PYP Unit of Inquiry: You, Me, We

Refer to unit of inquiry on following 2 pages

L Self-directed,
insightful ƒ The unit of inquiry as a whole
i investigator ƒ
ƒ
Framing questions to guide investigations
and learner Recording what they had learned about others
f
Discerning,
e resourceful ƒ Discerning positive and negative ways to act, and the related feelings
l problem
solver and
ƒ
ƒ
Recognising that personal actions can affect the quality of life for others
Looking to the future, determining what things might be like

o implementer
Adept,
n creative
ƒ Making a Did you know big book
producer
g and
ƒ Making a poster Differences are Delightful

contributor
Open,
Q responsive
ƒ Developing self portraits with written information
communicat
u
ƒ Interviewing and being interviewed by another person
or and
facilitator
a Principled,
l resilient
leader and ƒ Working with partners
i collaborator

t Caring,
steadfast
i supporter
ƒ
ƒ
Writing positives
The production of Differences are Delightful posters
and
e advocate
s

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Crossways Lutheran School, CEDUNA 2004

How will we take action?

How the students will demonstrate their ability to choose, act and reflect. Theme: Who are we in place and time?

We will: Focus: SOSE, Science, PE/Health, Maths, English

• Find out the likes and dislikes of other people
• Make drawing of ourselves from the past, present and to the future Teacher: Tara Weston
• Compare our lives with those of someone from another country to find out how
similar/different they are Level: Year 2/3
• Write a positive comment about children in our class Proposed Duration: 9 weeks
• Complete a tally sheet showing the class’s likes and dislikes
• Make a ‘Did you know?’ book to find out all about our class likes and dislikes School: Crossways Lutheran School
• Perform an interview to find out about others
• Think about how we want to be when we are older
• Make positive posters about differences being delightful
Stage 1: What is our purpose?
A concise description of the central idea to be addressed and the scope of the inquiry:

a) Central Idea:
To what extent did we achieve our purpose? 1) We are all individuals with similarities and differences in our social,
To what extent: were the purposes fulfilled; was the unit relevant, engaging, challenging physical, mental and spiritual beliefs.
and significant: Were the resources adequate; were the concepts, skills and attitudes
addressed? b) An inquiry into:
1) The similarities and differences between ourselves as a class.
2) How many likes and dislikes compare to others.
3) Learning to think about how my actions can impact on other
people’s feelings.
4) Ourselves as part of different groups in the community.
5) Collecting data about themselves and their families and comparing
it to those of others.

Stage 2: What resources will we use?

People, places, audio-visual material, related literature, music, art, computer software,
etc…

• Fiction and Non Fiction books depicting families, people, books about
feelings.

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Crossways Lutheran School, CEDUNA 2004

Stage 3: What do we want to learn? Stage 4: How best will we learn? Continued
The key questions which will drive the inquiry. Teacher and/or student designed activities which will address the Week 4
key questions. • Ask children to have a think about their actions and the way
Form they make others feel through these – not just at school, at
1 9 Week 1 home and in the community.
What is it like? • Continue with this week’s work, eg, compare likes/dislikes with
• Getting to know you book
Function • Finding out everyone’s likes and dislikes partner, picture/poster activity.
How does it work? • Comparing the number of people in everyone’s family Week 5
Causation Week 2 • Get children to write something positive about everyone.
10 • Self Portrait – children are to draw a picture of themselves and Teacher to collect and write them down on paper. Put up on
Why is it like it is?
around it get children to write information about themselves – wall, all the positives the children have. Give to children when
Change finished.
11 family, pets, likes, dislikes, where they were born, languages
How is it changing? spoken. • Ask children if they think they have been able to change their
Connection • Ask children to think of different groups they belong to and write actions towards others for the better.
How is it connected to 3 6 them all down, eg family, school, class, home, town, church. • Make tally sheet of class’s likes and dislikes, and discuss them
other things? • Same/different game. Ask children to write on paper an activity – see ‘me’ books.
they do with their family/at home, an activity they do at school Week 6
Perspective • Talk to children about interviews. Ask them what they know
and one they do in town/ community/ neighbourhood and
What are the points of 2 4 compare with a partner. about them. Explain to children that they are going to complete
view? Week 2/3 one about themselves this week, because we want to know
Responsibility • Get children to bring in photos of themselves as about each other. These will be recorded on Dictaphones.
7 babies/toddlers. If no photos, draw a picture of themselves. Discuss what questions we will ask each other to find out about
What is our responsibility?
Reflection Take photos of children as they are now as school aged them.
5 8 children. Put these up in room showing the change we go • With a friend practice a mock interview with one another, each
How do we know? asking questions to be answered.
through as we get older.
Teacher Questions: Week 3 • This is to be completed over the week.
1. Who makes up your family? – Compare different • Same/different game. Ask children to write on paper an activity Week 7
family structures. they do with their family/at home, an activity they do at school • Look back on self portraits and comments made and see if they
2. What are your likes and dislikes? – Comparing and one they do in town/community/neighbourhood and have changed since then.
different likes and dislikes with others. compare with a partner • Create a ‘Did you know?’ big book with similar and difference
3. What groups do you belong to?
• Ask children to think of the different groups they belong to and information in it, eg, Did you know that 5 people in our class
4. What activities do you perform that are the same/ have pet dogs. Get children to illustrate the pages.
write them all down, eg., family, school, class, home, town,
different to activities that others complete? • Read the book to class and put it in book corner.
church.
5. How are you the same/different from people all
• Discuss with children about what they think are good ways to • Ask children to think about something that they have learnt
over the world?
act, eg., being nice, helpful, and what are not nice ways to act, about another member of the class. Get them to write it down
6. How do your actions make others feel?
eg. hitting, name calling. and draw a picture to go with it.
7. How can you change your actions to make others
feel better? • Who is it? Game. Get children to guess who it is I am Week 8
describing, when someone has guessed, that person is the next • Tell students that they are going to make a poster that
8. Have you changed the way you act towards other
person to try guessing. represents our topic – you, me and we. It is to celebrate
people?
Week 4 individuality, similarities and differences. It is to reinforce the
9. What have you learnt about another person?
10. Why is it good to be different and not be exactly the • Pictures/posters of other people from around the world. positives of everyone being different. Donate some posters to
Children to write the similarities and differences that there are the library/ around school/ office to enhance the message of
same as someone else?
between themselves and the people in the pictures. Differences are Delightful!
11. What do you think you will be like when you are
older? • With a partner write/draw their own likes and dislikes and Week 9
compare those to their partner to find out what they both like • Get children to draw a picture of what they think they will look
and dislike. like in the future. Discuss with them the job they want to have,
Student questions: … whether they will be married, have children, be in Australia.