Transdisciplinary

Theme

Central Idea

Sub-theme

Central Idea language

The central idea is the big idea

IB has six themes under which

our units of inquiry are organized.
The subtheme is the part of the
theme descriptor the unit of
inquiry drives at.

Grade

Learner Profile: Trait 1, Trait 2, Trait 3

the major conceptual

statement students will develop
understanding of through the
unit of inquiry.

Attitudes: Trait 1, Trait 2, Trait 3

These are the IB Learner Profile attributes and IB Attitudes students will be
developing during the unit of inquiry. Please recognize your child if he or she
demonstrates these traits, and find ways to support the development of them.

Key Concepts

Teacher Questions

Concept 1

Teacher question #1

Concept 2

Teacher question #2

Concept 3

Teacher question #3

For each unit of inquiry, teachers devise questions they will use to drive/guide the
inquiry. These questions are concept-based, provoking student thinking in
relation to the key concepts, and helping students develop understanding of the
central idea. Specific learning engagements are designed by teachers to address
these driving questions. Families are encouraged to engage in learning at home
that connects to these questions

Inquiry questions students or parents come up with at home:

In the space provided here, please write any questions your family poses at home that

relate to this unit of inquiry. This gives teachers insight into what children became
curious about, and provides opportunities for families to seek answers to these curiosities.

If your family engages in inquiry to discover answers to these questions, even better!

Please encourage your child to share this new learning with his or her class!



Connections made by students or parents relating to the Unit of Inquiry:


Knowledge is ever-evolving and growing. Please record here any connections

your child makes between his or her prior knowledge and the unit of inquiry.

Also write down any ahas your child had at home, or in the community, that

connect to what he or she is learning at school.



Actions taken outside of school relating to the Unit of Inquiry:


We hope that action will be a natural flow-through to students learning. Please encourage and support your child in choosing
how they can put their learning into action. They can raise awareness by teaching others about what theyve learned, be

activists in their community to make a positive difference, or devise ways to provide aid to make the world a better place.
Action can be as simple as turning out the lights to save energy, to something as big as starting a campaign to improve living
conditions for people or animals on a more global scale. Please record any positive actions your child engages in as a result of
their learning during this unit of inquiry.

Name: ___________________________

Please send completed form back at the end of the unit