Kindergarten IB-PYP
 
Kindergarten IB Curriculum
 
Each grade level teaches 6 IB Units of Inquiry which support the BVSD curriculum and standards. These IB units are focused around 6 trans-disciplinary themes: who we are, where we are in time and place, how we express ourselves, how the world works, how we organize ourselves, sharing the planet. These units are planned by the grade level team of teachers and then examined by all the grade level teachers to make sure there is a relationship between the units taught at kindergarten through fifth grade.
  
 

 Kindergarten IB-PYP

 
  
Theme Description
  
Lines of Inquiry
  
An inquiry into 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.
Names tell us where we come from and who we are.
The importance of names
What we can learn from our names
  
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explora-tions and migrations of humankind; the relationships between and the inter-connectedness of individuals and civilizations, from local and global perspectives.
Maps teach us about places
Maps and globes
Continents
Case study: Antarctica
  
An inquiry into 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.
Different places have different cultures
What culture is
What we can learn about people through their stories and art
Case study: comparison of an African community with Boulder
  
An inquiry into 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 environment.
People make things they need from natural resources
How we change natural resources
Natural resources we use every day
Case study: wood and paper
  
An inquiry into the interconnected-ness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
We have responsibilities as members of our school community
The structure of our school
The people in our school
My responsibilities at school
  
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explora-tions and migrations of humankind; the relationships between and the inter-connectedness of individuals and civilizations, from local and global perspectives.
People and animals share natural resources to live
Sharing resources
Conservation
Case study: trees


Internatiional Baccalaureate Organization

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