization and culture Social organization and culture Human and natural environments Re and the environment Strand PSPE Strand Identity, Active living Identity, Interactions Interactions Interactions Literacy Genre Narrative: Fiction & Realistic Fiction Informational Texts Fables Nursey Rhymes and Fairy Tales Mathematics Strand Number Data handling Measurement Pattern and Function Shape and space Specialist Subject Integration PE, Music Music ICT investigate, organize collaborate, investigate communicate, collaborate create, communicate Know Student will know their own abilities and interests and various characteristics of self. Students will know that. Student will know that the world is made up of living and non-living things. Student will know that homes can be built in different ways and that they look different across the world. Understand we are all different and that we each have a responsibility to take care of ourselves.. Students will begin to understand the similarities, differences and relationship between living and non-living things. location influences how homes may be built or how they look both inside and out. Do PYP Science/ Social Studies Skills observe carefully in order to gather data use scientific vocabulary to explain their observations and experiences observe carefully in order to gather data use scientific vocabulary to explain their observations and experiences observe carefully in order to gather data use scientific vocabulary to explain their observations and experiences in society from a variety of historical, orientate in relation to place and time Learner Profile thinker, risk-taker, inquirer communicator, inquirer, thinker, openminded knowledgeable, risk-taker, open-minded inquirer, communicator, caring, principled Attitudes curiosity, independence, enthusiasm, integrity appreciation, cooperation, creativity creativity, respect, appreciation curiosity, commitment, respect Action Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act

3 KG 2 Trans-disciplinary Theme Central Idea Lines of Inquiry Key Concepts Related Concepts Approaches to Learning (ATL) ADEC Student Competences Who We Are Where We Are in Place and Time Sharing the Planet How We Express Ourselves How the World Works 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 ; what it means to be human. An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. An inquiry into rights and in the struggle to share finite re with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. 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 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. We can build friendships in many ways. How we build, develop and sustain relationships Verbal and non-verbal communication Responsibilities as an internationally minded friend Connection, Perspective, Responsibility communication, diversity, family, identity, roles, citizenship knowledge, comprehension, application, Social: accepting responsibility respecting others,, group-decision making speaking, reading, writing, nonverbal Self-management: safety, codes of behavior, informed choices Research: formulating questions, observing, problem solving, communication, self-confidence, care, cultural awareness/ citizenship, respect, Communities are enriched by their members and the different perspectives that they bring. Various communities we belong to Roles in our community Our as community members Form, Function, Change, Responsibility communication, education, roles, employment, transportation, rights knowledge, application Social: accepting responsibility respecting others,, group-decision making speaking, viewing, Self-management: safety, codes of behavior, informed choices Research: formulating questions, observing, recording, interpreting critical thinking, communication, collaboration/ teamwork,, cultural awareness/ citizenship, respect Water is essential to life. The role of water in the environment Waterways and what lives within Properties of water Causation, Connection, Responsibility, Refection conservation, interdependence, knowledge, comprehension, application, analysis, evaluation, group-decision making speaking, reading, writing, viewing, Self-management: fine-motor skills, organization, safety Research: formulating questions, observing, recording, interpreting critical thinking, problem-solving, collaboration/ teamwork, resilience, empathy, integrity, care, tolerance All over the world stories entertain, educate and teach right from wrong. Different types of stories The messages that stories communicate Ways stories can be shared Form, Function, Connection, Perspective communication, expression, discovery, history, knowledge, comprehension, application, analysis, evaluation listening, reading, writing, viewing,, non-verbal behavior creativity, problem solving, communication, self-confidence, respect, honesty, tolerance All living things go through a process of change. Patterns of growth How living things change over their lifetime Factors that influence life cycles Causation, Change, Connection cycles, transformation, growth, dependence, nature Thinking: application, synthesis Communication: writing, informed choices, Research: formulating questions, observing, recording, interpreting creativity, collaboration/ teamwork, cultural awareness/ citizenship, respect, care

4 Science Strand Living things Living things Materials and matter Living things Earth and space Social Studies Social organization and culture Social organization and culture Continuity and change through Human and natural environments Re and the environment Strand time PSPE Strand Interactions, Active living Interactions, Identity Identity Active living Interactions Literacy Genre Narrative non-fiction Biographies Informational text Folklore and Drama Narrative (story/poem) Mathematics Data Handling Shape and Space Measurement Number Pattern and Function Strand Specialist Subject Music, Islamic Music, PE, Arabic Art, Arabic Music, Art, Media Literacy Arabic Integration ICT collaborate, organize communicate, collaborate communicate, create create investigate Know Student will know that a friendship is between two people who enjoy and want to spend time together and that it involves being caring, respectful and open-minded. Student will know that there are different roles within a community, that people come from different places and that communities have changed over time. Student will know the three states and properties of water, what lives in waterways, how we use water in our daily lives and the scientific method. Student will know that stories are written for different purposes, that they express the ideas, beliefs and values of people across the world, and that they can be shared in different ways. Student will know that living things can be classified; they grow and change, and have different needs. We can use scientific vocabulary to identify and describe these changes, as well as some basic patterns in nature. Understand all relationships are important, that we benefit from having friends and that both our words and actions communicate. there are many different types of communities, everyone is important in a community and how different community helpers contribute in different ways questions about the past, future, places and society orientate in relation to place and time Identify roles, rights and Students will understand the importance of water and what would happen without it, and that different types of water are used in different ways. stories give us insight into the lives of people across the world, and communicate important truths about people and the communities that they belong to. questions about the past, future, places and society orientate in relation to place and time environmental changes, pollution, habitats and diet can impact living things which are dependent upon one another. Student will: orientate in relation to place observe carefully in order to observe carefully in order to Do and time gather data gather data PYP Science/ Social Studies Skills use scientific vocabulary to explain the observations and experiences use scientific vocabulary to explain their observations and experiences identify or generate a identify or generate a question or problem to be question or problem to be explored explored make and test predictions interpret and evaluate data interpret and evaluate data gathered in order to draw gathered in order to draw conclusions conclusions Learner Profile Communicator, Caring, Openminded Inquirer, Thinker, Knowledgeable, Balanced, Principled, Thinker, Knowledgeable, Communicator, Inquirer, Principled, Knowledgeable Risk-taker Open-minded Thinker Attitudes Appreciation, Cooperation, Respect Curiosity, Appreciation, Respect, Confidence, Empathy, Independence, Curiosity, Respect, Curiosity, Integrity Independence Creativity Commitment Action Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act

5 Grade 1 Trans-disciplinary Theme Central Idea Lines of Inquiry Who We Are Sharing the Planet Where We Are in Place and Time How the World Works How We Express Ourselves How We Organize Ourselves 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 ; what it means to be human. Our health choices impact the brain and body. Human diet Physical health: taking care of our body Decision-making An inquiry into rights and in the struggle to share finite re with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. People have a responsibility toward the environment. Types of pollution Reducing, reusing and recycling How personal choices can sustain the environment An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Knowing about our family histories enables us to discover our cultural origins and develop historical awareness. My family history How family histories are different or alike over time Ways we can find out about our history 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. As technology evolves it impacts our lives. Changes in technology Reasons for inventions Impact of technology on everyday life 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 We can influence people through our words and actions. People who have made a difference in their community The impact of perseverance and attitude How your actions can make a positive change in the local community An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment. Transportation systems are directly related to the needs of a community. Specific purposes for different transportation systems Factors that affect the kinds of systems that can be developed Relationship between transportation systems and the environment Key Concepts Form, Causation, Responsibility Responsibility, Connection, Reflection Change, Perspective, Reflection Change, Causation, Reflection Perspective, Connection, Responsibility Function, Connection, Perspective Related Concepts Approaches to Learning (ATL) ADEC Student Competences growth, classification, systems (digestive) knowledge, application listening, reading, viewing, Social: accepting responsibility, respecting others, Self-management: healthy lifestyle, informed choices Research: observing, collecting data problem solving, selfconfidence, care, critical thinking, respect conservation, energy, pollution, consumption Thinking: comprehension, application, analysis, evaluation speaking, reading, writing, nonverbal communication Self-management: informed choices, adopting a variety of group roles Research: observing, collecting data, recording data, organizing data, interpreting data creativity, problem solving, communication, selfconfidence, respect, honesty, tolerance tradition, history, time knowledge, application listening, reading, writing, viewing, Self-management: informed choices Research: observing, collecting data critical thinking, communication, citizenship, collaboration / teamwork technological advances, innovation, progress Thinking: comprehension, application, Social: accepting responsibility, respecting others, Communication: reading, viewing, behavior, informed choices critical thinking, problemsolving, integrity, communication, creativity communication, roles, attitudes Thinking: comprehension, evaluation, dialectical thinking resolving conflict Communication: viewing, Self-management: informed choices creativity, collaboration/ teamwork, cultural awareness/ citizenship, respect, care forces, motion, cooperation, communication knowledge, comprehension listening, reading, viewing, Social: accepting responsibility, respecting others, Self-management: healthy lifestyle, informed choices Research: observing, collecting data creativity, collaboration/ teamwork, cultural awareness/ citizenship, respect, care

6 Science Strand Living things Living things Living things Materials and matter Living things Forces and energy Social Studies Strand Re and the environment Re and the environment Social organization and culture Human systems and economic activities Social organization and culture Human systems and economic activities PSPE Strand Active living Active living Identity, Interactions Interactions Identity, Interactions Interactions Literacy Genre Narrative Texts: Fiction & Informational texts Personal narratives Digital texts Biographies Persuasive Texts Realistic Fiction Mathematics Strand Measurement Data handling Pattern and Function Number Problem Solving Shape and space Specialist Subject Integration PE, Arabic Music Arabic Music ICT investigate, organize investigate, communicate communicate, collaborate communicate, collaborate communicate, create Know Understand Do PYP Science/ Social Studies Skills Student will know that diet, exercise, hygiene and rest are features of a healthy lifestyle and can influence our physical and cognitive development. They will know that a healthy meal contains a balance of fresh ingredients. Students will understand the relationship between the choices they make and their own personal health and well-being. use scientific vocabulary to explain observations and experiences interpret and evaluate data gathered in order to draw conclusions Students will know the meaning of environment, the factors that affect an environment and what being responsible looks like. their choices and/or actions can impact the environment and consequently us, and that the environment and living systems are interconnected. using direct observations Students will know Students will understand Orientate in relation to place and time Student will know what technology is, ways in which it is used, and how it has evolved. Students will understand how technology has impacted, is impacting and will continue to impact our daily lives. use a variety of instrument and tools Student will know key people who have made an impact both here in the UAE, and worldwide, and the difference between the terms famous and influential. the ways in which people express themselves, their ideas, beliefs and values can have an impact on other people across the world. assess the validity and possible bias of Students will know that transportation is the movement of people, animals or goods from one place to another and that are many different forms of transportation across the world. transportation is necessary to support human needs and activity and that there are scientific principles involved in the design and the use of transportation. Orientate in relation to place and time Consider scientific models and applications of these models interpret and evaluate data gathered in order to draw conclusions Learner Profile Balanced, Reflective Inquirer, Risk-taker, Thinker Reflective, Open-minded, Inquirer Principled, Caring Balanced, Reflective, Thinker Principled, Thinker, Risk-taker Attitudes Independence, Enthusiasm Curiosity, Confidence, Cooperation Appreciation, Enthusiasm Appreciation, Empathy, Commitment Independence, Commitment, Confidence Commitment, Confidence, Cooperation Action Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act

7 Grade 2 Trans-disciplinary Theme Central Idea Lines of Inquiry How We Organize Ourselves How We Express Ourselves How the World Works Sharing the Planet Who We Are Where We Are in Place and Time An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment. Advertising changes our thinking and influences our spending habits. Purpose of advertising in selling goods and services How advertising influences decisions How we interpret messages and images 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 Imagination is a powerful tool for extending our ability to think, create, and express ourselves. How we demonstrate and enjoy our imagination How our imagination helps us to consider other perspectives How imagination helps us to solve problems The value of imagination 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. People use and apply their knowledge and understanding of the world to solve problems. Work and forces Inventions and innovations (inclined plane, wedge, pulley, axel, wheel, lever) The impact of simple machines An inquiry into rights and in the struggle to share finite re with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Plants sustain life on Earth and play a critical role in our lives. Structures and classification of plants Products we derive from plants Plant life cycles: how plants contribute to life on Earth Caring for plants 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 ; what it means to be human. Local and national culture, identity, and values are reflected in people s homes. Differences and similarities in homes Influences on materials used to build homes Cultural impact on design An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Human migrations influence individuals, societies and culture. Migration over time Challenges, risks and opportunities that lead to migration Impact of migration on individuals and communities Key Concepts Function, Perspective, Connection, Causation Related Concepts communication, power, control innovation, communication Causation, Perspective, Reflection Function, Change, Connection Form, Function, Connection Responsibility cooperation, production, communication Form, Causation, Perspective Causation, Perspective, Change plants, biology, conservation, growth, systems culture, values, locality, structure movement, survival, power Approaches to Learning (ATL) ADEC Student Competences application, analysis, synthesis, group decision making speaking Self-management: organization problem solving, selfconfidence, care, critical thinking, respect application, metacognition Social: respecting others speaking, reading, writing, viewing, creativity, problem solving, communication, selfconfidence, respect, honesty, tolerance knowledge, application, synthesis, group decision making Communication: listening Research: Planning critical thinking, communication, citizenship, collaboration / teamwork Thinking: comprehension Social: accepting responsibility Communication: reading, writing, viewing, Self-management: fine motor skills, organization, time management Research skills: formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, research findings critical thinking, problemsolving, integrity, communication, creativity Thinking: application, synthesis, evaluation, dialectical thinking, Social: respecting others speaking, reading, writing Self-management:: organization, time-management, safety, codes of behavior, informed choices Research: formulating questions, observing, creativity, collaboration/ teamwork, cultural awareness/ citizenship, respect, care application Social: respecting others speaking, reading Self-management:: codes of behavior, informed choices creativity, collaboration/ teamwork, cultural awareness/ citizenship, respect, care

8 Science Strand Materials and matter Living things Forces and energy Living things Materials and matter Living things Social Studies Strand Human systems and economic Human and natural environments Re and the environment Re and the environment Human and natural environments Social organization and culture activities PSPE Strand Interactions Identity Active living Active living Identity Interactions Literacy Genre Persuasive Texts Poetry Explanatory Texts Informational Texts Fantasy Personal Narratives Mathematics Strand Number Number/Shape and Space Problem Solving/Measurement Measurement Pattern and Function Data Handling Specialist Subject Integration Arabic Art, Music, Arabic Music, PE, UAE Social Studies Art, UAE Social Studies PE, Islamic ICT digital citizenship, create create collaborate investigate, communicate organize, collaborate Know Student will know ways in which words and images can be used to evoke responses that may change people s choices and behavior. Student will know that that there are many ways we can think, be creative and express ourselves. Student will know that there are forces in the world affecting how the world works and what inventions and innovations are. Students will know the basic structure of flowering plants, that there are a variety of plants indigenous to different parts of the world and basic ways of caring for plants. Students will know key design features and characteristics of homes both in the UAE and across the world. Student will know reasons people migrate, reasons people move to the UAE and some of the ways people are influenced by their migration experiences. Understand Do PYP Science/ Social Studies Skills Learner Profile Attitudes Students will understand why critical thinking is so important and how we can analyze messages we see, hear and view. using direct observations Communicator, Reflective, Thinker Appreciation, Integrity, Cooperation individuals can take ownership in using and developing their thinking skills in order create, innovate and solve problems. using direct observations Reflective, Communicator, Openminded Creativity, Commitment, Enthusiasm inventions and innovations are a result or problem solving and promote efficiency, and that they are continually evolving. orientate in relation to place and time identify or generate a question or problem to be explored use scientific vocabulary to explain their observations and experiences make and test predictions Inquirer, Knowledgeable, Risktaker Appreciation, Cooperation, Curiosity, Creativity Students will understand the interdependency of plants and life on Earth and that there are consequences to personal actions. observe carefully in order to gather data use a variety of instruments and tools to measure data accurately use scientific vocabulary to explain their observations and experiences make and test predictions interpret and evaluate data gathered in order to draw conclusions plan and carry out systematic investigations, manipulating variables as necessary consider scientific models and applications of these models Principled, Open-minded, Balanced Appreciation, Enthusiasm, Respect, Integrity Students should understand the relationship between people and the homes that they create. using direct observations Communicator, Knowledgeable, Principled Creativity, Curiosity, Respect Students will understand causes and effects of migration. using direct observations Open-minded, Inquirer, Risktaker Empathy, Respect, Appreciation Action Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act

9 Grade 3 Trans-disciplinary Theme Central Idea Lines of Inquiry Who We Are How We Organize Ourselves Sharing the Planet How the World Works Where We Are in Place and Time How We Express Ourselves 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 ; what it means to be human. Our identity is influenced by many things. What makes up own identity How family histories help us to understand ourselves Changes in identity An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment. Communities provide interconnected services designed to meet people s needs. Reasons people live in the local community Services needed to support a community Planning services for a community Communities within communities An inquiry into rights and in the struggle to share finite re with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. All living things are interdependent and affect the balance in an ecosystem. Interdependence of species within ecosystems How humans affect the balance within ecosystems Endangered animals 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. Earth is part of a vast and complex universe. Earth s place in space: our solar system, the Milky Way and beyond How forces impact life on Earth How people use science and technology to learn about the universe An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. Human exploration has an impact on society. Reasons people explore The role of exploration in shaping the society The importance of exploration towards our lives 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 Signs and symbols can be used to communicate ideas. Reasons for signs and symbols Features used to communicate locally and globally Specialized systems of communication Key Concepts Perspective, Change, Connection Function, Causation, Connection Connection, Change, Responsibility Related Concepts identity, culture, relationships, systems interdependence, relationships, conservation Approaches to Learning (ATL) ADEC Student Competences knowledge, application, dialectical thought, metacognition listening time management communication, collaboration/ teamwork,, cultural awareness/ citizenship, respect knowledge, application, evaluation, synthesis, group decisionmaking, adopting a variety of group roles listening, non-verbal communication time management, codes of behavior creativity, critical thinking, problem solving, collaboration/ team work analysis, synthesis Social: group decision making listening time management critical thinking, problem solving, communication, self-confidence, intergrity Form, Connection Form, Function, Perspective Form, Function, Connection atmosphere, gravity, seasons, space, systems (solar) Thinking: comprehension, synthesis, listening, reading, writing, viewing, Self-management: fine motor skills, organization, time management Research skills: formulating questions, observing, planning, collecting data, recording data, organizing data, interpreting data, research findings collaboration/ teamwork, cultural awareness/ citizenship, respect, integrity, care exploration, discovery application, metacognition, listening time management creativity, collaboration/ teamwork, cultural awareness/ citizenship, integrity knowledge, application, synthesis listening time management, problem solving, communication, self-confidence, care, cultural awareness/ citizenship, respect,

10 GEMS World Academy Abu Dhabi Science Strand Living things Living things Living things Earth and space Earth and space Materials and matter Social Studies Strand Social organization and culture Human systems and economic Re and the environment Human and natural environments Human and natural environments Human and natural environments activities PSPE Strand Identity, Interactions Identity, Interactions Active living Interactions Interactions Identity Literacy Genre Personal Narratives Persuasive Texts Informational Texts Informational Texts Biographies Poetry Mathematics Strand Number Measurement Data Handling Pattern and Function Shape and Space Number Specialist Subject Integration Music Islamic UAE Social Studies Art, Music, Arabic ICT communicate Investigate, communicate communicate Create, Organize Collaborate, Investigate Organize, create Know Understand Do PYP Science/ Social Studies Skills Learner Profile Attitudes Student will know factors that affect identity such as family, friends, culture, place, origin of birth, gender, religion and interests. Students will understand how events and experiences in our lives affect who we are and become, that identity is influenced by many and can change, and that we all have different perspectives based on our experiences. in society Student will know that people live in their community for a variety of reasons, that there are services needed to support a community, and there are three different types of community: suburban, urban rural. people rely on other communities to support their own and that services offered in a community can improve the quality of life for the people living there. in society Student will know the different types of ecosystems in the world and their features, as well as the animals found within these ecosystems and their food chains Students will understand interdependence within ecosystems, the significance of human impact on ecosystems and the creatures living within them and global endangerment issues. identify or generate or problem to be explored observe carefully in order to gather data plan and carry out systematic investigations manipulating variables as necessary in society Students will know the names and order of the planets in our Solar System (inner and outer planets) and the main features of each in terms of size, composition, and temperature, the phases of the moon and the different seasons that exist around the world. due to its location, Earth is the only planet in the solar system that can sustain life, that the moon phases affect the tides and that the Earth s position and tilt affect the different season changes. observe carefully in order to gather data use scientific vocabulary to explain their observations and experiences consider scientific models and applications of these models (including their limitations) Students will know some past and present reasons for exploring such as trade, wealth, spreading religion, acquiring new land, lack of food, need for new goods and services, curiosity and adventure. exploration changed society through trade, migration and ideas. They will also understand that exploration expands our understanding and perspective of the world. orientate in relation to place and time Inquirer, Open-minded Open-minded, Risk-taker Caring, Principled, Balanced Communicator, Knowledgeable Knowledgeable, Reflective, Openminded Appreciation, Confidence, Cooperation, Confidence, Curiosity, Respect, Tolerance Respect, Creativity, Commitment Integrity, Respect, Empathy Independence, Curiosity, Creativity, Respect, Enthusiasm Confidence, Empathy Students will know that different symbols communicate messages, ideas, and meaning and that some symbols are universal. They will know that there are different systems of communication such as braille, sign language and computer languages like coding, Morse code, etc. Students will understand the importance of design features, such as colour and shape, in the communication of ideas, that people can use signs and symbols to inform, control, manipulate and/or express beliefs, values, opinions and ideas, and that technology has made an impact on the ways in which people communicate. orientate in relation to place and time Thinker, Communicator, Knowledgeable Creativity, Tolerance, Integrity Action Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act

11 Grade 4 Trans-disciplinary Theme Central Idea Lines of Inquiry Who We Are Sharing the Planet How We Express Ourselves Where We Are in Place and Time How the World Works How We Organize Ourselves 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 ; what it means to be human. We look to role models to show us who we can be. Qualities of a role model Past and present role models around the world How we can be role models within our school An inquiry into rights and in the struggle to share finite re with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Human need for energy impacts the environment. Electricity, electrical circuits and its uses Renewable and nonrenewable energy Our responsibility to conserve energy 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 Rituals, traditions and artifacts provide a window into the beliefs and values of cultures. What constitutes a culture Significance of rituals and traditions How artifacts symbolize beliefs and values An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. We understand our world today by looking at past civilizations. Past civilizations Survival or decline of civilizations Aspects of past civilizations that are evident today 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. Earth is in a continuous cycle of change. Landforms, topography, and natural re Changes on Earth: the impact of natural and unnatural processes Climate change and natural disasters An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment. Systems help to maintain organization in communities, on a local and global level. Organizational systems around the world Control, governance and influence in human made systems Decision making processes for solving global issues Key Concepts Responsibility, Connection, Causation Connection, Causation, Responsibility Causation, Connection, Perspective Causation, Change, Perspective Causation, Connection, Change Form, Connection, Responsibility Related Concepts citizenship, roles energy, conservation, environment Approaches to Learning (ATL) ADEC Student Competences application, analysis, dialectical thought, Social: accepting responsibility respecting others, listening, reading, writing, viewing, time management observing, collecting data communication, collaboration/ teamwork,, cultural awareness/ citizenship, respect application, analysis, synthesis, metacognition, adopting a variety of group roles Communication:, reading, writing, viewing, time management, safety, codes of behavior, recording data, creativity, critical thinking, problem solving, collaboration/ team work beliefs, diversity history, civilizations, culture erosion, geology, tectonic plates, movement, knowledge, application, dialectical thought, metacognition listening time management critical thinking, problem solving, communication, self-confidence, intergrity knowledge, application, dialectical thought, metacognition listening time management, fine motor skills collaboration/ teamwork, cultural awareness/ citizenship, respect, integrity, care application, analysis, synthesis, metacognition, adopting a variety of group roles Communication:, reading, writing, viewing,, safety, codes of behavior, recording data, organizing data, interpreting data creativity, collaboration/ teamwork, cultural awareness/ citizenship, integrity systems, governance, power application, analysis, dialectical thought, metacognition, resolving conflict. group decision making, adopting a variety of group roles listening time management problem solving, communication, self-confidence, care, cultural awareness/ citizenship, respect,

12 Science Strand Living things Forces and energy Living things Materials and matter Earth and space Forces and energy Social Studies Strand Social organization and culture Human systems and economic Re and the environment Human and natural environments Human and natural environments Human and natural environments activities PSPE Strand Identity, active living Interactions, active living Identity, Interactions Identity, Interactions Interactions Identity Literacy Genre Biographies Information Texts (Procedural) Poetry Mythology Information Texts (Reports) Persuasive Texts Mathematics Strand Number Number Measurement Shape and Space Pattern and Function Data Handling Specialist Subject Integration Music, Islamic, Arabic Music, Art Art, Social Studies ICT communicate Investigate, communicate communicate Create, Organize Collaborate, Investigate Organize, create Know Understand Do PYP Science/ Social Studies Skills Students will know that a role model is someone whose behavior, example or success is or can be emulated by others there are many role models in society and not all are famous or well known, and that we can identify characteristics of role models within ourselves and/or apply them in our lives as we set goals for personal growth. Identify roles, rights and in society Assess the accuracy, validity and possible bias of Formulate and ask the future, places and society Students will know Students will understand Observe in order to gather data Use scientific vocabulary to explain observations and experiences Identify or generate a question or problem to be explored Consider scientific models and applications of these models Students will know some features of different cultures and the difference between rituals, traditions and artifacts. the beliefs and values of different cultures are represented in different ways. Formulate and ask the future, places and society Use and analyze evidence Identify roles, rights and in society Students will know that we can learn about ourselves, and our communities, from learning about the past. Students will understand the factors that have contributed to the development and survival or civilized societies: agriculture, education, health, local knowledge. Formulate and ask the future, places and society Use and analyze evidence Identify roles, rights and in society Students will know that Earth has changed and continues to change over time, and scientific vocabulary used to describe Earth s processes. human activity is dependent upon and affected by geological processes, either sudden or gradual. Observe in order to gather data Use scientific vocabulary to explain observations and experiences Identify or generate a question or problem to be explored Consider scientific models and applications of these models Students will know that there are different types of government (democracy, monarchy, dictatorship) and that people need an organized system to help create balance. we need organization to help better our own lives,and that as individuals we have a right to be involved in decision-making processes in our communities, and a responsibility to contribute positively to society. Formulate and ask the future, places and society Identify roles, rights and in society Learner Profile Principled, Reflective, Risk-taker Open-minded, Knowledgeable, Thinker Attitudes Appreciation, Integrity, Respect Independence, Empathy, Respect, Cooperation Risk-taker, Communication, Knowledgeable Enthusiasm, Confidence, Appreciation, Respect Knowledgeable, Thinker, Inquirer, Communicator Curiosity, Respect, Tolerance, Knowledgeable, Inquirer, Communicator Curiosity, Cooperation, Commitment Open-minded, Knowledgeable, Thinker Independence, Empathy, Respect, Cooperation Action Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act Reflect-Choose-Act

13 Grade 5 Trans-disciplinary Theme Central Idea Lines of Inquiry GEMS World Academy Abu Dhabi Who We Are How the World Works How We Organize Ourselves Sharing the Planet Where We Are in Place and Time How We Express Ourselves 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 ; what it means to be human. Our decisions affect our personal, social & physical well-being. Interconnected body systems (respiratory, skeletal, muscular, digestive) Emotional and physical changes take place as we grow Dealing with change as we move from primary to middle school 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. Everything we perceive is a form of energy. Different forms of energy: kinetic, sound, gravitational The forces we experience on earth Scientific advances and applications An inquiry into the interconnectedness of human made systems and communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment. Understanding different cultures and societies can help towards achieving a more peaceful global society, Culture and society Political systems and governance Understanding conflict resolution Human rights and An inquiry into rights and in the struggle to share finite re with other people and with other living things; communities and the relationship within and between them; access to equal opportunities; peace and conflict resolution. Biodiversity relies on maintaining the interdependent balance of organisms within systems. Interdependence within ecosystems, biomes and environments Ways in which organisms are interconnected in nature How human interaction with the environment can affect the balance of systems Key Concepts Change, Reflection, Responsibility Form, Function, Causation Function, Connection, Causation Connection, Responsibility Related Concepts Systems, health, knowledge energy, forces, systems Interdependence, supply and Balance, Biodiversity, demand Interdependence Approaches to Learning (ATL) ADEC Student Competences knowledge, application, synthesis listening, non-verbal communication, viewing, behavior, accepting responsibility communication, collaboration/ teamwork,, cultural awareness/ citizenship, respect application listening, non-verbal communication, viewing, behavior, accepting responsibility creativity, critical thinking, problem solving, collaboration/ team work application, dialectical thought, metacognition, adopting a variety of group roles listening, reading, writing, nonverbal communication behavior, accepting responsibility critical thinking, problem solving, communication, self-confidence, integrity knowledge, application, synthesis listening, non-verbal communication, viewing, behavior, accepting responsibility collaboration/ teamwork, cultural awareness/ citizenship, respect, integrity, care An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationship between and the interconnectedness of individuals and civilizations, from local and global perspectives. The Exhibition Passion leads to action. Collaborative project Form, Function, Causation, Change, Connection, Reflection, Perspective, Responsibility Beliefs and values knowledge, application, synthesis listening, non-verbal communication, viewing, behavior, accepting responsibility observing, planning, collecting data, recording data, organizing data, creativity, collaboration/ teamwork, cultural awareness/ citizenship, integrity 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 Form, Perspective, Connection, Reflection Communication, art knowledge, application, synthesis listening, non-verbal communication, viewing, behavior, accepting responsibility problem solving, communication, self-confidence, care, cultural awareness/ citizenship, respect,

PYP Programme of Inquiry for school year

PYP Programme of Inquiry for school year PYP Programme of Inquiry for school year 2017-2018 Who we are An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including

More information

Programme of Inquiry

Programme of Inquiry Programme of Inquiry Berlin Cosmopolitan School January 2017 Year 1 Who we are Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and

More information

Programme of Inquiry

Programme of Inquiry Programme of Inquiry Emirates International School Jumeirah June 2015 Early Years 1 Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social

More information

Programme of Inquiry

Programme of Inquiry Programme of Inquiry Coromandel Valley Primary September 2018 Reception Who we are Transdisciplinary Theme An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social

More information

Southpointe Academy PYP Programme of Inquiry

Southpointe Academy PYP Programme of Inquiry Southpointe Academy PYP Programme of Inquiry The Programme of Inquiry is a dynamic document and will change throughout the year as teachers plan and reflect on units of inquiry. Kindergarten Programme

More information

International School of Nice Programme of Inquiry PreK to Grade

International School of Nice Programme of Inquiry PreK to Grade Kindergarten Who we are nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights

More information

Where we are in place & time

Where we are in place & time Where we are in place & time How we express Pre School 3 5 years old nature of the self; mental, social and spiritual health; including families, friends, communities, and cultures; rights and responsibilities;

More information

ACS Egham International School Lower School Programme of Inquiry. Scramblers to Grade 5 / Nursery to Year 6

ACS Egham International School Lower School Programme of Inquiry. Scramblers to Grade 5 / Nursery to Year 6 ACS Egham International School Lower School Programme of Inquiry Scramblers to Grade 5 / Nursery to Year 6 Scramblers of the self; beliefs and values; social and spiritual health; and cultures; rights

More information

K. International School Programme of Inquiry

K. International School Programme of Inquiry K. International School Programme of Inquiry 2015-2016 K1 Yearly Overview 2015-2016 WHO WE ARE nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships

More information

Junior School Programme of Inquiry

Junior School Programme of Inquiry Junior School Programme of Inquiry Year 1 Inquiry Focus: Health/P.E, Social Studies social organisation and culture Central idea: People s relationships can impact and enhance their well-being Key concepts:

More information

Central Idea: People s beliefs influence their behaviour. Key concepts: perspective; reflection. Related concepts: diversity; perception

Central Idea: People s beliefs influence their behaviour. Key concepts: perspective; reflection. Related concepts: diversity; perception 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;

More information

Charter Oak International Academy. Program of Inquiry

Charter Oak International Academy. Program of Inquiry 5 what it means to be human Where We Are in Place & Time the interconnectedness of individuals and civilizations from local and global perspectives reflect on, extend and enjoy our creativity the impact

More information

Marie G Davis Programme of Inquiry 2018

Marie G Davis Programme of Inquiry 2018 Who We Are Where We Are in Place & Time How We Express Ourselves How the World Works How We Organize Ourselves Sharing the Planet IB PYP Program of Inquiry nature of the self; beliefs and values; personal,

More information

IB PYP SCHOOL Riverhills Elementary Magnet School - Programme of Inquiry

IB PYP SCHOOL Riverhills Elementary Magnet School - Programme of Inquiry Kindergarten IB PYP SCHOOL School - Programme of Inquiry nature of the self; beliefs and values; responsibilities; what it means to be human. interconnectedness of individuals and civilizations, from local

More information

PYP Programme of Inquiry

PYP Programme of Inquiry Grade: Discovery Age: 3-4 years old into the nature of the self; into orientation in place and into the way we discover and into the natural world and its the into the interconnectedness into rights and

More information

IMS Programme of Inquiry

IMS Programme of Inquiry Grade Pre-Kindergarten Who We Are- An inquiry into the nature of the self: human relationships including families, friends,, and cultures; rights and responsibilities; what it means to be human. Learning

More information

How we express ourselves

How we express ourselves Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet nature of the self; beliefs and values; personal, physical, mental, social

More information

Stowe Elementary Programme of Inquiry

Stowe Elementary Programme of Inquiry Stowe Elementary Programme of Inquiry Grade Where we are in place and time How we express ourselves An inquiry into the nature of the self; beliefs and values; personal, health; human relationships including

More information

YEAR 2. T1: Week 1-6 T2: Week 4 Week 10 T4: Week 3 Week 8 T1: Week 7 T2: Week 3 T3: Week 7 T4: Week 2 T3: Week 1 Week 6

YEAR 2. T1: Week 1-6 T2: Week 4 Week 10 T4: Week 3 Week 8 T1: Week 7 T2: Week 3 T3: Week 7 T4: Week 2 T3: Week 1 Week 6 INTERNATIONAL SCHOOL SUVA PROGRAMME OF INQUIRY 2015 YEAR 5 T1: Week 1-6 T1: Week 7 T2: Week 3 T4: Week 3 Week 8 T3: Week 7 T4: Week 2 T3: Week 1 Week 6 T2: Week 4 Week 10 Transdisci nature of families,

More information

Foundation. Central Idea: People s awareness of their characteristics, abilities and interests shape who they are and how they learn.

Foundation. Central Idea: People s awareness of their characteristics, abilities and interests shape who they are and how they learn. Foundation Who we are An inquiry into the nature of the self; beliefs and values; personal, mental, social and spiritual health; human relationships including families, friends, communities and cultures;

More information

UDIS Programme of Inquiry

UDIS Programme of Inquiry UDIS Programme of Inquiry This is the school s programme of inquiry. These units are used at every level of the school from Preschool to Year 6. For both K1/K2, Y1/2 and Y3/4 each set of classes shares

More information

Akal Academy,Baru Sahib Programme of Inquiry 2017 July

Akal Academy,Baru Sahib Programme of Inquiry 2017 July Them es Who we are Akal Academy,Baru Sahib Programme of Inquiry 2017 July Where we are in place and time How we express ourselves How the world works How we organize ourselves 17 Sharing the planet Grad

More information

Kindergarten PYP Program of Inquiry, 2018

Kindergarten PYP Program of Inquiry, 2018 Kindergarten PYP Program of Inquiry, 2018 Transdisciplinary Theme How We Organise Who We Are Sharing The Planet How The World Works Where we are in place and time People have different roles Our choices

More information

Le Jardin Academy PYP Program of Inquiry

Le Jardin Academy PYP Program of Inquiry Le Jardin Academy PYP Program of Inquiry 2010-2011 Grade Level Who We Are: An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social, and spiritual health; human relationships

More information

PYP Programme of Inquiry

PYP Programme of Inquiry IB PYP Application for Authorization PYP Programme of Inquiry Where We Are in Place and Time descriptors that the planner teaches. Kindergarten nature of the self; beliefs and values; personal, physical,

More information

Elementary School Curriculum

Elementary School Curriculum Elementary School Curriculum Chadwick International school is at the Candidate stage of becoming a recognized Primary Years Programme school. Chadwick International is using a self generated curriculum

More information

Key Concepts: Form, connection, causation. Key Concepts: Change, causation, responsibility. Related Concepts:

Key Concepts: Form, connection, causation. Key Concepts: Change, causation, responsibility. Related Concepts: 0 Who We Are nature / -/ Exhibition TBD All Key Concepts, but particularly: change, and journeys; the discoveries, then s. /7 - /8 Challenges and opportunities drive immigration and migration. Reflection,,

More information

NES International School Mumbai -IB World School

NES International School Mumbai -IB World School NES International School Mumbai -IB World School Programme of Inquiry (2016-17) PYP Section Where we are in place and Nursery How we express ourselves How the world works How we organize ourselves Sharing

More information

The International School of Athens

The International School of Athens The International School of Athens Programme of Inquiry - KDG Senses help us to learn about the world around us Form, Function, Responsibility Health, appreciation The importance of our senses What we

More information

St. Clement IB World School Programme of Inquiry - May Function, Perspective. responding, interpretation, process, self-expression

St. Clement IB World School Programme of Inquiry - May Function, Perspective. responding, interpretation, process, self-expression Early Childhood. St. Clement IB World School Programme of Inquiry - May 2017 Reflection, Responsibility, Change awareness, interactions, discovery, creativity, cooperation, imaginiation, Perspective responding,

More information

An Inquiry into Who We Are WWAIPAT How We Express Ourselves How the World Works How We Organize Ourselves

An Inquiry into Who We Are WWAIPAT How We Express Ourselves How the World Works How We Organize Ourselves PK Date: Key An Inquiry into Who We Are WWAIPAT How We Express How the World Works How We Organize September October November nature of the self; beliefs and values; personal, physical, mental, social,

More information

IB/Primary Years Programme: Programme of Inquiry Marshpoint Elementary School, Savannah, Georgia. How we express ourselves.

IB/Primary Years Programme: Programme of Inquiry Marshpoint Elementary School, Savannah, Georgia. How we express ourselves. K 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

More information

PYP Program of Inquiry

PYP Program of Inquiry PYP Program of Inquiry 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,

More information

Programme of Inquiry EYP 1 &

Programme of Inquiry EYP 1 & Programme of Inquiry EYP 1 & 2 2016 2017 nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; communities, and cultures; rights and responsibilities; what it

More information

AHMEDABAD INTERNATIONAL SCHOOL PROGRAMME OF INQUIRY Grade K1 How the world works

AHMEDABAD INTERNATIONAL SCHOOL PROGRAMME OF INQUIRY Grade K1 How the world works Grade K1 nature Family and Friends Relationships with family and friends contribute to shaping our identity All About Materials Materials are used to build and create ways 100 Languages People use different

More information

3s 4s Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade. Central idea: We are all special and different

3s 4s Kindergarten First Grade Second Grade Third Grade Fourth Grade Fifth Grade. Central idea: We are all special and different We all grow and,,, Self awareness, Discovery, Similarities Physical and emotional How we grow and Making caring choices Families and friends are part of who we are, Relationships, Diversity, Respect Roles

More information

Footscray Primary School Whole School Programme of Inquiry 2017

Footscray Primary School Whole School Programme of Inquiry 2017 Footscray Primary School Whole School Programme of Inquiry 2017 Foundation nature People s awareness of their characteristics, abilities and interests shape who they are and how they learn. Physical, social

More information

How we express. Central Idea: Memories and traditions connect us to other generations. Key Concepts: Connection, Reflection, Perspective

How we express. Central Idea: Memories and traditions connect us to other generations. Key Concepts: Connection, Reflection, Perspective Revised 8/11/17 Grade K Who I am and what I do affects everyone around me.,, Family Roles My likes/dislikes How I express my feelings My actions affect others ; personal Children discover their world through

More information

Hawthorn Academy POI

Hawthorn Academy POI An inquiry into the nature of self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities;

More information

PRIMARY SCOPE & SEQUENCE

PRIMARY SCOPE & SEQUENCE PRIMARY SCOPE & SEQUENCE Esbjerg International School 2016-17 Table of Contents Purpose of this document Interpreting the Early Tea 0/1 Early Years 2 Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Interpreting

More information

Mackintosh Academy s Programme of Inquiry

Mackintosh Academy s Programme of Inquiry Mackintosh Academy s Programme of Inquiry Age Who we are An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families,

More information

IB/PRIMARY YEARS PROGRAM: PROGRAM OF INQUIRY FREEDOM 7 ELEMENTARY SCHOOL OF INTERNATIONAL STUDIES, COCOA BEACH, FLORIDA 11/3/17

IB/PRIMARY YEARS PROGRAM: PROGRAM OF INQUIRY FREEDOM 7 ELEMENTARY SCHOOL OF INTERNATIONAL STUDIES, COCOA BEACH, FLORIDA 11/3/17 Age Who we are Where we are in place and time How we express ourselves How the world works How we organize ourselves Sharing the planet Ages 11-12 the nature of the self; beliefs and values; personal,

More information

Primary Years Programme - Programme of Inquiry

Primary Years Programme - Programme of Inquiry Primary Years Programme - Programme of Inquiry nature of the ways in which we natural world and K 1 People are indedpendent in different ways. People are unique People can do things independently People

More information

2017 Vertical POI Audit

2017 Vertical POI Audit Who we are The cultures; rights and beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends,, and nature of the self; beliefs and values;

More information

Poe Elementary s Programme of Inquiry

Poe Elementary s Programme of Inquiry Poe Elementary s Programme of Inquiry 2014-2015 PreK Kinder People have similarities and differences. Related Concepts Needs and wants Similarities of people inside their bodies People have the same basic

More information

ENGLISH LANGUAGE ARTS - BIG IDEAS ACROSS THE GRADES

ENGLISH LANGUAGE ARTS - BIG IDEAS ACROSS THE GRADES Kindergarten ENGLISH LANGUAGE ARTS - BIG IDEAS ACROSS THE GRADES Language and stories can be a source of creativity and joy. Stories help us learn about ourselves and our families. Stories can be told

More information

Repeating elements in patterns can be identified.

Repeating elements in patterns can be identified. Kindergarten Big Ideas English Language Art Language and story can be a source of Stories and other texts help us learn about ourselves and our families. Stories and other texts can be shared through pictures

More information

Global Contexts: Identities and Relationships

Global Contexts: Identities and Relationships Global Contexts: Ammons teachers develop holistic learning international mindedness in students by actively engaging students in each subject in the six Global Contexts. These areas serve as "lenses" through

More information

IB Unit Planning for KINDERGARTEN Sara Collins Elementary School

IB Unit Planning for KINDERGARTEN Sara Collins Elementary School IB Unit Planning for 2017-18 KINDERGARTEN Sara Collins Elementary School Who Where On-going Theme Focus on An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social

More information

G Yearly Overview

G Yearly Overview G3 2016-2017 Yearly Overview GRADE 3 Yearly Overview 2016 2017 Subject 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 Unit of Inquiry Who we are With rights come responsibilities. How we organise ourselves

More information

INSTRUCTIONAL MATERIALS ADOPTION PART I -GENERIC EVALUATION CRITERIA GROUP V 2006 TO 2012 KINDERGARTEN

INSTRUCTIONAL MATERIALS ADOPTION PART I -GENERIC EVALUATION CRITERIA GROUP V 2006 TO 2012 KINDERGARTEN Pearson Scott Foresman Science K PUBLISHER: Pearson Scott Foresman SUBJECT: Science COURSE: Science K TITLE: Scott Foresman Science COPYRIGHT DATE: 2006 SE ISBN: 0-328-18558-2 TE ISBN: 0-328-16956-0 INSTRUCTIONAL

More information

Fifth Grade Science Content Standards and Objectives

Fifth Grade Science Content Standards and Objectives Fifth Grade Science Content Stards Objectives The Fifth Grade Science objectives identify, compare, classify explain our living designed worlds. Through a spiraling, inquirybased program of study all students

More information

Science Curriculum Mission Statement

Science Curriculum Mission Statement Science Curriculum Mission Statement In order to create budding scientists, the focus of the elementary science curriculum is to provide meaningful experience exploring scientific knowledge. Scientific

More information

Fourth Grade Science Content Standards and Objectives

Fourth Grade Science Content Standards and Objectives Fourth Grade Science Content Standards and Objectives The Fourth Grade Science objectives build on the study of geology, astronomy, chemistry and physics. Through a spiraling, inquirybased program of study

More information

Third Grade Science Content Standards and Objectives

Third Grade Science Content Standards and Objectives Third Grade Science Content Standards and Objectives The Third Grade Science objectives build upon problem-solving and experimentation and move into a more in-depth study of science. Through a spiraling,

More information

Ontario Elementary Curriculum Connections to Active Safe, Sustainable Transportation (2016)

Ontario Elementary Curriculum Connections to Active Safe, Sustainable Transportation (2016) Page 1 Ontario Elementary Curriculum Connections to Active Safe, Sustainable Transportation (2016) BIG IDEAS: Active, Safe, Sustainable Transportation Transportation Shapes Our Lives Personal travel habits

More information

TENNESSEE ACADEMIC STANDARDS--FIFTH GRADE CORRELATED WITH AMERICAN CAREERS FOR KIDS. Writing

TENNESSEE ACADEMIC STANDARDS--FIFTH GRADE CORRELATED WITH AMERICAN CAREERS FOR KIDS. Writing 1 The page numbers listed refer to pages in the Student ACK!tivity Book. ENGLISH/LANGUAGE ARTS Reading Content Standard: 1.0 Develop the reading and listening skills necessary for word recognition, comprehension,

More information

Edgewood College General Education Curriculum Goals

Edgewood College General Education Curriculum Goals (Approved by Faculty Association February 5, 008; Amended by Faculty Association on April 7, Sept. 1, Oct. 6, 009) COR In the Dominican tradition, relationship is at the heart of study, reflection, and

More information

INSTRUCTIONAL MATERIALS ADOPTION PART I -GENERIC EVALUATION CRITERIA GROUP V 2006 TO 2012 KINDERGARTEN

INSTRUCTIONAL MATERIALS ADOPTION PART I -GENERIC EVALUATION CRITERIA GROUP V 2006 TO 2012 KINDERGARTEN CATS K INSTRUCTIONAL MATERIALS ADOPTION Score Sheet I. Generic Evaluation Criteria II. Instructional Content Analysis III. Specific Science Criteria GRADE: VENDOR: COURSE: TITLE: COPYRIGHT DATE: SE ISBN:

More information

Wisconsin Academic Standards Science Grade: 9 - Adopted: 1998

Wisconsin Academic Standards Science Grade: 9 - Adopted: 1998 Main Criteria: Wisconsin Academic Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 9 Correlation Options: Show Correlated Wisconsin Academic Standards Science Grade: 9 - Adopted:

More information

1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective.

1.1 Students know how to use maps, globes, and other geographic tools to acquire, process, and report information from a spatial perspective. Prentice Hall World Geography: Building a Global Perspective 2005 Colorado Model Academic Standards for Social Studies: Geography (Grades 9-12) GEOGRAPHY STANDARD 1: Students know how to use and construct

More information

Level Below Basic Basic Proficient Advanced. Policy PLDs. Cognitive Complexity

Level Below Basic Basic Proficient Advanced. Policy PLDs. Cognitive Complexity Level Below Basic Basic Proficient Advanced Policy PLDs (Performance Level Descriptors) General descriptors that provide overall claims about a student's performance in each performance level; used to

More information

Patterns allow us to see relationships and develop generalizations.

Patterns allow us to see relationships and develop generalizations. Numbers can be represented in many forms and reflect different relationships. Numeracy helps us to see patterns, communicate ideas, and solve problems. Patterns allow us to see relationships and develop

More information

Unit 4 = 7 weeks 17 th February 19 th April TRIP: School Camp

Unit 4 = 7 weeks 17 th February 19 th April TRIP: School Camp Unit 1 = 7 weeks 2 nd September 18 th October Guest Speaker: Fitness Instructor Unit 2 = 8 weeks 18 th October 16 th December TRIP: Abu Dhabi Lourve Unit 4 = 7 weeks 17 th February 19 th April TRIP: School

More information

Spiritual, Moral, Social and Cultural Development

Spiritual, Moral, Social and Cultural Development Spiritual, Moral, Social and Cultural Development Pupils spiritual development involves the growth of their sense of self, their unique potential, their understanding of their strengths and weaknesses,

More information

K.1 Structure and Function: The natural world includes living and non-living things.

K.1 Structure and Function: The natural world includes living and non-living things. Standards By Design: Kindergarten, First Grade, Second Grade, Third Grade, Fourth Grade, Fifth Grade, Sixth Grade, Seventh Grade, Eighth Grade and High School for Science Science Kindergarten Kindergarten

More information

OPAL Tree Health Survey Teaching Guide for Scotland Appendix: Curriculum Links

OPAL Tree Health Survey Teaching Guide for Scotland Appendix: Curriculum Links OPAL Tree Health Survey Teaching Guide for Scotland Appendix: Curriculum Links Curriculum Links Included in this appendix are links to Curriculum for Excellence Experiences and Outcomes starting from level

More information

STRANDS KEY CONCEPTS BENCHMARKS GRADE LEVEL EXPECTATIONS. Grade 8 Science Assessment Structure

STRANDS KEY CONCEPTS BENCHMARKS GRADE LEVEL EXPECTATIONS. Grade 8 Science Assessment Structure Grade 8 Science Assessment Structure The grade 8 LEAP test continues to assess Louisiana s science benchmarks. The design of the test remains the same as in previous administrations. The purpose of this

More information

Comprehensive Health Eighth Grade Valid and invalid sources of information about alcohol, tobacco, and other drugs

Comprehensive Health Eighth Grade Valid and invalid sources of information about alcohol, tobacco, and other drugs performance enhancing drugs weight loss products addictions and treatment effect on other risk behaviors, including sexual activity alcohol, tobacco, and drug use Signs and consequences Comprehensive Health

More information

KEY CONCEPTS How GLEs are assessed on LEAP. BENCHMARKS Delineate what students should be able to do at the end of a grade cluster (K 4)

KEY CONCEPTS How GLEs are assessed on LEAP. BENCHMARKS Delineate what students should be able to do at the end of a grade cluster (K 4) Grade 4 Science Assessment Structure The grade 4 LEAP test continues to assess Louisiana s science benchmarks. The design of the test remains the same as in previous administrations. The purpose of this

More information

Glossaire et information projet personnel en anglais

Glossaire et information projet personnel en anglais Glossaire et information projet personnel en anglais Annexe, annexes Approches de l apprentissage Contextes mondiaux Échéancier Entrevue Équité et développement Essai Expression personnelle et culturelle

More information

K-6 Science Kit Program Catalog

K-6 Science Kit Program Catalog K-6 Science Kit Program Catalog 2013-2014 Douglas County School District Science Resource Center @ Douglas High School Room 608 775-782-5136 Ext. 1833 agifford@dcsd.k12.nv.us The K-6 Science Kit program

More information

CRITERIA FOR AREAS OF GENERAL EDUCATION. The areas of general education for the degree Associate in Arts are:

CRITERIA FOR AREAS OF GENERAL EDUCATION. The areas of general education for the degree Associate in Arts are: CRITERIA FOR AREAS OF GENERAL EDUCATION The areas of general education for the degree Associate in Arts are: Language and Rationality English Composition Writing and Critical Thinking Communications and

More information

Grades 5 to 8 Manitoba Foundations for Scientific Literacy

Grades 5 to 8 Manitoba Foundations for Scientific Literacy Grades 5 to 8 Manitoba Foundations for Scientific Literacy Manitoba Foundations for Scientific Literacy 5 8 Science Manitoba Foundations for Scientific Literacy The Five Foundations To develop scientifically

More information

3rd Grade Science. Grade 3 : Inquiry

3rd Grade Science. Grade 3 : Inquiry Kindergarten 1st Grade 2nd Grade 3rd Grade 4th Grade 5th Grade 6th Grade 7th Grade 8th Grade Biology Chemistry Chemistry II Life Science Biology II Anatomy & Physiology Earth Science Geology Environmental

More information

General Learning Outcomes

General Learning Outcomes Appendix K 4 Science Appendix General Learning Outcomes The purpose of Manitoba science curricula is to impart to students a measure of scientific literacy that will assist them in becoming informed,

More information

New Jersey Core Curriculum Content Standards for Science

New Jersey Core Curriculum Content Standards for Science A Correlation of to the New Jersey Core Curriculum Content Grades K -6 O/S-56 Introduction This document demonstrates how Scott Foresman Science meets the New Jersey Core Curriculum Content. Page references

More information

The Australian Curriculum Science

The Australian Curriculum Science The Australian Curriculum Science Science Table of Contents ACARA The Australian Curriculum dated Monday, 17 October 2011 2 Biological Foundation Year Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 Living things

More information

TENNESSEE SCIENCE STANDARDS *****

TENNESSEE SCIENCE STANDARDS ***** TENNESSEE SCIENCE STANDARDS ***** GRADES K-8 EARTH AND SPACE SCIENCE KINDERGARTEN Kindergarten : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry

More information

Restriction Enzyme/Recombinant. DNA Extraction from Plant and. DNA Fingerprint Activity. Proteins to Proteomics, Alternative Splicing

Restriction Enzyme/Recombinant. DNA Extraction from Plant and. DNA Fingerprint Activity. Proteins to Proteomics, Alternative Splicing Oklahoma PASS Standards Science Process and Inquiry Grades 6-8 Process Standard 1: Observe and Measure 1.1 Identify qualitative and/or quantitative changes and conditions 1.2 Use appropriate tools 1.3

More information

ELEMENTARY EDUCATION SUBTEST II

ELEMENTARY EDUCATION SUBTEST II ELEMENTARY EDUCATION SUBTEST II Content Domain Range of Competencies l. Mathematics 0001 0004 50% ll. Science 0005 0007 38% lll. The Arts, Health, and Fitness 0008 12% Approximate Percentage of Test Score

More information

21 st Century Skills for the Arts

21 st Century Skills for the Arts 21 st Century Skills for the Arts The 21 st century skills integration with visual arts curriculum illustrates how the arts promote work habits that cultivate curiosity, imagination, and creativity and

More information

Missouri Educator Gateway Assessments

Missouri Educator Gateway Assessments Missouri Educator Gateway Assessments FIELDS 001 005: GENERAL EDUCATION ASSESSMENT August 2013 001: English Language Arts Competency Approximate Percentage of Test Score 0001 Comprehension and Analysis

More information

Aesthetics Change Communication Communities. Connections Creativity Culture Development. Form Global interactions Identity Logic

Aesthetics Change Communication Communities. Connections Creativity Culture Development. Form Global interactions Identity Logic MYP Key Concepts The MYP identifies 16 key concepts to be explored across the curriculum. These key concepts, shown in the table below represent understandings that reach beyond the eighth MYP subject

More information

New Hampshire College and Career Ready Standards Science Grade: 1 - Adopted: 2006

New Hampshire College and Career Ready Standards Science Grade: 1 - Adopted: 2006 Main Criteria: New Hampshire College and Career Ready Standards Secondary Criteria: Subjects: Science, Social Studies Grade: 1 Correlation Options: Show Correlated New Hampshire College and Career Ready

More information

Scholastic ReadAbout 2005 correlated to National Council for the Social Studies Curriculum Standards Early Grades

Scholastic ReadAbout 2005 correlated to National Council for the Social Studies Curriculum Standards Early Grades I. Culture Social studies programs should include experiences that provide for the study of culture and cultural diversity, so that the learner can: a. explore and describe similarities and differences

More information

Curriculum Map Year 5

Curriculum Map Year 5 Curriculum Map Year 5 Subject Across the year Specific Areas to teach Key Experiences Eco-focus Literacy - Writing Plantlife around the school (bulbs, trees, willows) Play Residential to Braeside School

More information

Dublin City Schools Science Graded Course of Study Environmental Science

Dublin City Schools Science Graded Course of Study Environmental Science I. Content Standard: Earth and Space Sciences Students demonstrate an understanding about how Earth systems and processes interact in the geosphere resulting in the habitability of Earth. This includes

More information

Blackminster Middle School

Blackminster Middle School English Maths We promote spiritual Responses to literature questions such as How would you feel if you were the person in the story? Where have you met these ideas before? Appreciation of the beauty of

More information

What is Environmental Studies?

What is Environmental Studies? What is Environmental Studies? Environmental studies is not only teaching about the environment. It is also about the people and the effect of their life on the environment. Environmental education emphasizes

More information

Curriculum Standards for Social Studies of the National Council for the Social Studies NCSS

Curriculum Standards for Social Studies of the National Council for the Social Studies NCSS A Correlation of to the Curriculum Standards for Social Studies of the National Council for the Social Studies NCSS Grades K - 6 N/SS-116 Introduction This document cites pages references to demonstrate

More information

SRA Life, Earth, and Physical Science Laboratories correlation to New Mexico Science Standards Grade 6

SRA Life, Earth, and Physical Science Laboratories correlation to New Mexico Science Standards Grade 6 SRA Life, Earth, and Physical Science Laboratories correlation to New Mexico Science Standards Grade 6 SRA Life, Earth, and Physical Science Laboratories provide core science content in an alternate reading

More information

Learning Goals and Related Course Outcomes Applied To 14 Core Requirements

Learning Goals and Related Course Outcomes Applied To 14 Core Requirements Learning Goals and Related Course Outcomes Applied To 14 Core Requirements Fundamentals (Normally to be taken during the first year of college study) 1. Towson Seminar (3 credit hours) Applicable Learning

More information

West Linn-Wilsonville School District Primary (Grades K-5) Science/Health Curriculum

West Linn-Wilsonville School District Primary (Grades K-5) Science/Health Curriculum Essential Questions Concepts providing focus for student learning How does it move and/or change? (physical science including chemistry) How is it similar to and different from me? (life science and health)

More information

INSTRUCTIONAL MATERIALS ADOPTION PART I -GENERIC EVALUATION CRITERIA GROUP V 2006 TO 2012 GRADE SIX

INSTRUCTIONAL MATERIALS ADOPTION PART I -GENERIC EVALUATION CRITERIA GROUP V 2006 TO 2012 GRADE SIX Glencoe/McGraw-Hill Science 6 PUBLISHER: Glencoe/McGraw-Hill SUBJECT: Science COURSE: CATS 6 TITLE: Glencoe Science 6 COPYRIGHT DATE: 2005 SE ISBN: 0078600499 TE ISBN: 0078736986 INSTRUCTIONAL MATERIALS

More information

Correlation Guide. Wisconsin s Model Academic Standards Level II Text

Correlation Guide. Wisconsin s Model Academic Standards Level II Text Presented by the Center for Civic Education, The National Conference of State Legislatures, and The State Bar of Wisconsin Correlation Guide For Wisconsin s Model Academic Standards Level II Text Jack

More information

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials.

VA7MC.1 Identifies and works to solve problems through creative thinking, planning, and/or experimenting with art methods and materials. GRADE 7 VISUAL ARTS Visual art continues to build opportunities for self-reflection, and exploration of ideas. Students benefit from structure that acknowledges personal interests and develops individual

More information

6 Science Course Title: 6 th Grade Science. Duration: 2 semesters Frequency: daily 40 minutes Year:

6 Science Course Title: 6 th Grade Science. Duration: 2 semesters Frequency: daily 40 minutes Year: Course Title: 6 th Grade Science Text: Science 6 for Christian Schools, 3rd Edition 6 Science 2013 Duration: 2 semesters Frequency: daily 40 minutes Year: 2013-14 Other materials/additional resources:

More information

Prentice Hall Science Explorer: Astronomy 2005 Correlated to: Ohio Academic Content Standards, Benchmarks, and Grade Level Indicators (Grades 6-8)

Prentice Hall Science Explorer: Astronomy 2005 Correlated to: Ohio Academic Content Standards, Benchmarks, and Grade Level Indicators (Grades 6-8) Prentice Hall Science Explorer: 2005 Ohio Academic Content Standards, Benchmarks, and Grade Level Indicators (Grades 6-8) EARTH AND SPACE SCIENCES Students demonstrate an understanding about how Earth

More information

SCIENCE K 12 SUBJECT BOOKLET

SCIENCE K 12 SUBJECT BOOKLET SCIENCE 2012 13 K 12 SUBJECT BOOKLET Gwinnett s curriculum for grades K 12 is called the Academic Knowledge and Skills (AKS). The AKS for each grade level spell out the essential things students are expected

More information