Southpointe Academy PYP Programme of Inquiry

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Miranda Fleming
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1 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.

2 Kindergarten Programme of Inquiry Who we are the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the individuals and civilizations, from local and global perspectives. How we express the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works 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 How we organise the human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the Sharing the planet rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central Ideas (6) Our senses help us explore and communicate with the world around us. (3)* People recognize meaningful personal values and cultural events through celebrations. (2)* Stories communicate meaning and provoke emotion and imagination. (4) Transportation changes to meet people s needs. (1) A school is organized as a learning community. (5) With care, ocean environments provide resources for living things. Lines of Inquiry

3 The body parts associated with the five senses (form) How our senses help us explore the world (function) How people adapt and communicate without one or more of their senses (perspective) How people connect through celebrations The importance of celebrations in our lives (Reflection) Multicultural celebrations Stories can be told in different ways Stories have messages that connect to life experiences The different elements for creating and sharing stories (Form) Why there are different types of transportation (causation) How transportation has changed (change) Using transportation safely (responsibility) What a school is (Form) How a school works (Causation) The roles and responsibilities of school community members Characteristics of living things in marine environments (Form) How oceans support life (Function) The effect humans have on marine environments Key Concepts Form, Function, Perspective Perspective, Connection, Reflection Form, Connection, Perspective Change,, Causation Causation, Form, Form, Function, Learner Profile Risk Taker, Open-minded Inquirer, Open- minded Communicator, Knowledgeable Reflective, Thinker, Knowledgeable Principled, Inquirer Reflective, Knowledgeable Attitudes Curiosity, Empathy Respect, Tolerance Creativity Curiosity, Creativity Cooperation, Respect Commitment * Ongoing throughout the year

4 Grade One Programme of Inquiry Who we are the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives. How we express the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works 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 How we organise the human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the Sharing the planet rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central Ideas (3) People s choices affect their health, safety, and well-being. (5) Changes over time affect people s lives. (2) Creativity allows people to express and respond to emotions and perspectives. (4) The principles of forces and motion impact everyday life. (1) People develop ways to organize themselves to connect with others and achieve common goals. (6)The survival of living things is connected to the environment in which they live. Lines of Inquiry Ways we keep healthy (Causation) How our daily choices affect us (Reflection) How people s daily lives have changed over time. (Change) The reasons why there have been Kinds of Arts (Form) People connect with others through the Arts Kinds of forces and motion (Form) How forces affect the motion of objects and people (Causation) Roles and responsibilities within a group (Function) Communication within a group Different environments and their features (Form) The connections between living things

5 Being responsible for our health, safety, and wellbeing changes in people s daily lives(causation) The impact of changes on people s daily lives (Reflection) People respond to the Arts in different ways How people use forces and motion in different situations (Function) The interdependence of individuals within a group and their environment The ways in which our actions impact the environment and other living things Key Concepts Causation,, Reflection Change, Causation, Reflection Form, Connection, Perspective Form, Causation, Function Function, Perspective, Connection Form, Connection, Learner Profile Balanced Reflective, Inquirer Communicator, Open-minded Thinker, Risk-taker Principled, Caring Knowledgeable Attitudes Commitment, Independence Curiosity, Empathy Confidence, Creativity Cooperation, Enthusiasm Tolerance, Appreciation Integrity, Respect

6 Grade Two Programme of Inquiry Who we are the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the individuals and civilizations, from local and global perspectives. How we express the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works 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 How we organise the human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the Sharing the planet rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central Ideas (1) Building stronger relationships with others involves continued self awareness and collaboration. (3) Changes in technology affect how people communicate. (6) Observing and studying animals helps us discover and express our feelings and beliefs. (2) The way matter acts and interacts determines how people use it. (4) People develop systems of trade to get what they need and want. (5) Conservation of natural resources depends upon responsible use. Lines of Inquiry Appreciation of self and others The nature of friendship Ways people use technology to communicate (Function) The characteristics and life cycles of animals (Function and Form) States and properties of matter (Form) Interactions and changes in matter Responsibilities in trading relationships Where different types of natural resources occur (Causation)

7 Maintaining relationships formed within the classroom to our community (Reflection) How systems of communication have changed over time due to changes in technology (Change) How people communicate in different ways for different purposes How we discover and express our feelings and beliefs about animals Indigenous peoples feelings and beliefs about animals (Change) The ways in which matter can be manipulated to serve a purpose (Causation) How humans trade to fulfill needs and wants (Function) How systems of trade develop (Reflection) How different types of natural resources are used (Change) Solutions to natural resource depletion Key Concepts Connection, Reflection, Perspective Function, Change, Perspective Form, Function, Connection Form, Causation, Change Function, Reflection, Causation,, Change Learner Profile Balanced, Communicator, Open-minded Communicator, Risk taker, Thinker Inquirer, Reflective, Open-minded Inquirer, Thinker Principled, Reflective Principled, Knowledgeable Attitudes Tolerance, Respect, Cooperation Creativity, Confidence Enthusiasm Curiosity, Independence Cooperation, Creativity, Empathy Integrity, Commitment

8 Grade Three Programme of Inquiry Who we are the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the individuals and civilizations, from local and global perspectives. How we express the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works 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 How we organise the human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the Sharing the planet rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central Ideas (3) Communities are related through common characteristics. (6) Human understanding of outer space has changed over time. (4) Stories can engage an audience and convey a message. (5) Structures are built with specific materials and designs to serve a purpose. (2) Symbols are used to enable humans to investigate the world around them. (1) Plants ability to sustain life can be supported by choices we make. Lines of Inquiry Characteristics of communities (Function) How past and present communities are related (Reflection) The aspects of our solar system (Form) The changes in human understanding of outer space (Change, Perspective) The expression of voice through literacy and the Arts (Perspective, Reflection) The ways we use language to share ideas, feelings and Factors considered in the design function of a built structure (Form, Function) The features of different structures (Function, Causation) Types of maps and their purposes (Causation) How maps are used as community identification tools The lifecycles of plants (Function) What plants provide for us and other living things

9 Community rights, roles and responsibilities (Function, Reflection) The evolution of tools used to explore space (Form, Change) experiences The ways we use voice to communicate through creative expression The properties of different materials and shapes (Form, Causation) Canada s geography and physical symbols (Causation) How plant-based resources are used Key Concepts Reflection, Function, Connection Form, Change, Perspective Perspective, Reflection Form, Function, Causation Causation, Connection Function, Connection, Learner Profile Knowledgeable, Principled Knowledgeable, Inquirers Communicator, Risk-takers Risk takers, Thinkers, Open- Minded Communicator, Reflective Caring, Thinker, Balanced Attitudes Independence, Enthusiasm Confidence, Curiosity Empathy, Respect Integrity, Creativity Tolerance, Cooperation Commitment

10 Grade Four Programme of Inquiry Who we are the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the individuals and civilizations, from local and global perspectives. How we express the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works 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 How we organise the human made systems and communities; the structure and function of organizations; societal decision making; economic activities and their impact on humankind and the Sharing the planet rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central Ideas (6) Cultural beliefs and values influence our understanding of human rights and responsibilities. (4) Exploration leads to conflict, cooperation and change. (2) Creating and responding to art develops understanding of and the world around us. (3) Principles of light and sound affect our daily lives. (5) Humans have created systems to observe, monitor and understand weather patterns. (1) People can make choices to protect and conserve our Lines of Inquiry Elements of culture (Form) Personal rights and responsibilities Reasons for exploration Geographic influences on Arts (Form) Influences of beliefs and values on Arts Properties of sound and light (Form) Sound and light in daily life (Function) Weather tracking systems (Function) Different types of weather How animals adapt to their environments (Change)

11 How cultural traditions have an impact on rights and responsibilities The impact of different values on systems of trade The effects of exploration on cultures (Change) (Reflection) Cultural traditions (Causation) Sound and Light energy used in technology (Causation) How weather systems affect lives How living things are interdependent (Reflection) How personal choices and actions have environmental consequences Key Concepts Form, Perspective, Connection Perspective, Connection, Change Form, Causation, Reflection, Function, Form Function, Causation, Connection Reflection, Change, Learner Profile Open minded, Reflective Principled, Risk Takers Open minded, Balanced Knowledgeable, Inquirer Knowledgeable, Communicator Caring,Thinker, Reflective Attitudes Tolerance, Respect Confidence Cooperation Creativity, Appreciation Curiosity, Commitment Confidence, Independence Empathy, Enthusiasm

12 Grade Five Programme of Inquiry Who we are the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human. Where we are in place and time orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the individuals and civilizations, from local and global perspectives. How we express the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic. How the world works 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 How we organise the human made systems and communities; the structure and function of organizations; societal decision making; economic activities and their impact on humankind and the Sharing the planet rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution. Central Ideas (2) Learning about our body systems helps people make informed choices. (5) Migration is a response to challenges and opportunities, impacting people and communities (6) Our creative expression is inspired by the world around us. (4) Natural forces and simple machines can make work easier. (1) Government structures impact the life of citizens. (3) Our planet provides people with resources which must be cared for responsibly. EXHIBITION Lines of Inquiry How different body systems work (Function) The reasons people migrate (Causation) People s opinions about creative Types of simple machines (Form) How governments have changed over time (Change) Will differ based on each Student

13 How body systems are interconnected How choices impact human health The effects of migration on communities (Change) The effects of migration on individuals expression varies Creative expression reflects values and beliefs The value of creative expression (Reflection) How simple and compound machines function (Function) How machines have changed to meet our needs (Causation) Responsibilities of governments and their citizens Your connections with your government Exhibition Group/Topic. Key Concepts Function, Connection, Perspective, Change, Causation Perspective, Connection, Reflection Form, Function, Causation Connection,, Change All concepts Learner Profile Knowledgeable, Balanced Caring, Risk takers Communicators, Reflective Inquirer, Risk takers Thinker Open minded, Principled All Attitudes Curiosity, Confidence Empathy, Respect, Tolerance Creativity, Commitment, Enthusiasm Curiosity, Cooperation Creativity Independence, Commitment Integrity All

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