Who We Are
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.
7th of Dec-29th of Jan.
Key Concepts:
We will be using
these concepts to
guide thinking
and learning
about the world
and act as a
provocation to
extend thinking.
Exploring what makes us who we are helps us
to relate to others
Lines of Inquiry
Form
What is it like?
The understanding that
everything has a form
with recognizable
features that can be
observed, identified,
described and
categorized.
The focus of our inquiry will be led through:
1- What makes me who I am
What are the different parts of my identity?
What are the parts you can see?
What are the parts you can't see?
2- How I am similar to and different from others?
Causation
How am I the same and different from others?
3-Personal Characteristics
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.
Connection
How is it
connected to other
things?
The understanding that
we live in a world of
interacting systems in
which the actions of any
individual element affect
others.
PYP Learner Profiles
Communicators:
We express ourselves confidently and creatively in more than one language and in many
ways. We collaborate effectively, listening carefully to the perspectives of other individuals
and groups.
Open-minded:
We critically appreciate our own cultures and personal histories, as well as the values and
traditions of others. We seek and evaluate a range of points of view, and we are willing to
grow from the experience
.Caring:
We show empathy, compassion and respect. We have a commitment to service, and we
act to make a positive difference in the lives of others and in the world around us.
Transdisciplinary Skills:
These skills are developed through the unit.
Research Skills:
Planning: Developing a course of action; writing an outline; devising ways of
finding out necessary information
Collecting Data: I find useful information in different places
Recording data: I can describe and record my observations. I can select appropriate ways
to record information. I can record information by making drawings, taking notes, making
charts, making tallies and writing statement.
Organizing Data: Sorting and categorizing information; arranging into understandable
forms such as narrative descriptions, tables, timelines, graphs and diagrams.
Empathy
Interpreting Data: Drawing conclusions from relationships and patterns that emerge from
organized data.
Working with others
and being willing to
lead or follow as
needed.
PYP
Attitudes
Self-management Skills:
Gross motor skills: I can do things that involve strength. I can complete tasks that involve
using large muscles.
Organization: I plan, carry out and complete activities. I keep my work in order. I keep my
things tidy. I know where my things are.
Healthy Lifestyle: Making informed choices to achieve a balance in nutrition, rest,
relaxation and exercise; practising appropriate hygiene and self-care
Codes of behaviour: I know how to behave in different situations. I know the rules and I
stick to them.
Thinking Skills:
Comprehension: Grasping meaning from material learned; communicating and
interpreting learning.
Social Skills:
Respecting others: I am a caring listener. I make fair decisions. I know that other people
may have different ideas, opinions and perspectives. I am careful not to hurt other peoples
feelings when I express my opinions.
Cooperating: I work well in groups. I am polite and kind to the other members of the
group. I share with others and I take turns.
Respect
Using my
imagination while
thinking and doing
things.
Tolerance
Knowing I can do it,
having courage to
take risks, using
what I have learned,
and making good
choices
Transdisciplinary Skills
Communication Skills:
(continue):
Listening: I listen to directions and instructions. I listen to others. I listen to
information.
Speaking: I speak clearly. I express my ideas so that they make sense to others. I share
my ideas and opinions. I can present my work to small and large groups.
Writing: Recording information and observations; taking notes and paraphrasing;
writing summaries; writing reports; keeping a journal or record
Presenting: Constructing visuals and multimedia for a range of purposes and audiences; communicating information and ideas
through a variety of visual media; using appropriate technology for effective presentation and representation.
Suggested Vocabulary
biography
meaningful
differences
ancestors
milestones
family
alike
documenting
events
unique
universal
relatives
Personal history
genealogy
ancestry
Teacher Questions
These questions guide the Unit and
provoke discussion and deeper
thinking in our students
What are the different parts of your
identity?
What are the parts you can see?
What are the parts you can't see?
How are you the same and different
from others?
How will our students show their
understanding?
At the end of the unit the student will be able to:
Create a timeline describing important milestones in
their life.
Write their own autobiography giving relevant
details about their personal history.
Students will increase their understanding of their
world, focusing on themselves, their friends and
families and their environment. They will appreciate
the reasons why people belong to groups, the roles
they fulfill and the different ways that people
interact within groups.
