Where We Are In Place

and Time

1 of Sep.-9th of Oct.

Key Concepts:
We will be using
these concepts to
guide thinking
and learning
about the world
and act as a
provocation to
extend thinking.

An inquiry into the 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.

People have played with toys and games

throughout time.
Lines of Inquiry

Change
How is it
changing?
The understanding that
change is the process of
movement from one
state to another. It is
universal and inevitable.

Causation
Why is it like it is?
The understanding that
things do not just
happen, that there are
causal relationships at
work, and that actions
have consequences.

Reflection
How do we know?
The understanding that
there are different ways
of knowing, and that it is
important to reflect on
our conclusions, to
consider our methods of
reasoning, and the
quality and the reliability
of the evidence we have
considered.

The focus of our inquiry will be led through

1- An inquiry into how toys and games have change through time.
What are some games that your mum, dad and grandparents played.
How are they different?

2.-

An inquiry into toys and games around the world.

How do toys and games vary from place to place?

3.-

An inquiry into what we learn from playing with toys and games .
What do we learn from toys and games?

PYP Learner Profiles

Reflective
I thoughtfully consider the world and our own ideas and experiences. I work to understand
my strengths and weaknesses in order to support my learning and personal development.

Principled
I act with integrity and honesty, with a strong sense of fairness and justice, and with
respect for the dignity and rights of people everywhere. I take responsibility for my actions
and their consequences.

Balanced
I understand the importance of balancing different aspects of my life-intellectual, physical,
and emotional to achieve well-being for myself and others .

Transdisciplinary Skills:
Transdisciplinary
Skills:
Transdisciplinary
Skills:
These skills
skills are
are developed
developed through
through
the unit.
unit.
These
the

These skills are developed through the unit.

Research Skills:
Research Skills:
Recording data:

Self-management Skills:

Social Skills:

skills:
Accepting
responsibility:
Recording data: I can describe andGross
recordmotor
my observations.
I can select
appropriate
ways to
Recording data: I can describe and record my observations. I can select appropriate ways to
record information. I can record information
byskills:
making drawings, taking
notes, making
charts,
Fine motor
Respecting
others:
record
Organizing
data: I can record information
information.
by making drawings, taking notes, making charts,
making tallies and writing statement.
making tallies and writing statement.

Spatial awareness:
Cooperating:
Organizing data: I can sort information. I can put information into suitable groups. I can
Organizing data: I can sort information.
I can put information into suitable groups. I can
Organization:
present information so that others
can understand it. I can use written descriptions and
present information so that others can understand it. I can use
written descriptions and
explanations,
timelines, graphs
tomanagement:
organize data.
Time
explanations,
Listening:tables,
tables, timelines, graphs to organize data.
Synthesis:
Safety:
Speaking:

Communication Skills:

Thinking Skills:

Self-management Skills:
Self-management Skills:

of behaviour:
Gross
motor skills:
I can do thingsCodes
that involve
strength. I can complete tasks that involve
Resolving
conflict:
Gross motor skills: I can do things that involve strength. I can complete tasks that involve
using large muscles.
using
Group
decision
making:
large
muscles.
Fine motor skills: I can do things that take precision and care. I can complete delicate tasks.
Fine motor skills: I can do things that take precision and care. I can complete delicate tasks.
Spatial awareness: I am aware that other people need their own space. I am aware of my
Spatial awareness: I am aware
that other people
need their own space. I am aware of my
Suggested
Vocabulary
own space. I am aware of my environment
and objects
that are in the environment.
own space. I am aware of my environment and objects that are in the environment.
antique I plan, carryvintage
timeI keep
line my work in order. I keep
fair my
Organization:
out and complete activities.
Organization: I plan, carry out and complete activities. I keep my work in order. I keep my
things tidy. I know where myrules
things are.
traditional
history
instructions
things tidy. I know where my things are.
Time management: I can complete my work on time. I hand in my work on time. I am always
popular
players
entertainment
Time management: I can data
complete my work on time.
I hand in my work on time.
I am always
in the right place at the right time. I plan my time so that I know I can do everything that I need
in the right place at the right time. I plan my time so that I know I can do everything that I need
to do.
to do.
Safety: My behaviour choices keep me safe. My behaviour choices keep other people safe. I
Safety: My behaviour choices keep me safe. My behaviour choices keep other people safe. I
avoid putting others or myself in danger.
How does our learning in
How
does
our
learning
in
avoid
putting
others
or myself
in danger.
Codes
of behaviour:
I know how
to behave in different situations.
I knowsupport
the rules andour
I stick
Maths
English
Language
support
Codes of behaviour: I know how to behave in different situations. I know the rules and I stick
to
them.
understanding
of
this
unit of
our
understanding of this unit
to them.

of inquiry?

.
.
Through Language to
communicate we will be
exploring the different ways spoken
language
can be recorded visually.
.
Spoken language varies according
to the purpose of the audience.

Understand static and moving

images and how they communicate
ideas and information, visual text
and how written language works
differently from spoken language

inquiry?

Through Data Handling we will be

organizing objects and events in
different ways.
Understand that information can be
collected and recorded in different
ways.

Collect and represent and

interpret data in different ways .

PYP Attitudes
What does it look
like?

Integrity
I play fairly. I follow the
rules in games and
activities. I dont like
speaking bad about
others. I am honest in
my words and actions.

Creativity
I find solutions to
problems. I am a
positive thinker. I hold
the key to my success.

Enthusiasm
I try to think positively.
I enjoy learning. I love
challenges. I try my
best in everything I do.

How does our learning in Physical Education, Music & Visual Art support our
understanding of this unit of inquiry?
In Music lessons we will be exploring traditional songs played in games around
the world. We will also be creating our own songs.
In Art lesson we will be developing our creativity by creating board games,
puppets, toys and dolls of different materials.

In P. E. we will be playing different games of around the world , learning

about rules and emphasizing the being Enthusiastic, Principle and acting with
Integrity

How does French support our

understanding of this unit?
In French language lessons, students will begin to develop language to help explore
the different areas of the Unit of inquiry. This may include games, songs, stories and
role plays to develop an understanding of Where we are in place and time.

Teacher Questions
These questions guide the Unit and provoke
discussion and deeper thinking in our
students

Why do you play games?

Which
like to learn?
Howgame
willwould
our you
students
show their
understanding?
What are the games
played by your
parents and grandparents?

Parents can help support learning at

home in various ways:

Discussing the vocabulary being

introduced in the unit of inquiry

Talk about toys and games you used to

play with as a child.

Have a family night when you play board

games, discuss the importance of our
Learners Profiles and Attitudes.

At the end of the unit the student will be able to:

Have an understanding of how toys and games have changed over time.

Create a Toy or game and factually know:

*I have chosen and shown how a toy or game that has changed over time.
* I can place a toy or game on a timeline.
*I can predict what it will look like in the future.