2014 – 2015 Units of Inquiry
Grades Pre-K (4 units, 8-9 weeks each) Pam Fairn, teacher
Who we are
Where we are in place and time
Central Idea:
Everyday I can learn more about who I am and what I can do.
Central Idea:
Through play we express our feelings and ideas and come to new
understandings
Lines of Inquiry:
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My physical characteristics
My feelings, likes and dislikes
Ho I am growing and changing
How the world works
How we express ourselves
Lines of Inquiry:
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3.
Communicating through play
Imaginative use of materials
Role of toys in play
How we organize ourselves
Sharing the planet
Central Idea:
People have daily habits and use time to help guide their day
Central Idea:
Our world consists of living and non living things
Lines of Inquiry:
Lines of Inquiry:
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Cycles of the day (night/day)
Time (daily activities, clock: am/pm)
Daily habits
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Living vs non-living
Living things have needs
Our responsibilities to living things
2014 – 2015 Units of Inquiry
Grades K-1 Katie Gillivan, teacher
Who we are
Where we are in place and time
How we express ourselves
Central Idea:
We use our senses to understand and explore the world
around us.
Central Idea:
Our surroundings determine the kinds of homes we live in.
Central Idea:
Stories throughout the world are expressed and shared in many
forms.
Lines of Inquiry:
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The five senses
The role our senses play
What life would be like without one or more senses
Lines of Inquiry:
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Similarities and differences in homes around the world
How homes have changed over time
Rural vs. urban development
Lines of Inquiry:
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Types of stories
Similarities and differences between stories
Roles the characters play in stories
How the world works
How we organize ourselves
Sharing the planet
Central Idea:
All living things have a life cycle.
Central Idea:
People organize how to plan and spend their leisure time.
Central Idea:
Insects have an impact on our environment.
Lines of Inquiry:
Lines of Inquiry:
Lines of Inquiry:
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Characteristics of living things
Life cycle of different living things
How living things change over time
How children organize themselves
How places organize for leisure
The role of volunteers
What an insect is
The characteristics of insects
The relationship between humans and insects
How insects can help or hurt our world
2014 – 2015 Units of Inquiry
Grades 2-4 Osama Darwish, teacher
Who we are
Where we are in place and time
How we express ourselves
Central Idea:
Our decisions impact our personal safety.
Central Idea:
Discovery and exploration impact culture and personal awareness.
Central Idea:
Art can be used as a vehicle for social change.
Lines of Inquiry:
Lines of Inquiry:
Lines of Inquiry:
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Recognizing dangerous situations
Weighing choices
Being a safety advocate
The reasons why people explore, then and now
The explorers who mapped the world, their routes and discoveries
The impact of exploration on cultures
Art as a response to social injustice
Art’s role in raising awareness
Art’s role to challenge the status quo
How the world works
How we organize ourselves
Sharing the planet
Central Idea:
Light and sound are used for communication.
Central Idea:
Cultures are organized to meet the needs of a society.
Central Idea:
Adaptations help organisms survive.
Lines of Inquiry:
Lines of Inquiry:
Lines of Inquiry:
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1. First peoples’ relationship with the land and natural resources
2. First peoples’ governance structures (social, economic and political)
3. Technologies used by First peoples
*see BC curriculum E3
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Sources of light and sound
Properties of light and sound
Applications of light and sound in communication
technologies
Food chains and webs
Extinction, survival and endangered species
Characteristics that help organisms survive in different
environments
2014 – 2015 Units of Inquiry
Grades 5-8 Christie Dyer and Temma Frecker, teachers
Who we are
Where we are in place and time
How we express ourselves
Central Idea:
Changes people experience at different stages of their lives
affect their evolving sense of self.
Central Idea:
What makes a good place to start a civilization?
Central Idea:
Media has the power to influence thinking and behaviour.
Lines of Inquiry:
Lines of Inquiry:
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Line of Inquiry:
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The physical, social, emotional and intellectual changes
that occur throughout life.
Factors that contribute to well-being during
adolescence.
How relationships contribute to our self-concept.
Using historical evidence to understand past civilizations.
Why some civilizations survived while others did not.
How modern societies continue to be influenced by past civilizations.
The intention or purpose of the message.
How to influence audiences.
Personal responses to the media.
How the world works
How we organize ourselves
Sharing the planet
Central Idea:
Exploring our environment through chemistry.
Central Idea:
Humans develop systems to organize and govern themselves.
Central Idea:
Ecosystems are in constant flux.
Lines of Inquiry:
Lines of Inquiry:
Lines of Inquiry:
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Investigating matter.
The building blocks of chemistry.
Using chemistry to understand soil and water.
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How government systems function.
Structure, function and responsibilities of governments around the
world.
The role of citizens in societal decision-making.
https://ibpublishing.ibo.org/liveexist/rest/app/pub.xql?doc=p_0_pypxx_mon_1102_1_e&part=1&chapter=10
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Survival needs and interactions between organisms and
the environment.
The requirements for sustaining healthy local ecosystems.
Human impacts on local ecosystems.