KG1 Units of Inquiry

Beginning of the Year

Unit Sketch

This unit covers the process of making and maintaining friends, working as part of a group and getting to know the school environment. It is supplemented with different topics and themes according to students' interests in order to build engagement and create an environment of inquirers and self-directed learning.

Unit Sketch

This unit explores what students know about boxes and what they would like to find out. The investigation focuses on questions:

  • What materials are boxes made of?

  • How are boxes used?

  • How are boxes used in different jobs?

  • How can we move a box?

  • How can we use the materials of a box to create something else?

  • Why are there so many different types of boxes?

  • Where do boxes come from?

Enduring Understandings

Students will understand that...

  • Boxes are made out of different materials.

  • Boxes have many different uses according to the features that they have.

  • The physical properties of a box may determine the ways in which it can be moved.

  • Boxes can be deconstructed and used for another purpose.

Skills

Students will be able to...

  • Investigate the materials that a box is made of

  • Identify a method or way to reuse a box

  • Identify different ways people use boxes in their jobs

  • Compare and contrast sizes of boxes

  • Sort boxes by the materials its made of

  • Use different ways of measuring boxes (height, weight, and dimensions)

  • Estimate how many objects will fit into a particular box

Buildings

Unit Sketch

The Buildings unit has expanded from being focused on the content of buildings to being about building in general (building names, building friendships, building a garden, building structures, building meaning, building our understanding and knowledge base). The investigation considers the following questions:

  • What can we create?

  • What can we build?

  • How do you make a plan?

  • What tools do I need to build?

  • Why do we need to build?

  • What skills do we need?

Enduring Understandings

Students will understand that...

  • There is a process in building.

  • There is a purpose for building.

  • We build in lots of different ways with different materials.

  • Building may take a lot of time

Skills

Students will be able to...

  • Understand the process of planning (creating a structure/book)

  • Create a list of words pertaining to whatever we are building and the materials needed

  • Make signs for their model

Clothes

Unit Sketch

This unit of clothes will cover the process of creating clothing and using clothes as an identity. The investigation considers the following questions:

  • Why and when do we wear different clothes?

  • What are clothes made out of?

  • How does what we wear represent who we are?

Enduring Understandings

Students will understand that...

  • There are clothes for different purposes.

  • Clothes are made from different materials.

  • There are many kinds of clothes worn in the community and around the world.

Skills

Students will be able to...

  • Demonstrate practice of reasoning skills to find correlation between clothes and their purpose

  • Understand that the construction and material of clothes fulfills an intended purpose

  • Contribute ideas through dialogue about how clothes represent a part of our identity

Living Things

Unit Sketch

This study will focus on the characteristics of living things and interactions with the environment. The investigation considers the following questions:

  • What are the characteristics of plants & animals?

  • What do living things need to live ?

  • How do living things change over time?

Enduring Understandings

Students will understand that...

  • Living things have different characteristics.

  • All living things have a life cycle.

  • Living things are affected by living and nonliving things in their immediate environment.

Skills

Students will be able to...

  • Name some characteristics of plants, insects and other living things

  • Identify certain factors that contribute to living things in order for them to thrive

  • Recognize that living things change over time

  • Recognize that living things depend on each other

Reduce, Reuse, Recycle

Unit Sketch

This year long study will focus on people making better choices to in order to help conserve our natural resources and protect and take care of the earth. The following questions are considered:

  • Where does trash and garbage go?

  • How can we help take care of trash and garbage?

  • How do trash and garbage affect our community?

  • What do we need to do in order to reduce, reuse and recycle?

Enduring Understandings

Students will understand that...

  • Trash and garbage can end up in different places.

  • People work to help take care of trash and garbage.

  • The way trash and garbage is disposed affects the community and environment.

  • Each person has a responsibility to reduce and reuse trash by recycling.

Skills

Students will be able to...

  • Distinguish the difference between trash and garbage

  • Identify places that trash goes when it is thrown away

  • Discuss and brainstorm ways to produce less trash

  • Understand the effects of trash in the community

  • Identify how to reduce, reuse and recycle trash