The grade 3 students are starting an IB Unit of Inquiry that will last approximately 4-6 weeks.  During this time students will be involved in inquiry-based, transdisciplinary learning culminating in a summative project as described below.

IB PYP Transdisciplinary Theme: How We Express Ourselves

The subjects that will be integrated into this unit: Visual Arts, Mathematics, Science and Language Arts

The Central Idea for the Unit of Inquiry : Elements of art influence the architecture of buildings around the world

Throughout this unit, students will participate in an inquiry into:

The different elements of art.

The elements of art used in the architecture of buildings.

How the elements of art impact the aesthetic quality of buildings.

Attributes of the Learner Profile that we will be focusing on developing during this unit:

Thinkers

Communicators

A brief description of the students’ summative assignment and how their learning will be evaluated:

Students will work in small groups to create a 2D or 3D building incorporating as many elements of art possible. Each group will present their work to the class and specifically address the different elements of art that were used and how these elements impact the aesthetic quality of their building.

How to assist your child throughout this Unit of Inquiry:

• Encourage your child to investigate the works of world-renowned architects.

• Support the development of the attributes of the Learner Profile listed above (thinkers and communicators) at home (see attached Learner Profile descriptions).  Encourage your child to ask questions and take time to seek answers together. Model the attributes of being an inquirer by sharing your own questions about exploration.

• Encourage your child to share related learning at home with the class. Have your child bring a book, a video, or an interesting newspaper article pertaining to our central idea.

We would appreciate any old copies of 'Architectural Digest' or similar magazines which focus on different types of buildings. Calendars  with pictures of buildings are also needed. If you are an architect, or you know of one, please contact one of us through your child's agenda.

Sincerely,

Mr. Fourchalk, Ms. Gliener, Mrs. Singh

January 14, 2011

            Dear Parents/Guardians of Grade 3,

The grade 3 students are starting an IB Unit of Inquiry that will last approximately 4-6 weeks.  During this time students will be involved in inquiry-based, transdisciplinary learning culminating in a summative project as described below.

IB PYP Transdisciplinary Theme: Where We Are In Place and Time

The subjects that will be integrated into this unit:  Language Arts and Social Studies

The Central Idea for the Unit of Inquiry: Different cultures contribute to the cultural heritage of their community.

Throughout this unit, students will participate in an inquiry into:

The cultural diversity of our community.

The evolution of the various cultural practices in our community.

How today’s cultural practices contribute to the community of the future.

Attributes of the Learner Profile that we will be focusing on developing during this unit:

Balanced

Open-minded

A brief description of the students’ summative assignment and how their learning will be evaluated:

Students will depict themselves in their future community. They will choose cultural aspects that may be part of this community. They will discuss why they specifically chose those aspects and how these aspects contribute to the community.

How to assist your child throughout this Unit of Inquiry:

• Visit different cultural communities throughout the Lower Mainland (i.e. Chinatown, Indo-Canadian markets on Main Street, Vancouver)

• Support the development of the attributes of the Learner Profile listed above  balanced, open-minded) at home.  Encourage your child to ask questions and take time to seek answers together. Model the attributes of being an inquirer by sharing your own questions about different cultural practices and their origins in North Vancouver.

• Encourage your child to share related learning at home with the class.

  Sincerely,

Mr. Fourchalk, Ms. Gliener, Mrs. Singh

            Dear Parents/Guardians of Grade 3,

The grade 3 students are starting an IB Unit of Inquiry that will last approximately 4-6 weeks.  During this time students will be involved in inquiry-based, transdisciplinary learning culminating in a summative project as described below.

IB PYP Transdisciplinary Theme:  How the World Works

The subjects that will be integrated into this unit:  Science, Mathematics,

Art, and Language Arts

The Central Idea for the Unit of Inquiry:  There is a dynamic relationship between the objects within our Solar System.

Throughout this unit, students will participate in an inquiry into:

The definition of a system

The parts of our solar system and how they are organized

The characteristics of the planets in our solar system

The factors that influence the organization of the solar system

Attributes of the Learner Profile that we will be focusing on developing during this unit:

Knowledgable

Inquirer

A brief description of the students’ summative assignment and how their learning will be evaluated:

Students will be presented with the following scenario:

The position of the Earth is shifting in our Solar System. Are you hoping it is getting closer or further away from the Sun? Explain your choice as it relates to all aspects of your life.

Criteria-based evaluation of students’ work will be in the form of a rubric.  Students’ learning will also be assessed through the completion of assignments and occasional quizzes.

How to assist your child throughout this Unit of Inquiry:

• Support the development of the attributes of the Learner Profile listed (knowledgeable, inquirers) ) at home by encouraging your child to ask questions (you could write questions on Post-it Notes and stick them on the fridge) and taking time to answer  and take time to seek answers together. Model the attributes of being an inquirer and becoming knowledgeable by sharing your own questions with your child, and wondering “out loud” about the topic with your child, revealing your own genuine curiosity.

• Visit the local public library to borrow books or videos that relate to the Central Idea statement. Take time to share these resources and discuss their content

• Keep tuned to global current events that may relate to the central idea or the lines of inquiry and share these events with your child.

• Encourage your child to share related learning in class (Ex: Have your child bring in to class to share, show, and/or talk to the class about a book borrowed from the public library, a video seen, or a newspaper or magazine article clipping that relates to the central idea or the lines of inquiry).

  Sincerely,

 Mr. Fourchalk, Ms. Gliener, and Mrs. Singh