Page 1

P G R r im ad a e r y

U N I T O F I N Q U I RY

MINI-BEASTS s t n e m e YP El

!

P

Concepts Responsibility - What responsibilities do people have when finding ways to live together with minibeasts?

!

Central Idea: Mini-beasts are an important part of life in the habitat in which they live, and we share space with them. Lines of Inquiry: •

Mini-beasts are invertebrates with specific characteristics and behaviours.

Mini-beasts have specific needs.

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

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

Outcomes to be reported on in the context of the written report: Science Recognise that living things have different characteristics at different times of their lives e.g. ladybird lifecycle ! Classify living things in different ways ! identify the kinds of living things that are likely to be found in different habitats Language ! Record relevant information/results at a in a variety of ways e.g. lists, charts, labels, simple sentences Research Skills •Take time to make relevant, detailed observations !

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

• Visit the Butterfly

House to observe the variety of butterflies.

• Notice what mini-beasts are common in Vienna.

• Consider: what might

happen if there were no mini-beasts.

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

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

Perspective - What ideas do different people have about mini-beasts and their place in the world? Connection - How are mini-beasts connected to their environment?

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

Learner0Profile:00000000 Caring - I care for my environment and the living things within it. Inquirer - I am curious to know more about the environment and the living things within it.


y r a im r P

U N I T O F I N Q U I RY

FIELD TO TABLE ts n e m e l YP E

P

Concepts

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

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

• • • • •

Identify the origins of a variety of foods Describe what things look like after they have changed Use unit specific vocabulary Group foods in different ways Describe the systems in place that help bring food to us

• •

How can I help my child?

Food can be grouped in different ways Food goes through different processes before we eat it There are systems in place to help getting food to us

Cook with you child, talk about the variety of ingredients you use. Talk about how food changes when it is prepared and cooked. Take notice of where the food you buy comes from and what processes it has been through before it reaches your house. Talk about this with your child.

Form – What are different foods like? Change – How do foods change during processing? Related concepts: process, sequence, systems Where did it come from? How did it get here? And what has happened to it along the way?

Skills Research Skills – •

Observation: taking time to make clear observations

Collecting data: gaining information from books and videos

Recording data: Drawing, flowcharts, sequencing

Social Skills – •

Engaging in cooperative learning

Learner Profile • • •

Thinker – thinking through processes Knowledgeable – about food groups and food processing Inquirer – Inquiring into food processes


P G r r im a d a e r y

U N I T O F I N Q U I RY

CHARACTERS IN STORIES

ts n e m e l YP E

P

Concepts

Central Idea: Investigating characters helps us to understand and express ourselves. Lines of Inquiry: •

Characters display certain behaviours, which include learner profile attributes

People make choices for their own behaviour

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

How can I help my child? • Talk about the types of characters they meet in books and films • Encourage your child to compare the characters they read about, with themselves

• Read a wide variety of books and stories with Outcomes to be reported on in the context your child in your home of the written report: language Language

Act out a character or story using Resources: movement, mime, music etc. • Answer questions about people and events in stories • Express an opinion about a text. PSE •

Identify learner profile attributes in fictional characters Identify personal strengths within the learner profile attributes.

Perspective – What are the different points of view about characters and their behaviour?

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

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

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

Learner Profile: Looking at characters through the lens of the learner profile, to consider if they were: Inquirer Thinker Principled Reflective Knowledgeable Caring Risk-taker


p G r r im a d a e r y

U N I T O F I N Q U I RY

A YEAR

IN OUR

LIVES ts n e m e l YP E

P

Concepts

! Central Idea: During our year together time passes and changes happen. Lines of Inquiry: • • • •

Time can be measured in different cycles between events Nothing and nobody stays the same, everything changes. I change physically and developmentally as I grow Plants and animals are affected by the seasons.

Outcomes to be reported on in the context of the written report: MATHEMATICS Use language which relates to time such as before, after, day, night tomorrow, yesterday SCIENCE Identify obvious changes that occur on the Earth e.g. day and night, rain and sun, climate, seasons LANGUAGE Make predictions about changes that occur in daily lives and across the year PSE Reflect on personal progress

How can I help my child? • Talk about the

passage of time, the seasons, months and days of the week. • Notice what changes

in the world around us, as time passes. • Consider how your

children are changing over the year. • Read related

literature with your child in your home language.

Change – What things change during our year together? How do these things change?

Related concepts: Time, growth, development.

Skills •

Thinking Skills: acquisition of knowledge, comprehension, application

Research Skills: observation

Learner Profile • Thinkers – I think very carefully before making a decision or when I have a problem. • Reflective - I am able to think about the way I learn and act at school.


p G r r im a d a e r y

U N I T O F I N Q U I RY

PUSH & PULL ts n e m e l YP E

P

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

Central Idea: Push and pull are forces which can make things move. Lines of Inquiry: •

Things can move when a force (either a push, pull or twist) acts on it.

We can change the way things move.

Certain words help us describe how forces work

How can I help my child?

• •

Look at how we make things move in everyday life: transport, swings, toys. Talk with your child about what is happening when playing with cars and ramps, or with train sets.

Function – Pushing and pulling work in certain ways. Related concepts: force, consequence

Skills Research Skills: Formulating questions: sharing ideas for possible future inquiries e.g. I wonder what would happen if a made the ramp higher? Recording data: Using prepared tally sheets to record data from experiments.

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

Learner Profile

Science • Identify how to make a variety of objects move • Identify the ways forces act in everyday situations

• Thinkers - Students

Research Skills • Ask relevant questions that can be researched • Record observations by making charts or drawing

exercise initiative in applying thinking skills critically and creatively

• Inquirers - Students

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


p G r r im a d a e r y

U N I T O F I N Q U I RY

OURSELVES

AND OUR

SCHOOL s t n e m e YP El

P

Concepts •

Connection – Students consider the impact of their actions on others.

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

Related concepts: Sharing, roles, respect, communication.

Central Idea: A safe and happy learning environment is created when an understanding of rights, roles and responsibilities has been established. Lines of Inquiry: How can I help my child? • A learning environment is •

• •

created by a community of learners. Students have the right to learn, to express themselves in different ways, and to feel secure. In a learning community people have different roles Learners have the responsibility to respect themselves, others and the environment.

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

• Talk about school

routines and expectations with your child. • Ask about your child’s

day at school. • Consider the

differences between home and school.

Personal and Social Education

Routines • Approach new and challenging situations within a safe environment Working with others • Take turns and share with peers in group situations Responsibilities • Identify responsibilities as a learner • Interacts in ways which show care towards our classroom and playground Roles • Shows an awareness of the rights and roles involved in being a member of the class.

• Read related

literature with your child in your home ! language. • Encourage your child

to be independent in caring for their possessions.

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

Learner Profile: How do these attributes of the learn profile help us learn together? Caring Communicator Risk-taker

VIS grade primary units of inquiry  

VIS grade primary units of inquiry

Read more
Read more
Similar to
Popular now
Just for you