Teacher(s) Subject group and discipline

Unit title MYP year 6th grade = Year 1 Unit duration (hrs) 20-24 hours
th
7 grade = Year 2
etc

Inquiry: Establishing the purpose of the unit

Key concept (select 1) Related concept(s) (select 1 - 2) Global context & (exploration)
Highly recommend that you select one of the 4 shaded These are subject-specific and disicipline specific in some Select 1 of the 6 global contexts and 1 exploration within
words in your subject guide. However, when applicable, instances and definitions are found in the subject guides. that context. Explorations are found beginning on page 57
you may also select any of the other key concepts. Full Try to select 2 for depth. of “MYP: From Principles Into Practice.” Please note that
general descriptions of the key concepts are in MYP: From each exploration is separated by a comma or semi-colon in
Principles Into Practice. Subject descriptions are in each the guide. If the word “and” connects two words or more,
subject guide. you should use the words on either side of the “and”.

Statement of inquiry Process

Conceptual Understanding
1 key concept + 1 - 2 related concepts = 1 short sentence. These words should create a “big understanding” that is accessible (transferable) to other subject groups and
disciplines.Try not to include content in your Conceptual Understanding. Tips: Present tense, no verb “to be” , no pronouns or adjectives, may require the word “may” if it is not
always true.

Statement of Inquiry
Conceptual Understanding + global exploration = 1 sentence. Just drop in the global context exploration into the conceptual understanding at the beginning, middle or end. It
should make good sense! You may have to add a word or two, but try and keep specific content for the lines of inquiry that follow. The statemenet of inquiry should be content be
and transferable.

Inquiry questions

**Each of these questions should include at least 1 of the concepts you selected (meaning you actually use the same words – key concept, related and global context in the wording
of the inquiry questions wherever possible).
The teacher will decide which of the concepts is the “driver” of that line of inquiry when brainstorming inquiry questions. The chosen concept should align with the SAME concept
in the inquiry question that reflects the line of inquiry. Where appropriate, try to insert the global context exploration into at least one line of inquiry to reflect an international
mindedness approach.
**The questions themselves will not usually incorporate content, except perhaps the debatable question when applicable.
**Questions should increase in complexity: first factual, then conceptual, then debatable.
This will depend on where the teacher feels the first line of inquiry and its concept should FIRST begin, ending with the most complex idea and its concept. In other words, the initial

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questions will be the first questions asked in order to unpack the concept, along with many others that will be much more subject and discipline specific. The idea is Accessibility.
**All of the inquiry questions emerge and are unpacked from the statement of inquiry and the concepts that were originally selected.
**Make sure the questions are inclusive: they should be an invitation for all students to get their heads around as they start the unpacking process.

Factual Line of Inquiry: “Students will inquire into...”

Factual Question — May begin with “What...” and there are multiple definitions when looked up.
Conceptual Line of Inquiry: “Students will explore...”
Conceptual Question— May begin with “How” or “Why” and cannot be looked up
Debatable Line of Inquiry: “Students will investigate...”
Debatable Question— May begin with “Does”, “Could”, “Should”, “To what extent”…

Objectives and their strands Summative assessment

Outline of summative assessment task(s) using the
GRASPS model including assessment criteria (not the
Criterion letter – title of criterion (MYP Year of the Relationship between summative assessment task(s) and
strands) in the final “S” of GRASPS:
Objectives) statement of inquiry:
G: goal – This is your Statement of Inquiry
 Strand (bullet point in the criterion)
R: role – A real-world role the students will assume to Justification of how the summative assessment task allows
Example: complete this assessment our students to show that they have developed their own
Criterion A – Knowledge and Understanding (Year 3) understanding of the statement of inquiry.
A: Audience – The target audience that aligns with the role
Use a range of terminology S: Situation – This is the context the student will find him
** To start, choose 1-2 criteria, and 1-2 strands per or herself in and it is imperative that a “problem” is created
criteria unless your horizontal curriculum map indicates here that the students will solve.
otherwise P: Product – This is what the student will
** These are the criteria you will assess for in your create/produce/do…; be very specific
summative assessment. S: Standards and Criteria for Success – Criteria you will
assess such as Criterion A – Knowledge and Understanding,
plus the Nuts and bolts – for example, word
minimums/maximums, ranges, double spaced, fonts and
font size etc.

Approaches to learning (ATL)

Thinking process to identify the ATL for the unit:
Example: In order for students to [strand:] use appropriate mathematical language (symbols, terminology) in both oral and written statements students must [skill:] revise

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understanding based on new information and evidence (ATL Category: Thinking, Skill Cluster: Critical Thinking)
**ATL skills, by categories and clusters, are found in “MYP: From Principles Into Practice,” pages 91-97.
** For each objective strand you selected, choose an ATL skill you believe will help students achieve that objective. Then, create a statement using the following format:
In order for students to [strand], students must [ATL skill]. (ATL Category: Skill Cluster)
Teachers should also look at the summative assessment task and learning experiences in order to see if other skills will need to be taught in order for students to master the objective
strands and achieve well, within the descriptors of each criterion. It would also be appropriate to add self management skills here in the ATL box along with how those will be taught
in the learning experiences column.
**Please remember that the coordinates in parentheses indicate the place where you found the ATL skill. Coordinators often need this information so they can map all the ATL skills
indicated in all the units.
ATL Identification Skill Category Skill Cluster Skill indicator Learning Experience
In order for students to (strand), I Communication Communication Use appropriate forms of This unit allows for the development of
studentd must…. writing for different both written and oral communication
pruposes and audiences. skills. Students work to synthesize
information in the research paper.
Students cite textual evidence for their
conclusions in the seminars.
In order for students to (strand), V. Thinking Transfer Combine knowledge, Students transfer conceptual
students must… understanding and skills to uncerstandings and skills developed in
create products and the classroom activities to an
solutions. independent research project.

Action: Teaching and learning through inquiry

Learning process
Content
Learning experiences and teaching strategies Formative Assessment Differentiation
Learning experiences and teaching strategies should be Here teachers plan and may record assessments
aligned with the unit’s purpose, ATL skill development, FOR learning- class work or homework that What options do we provide to meet the
MYP objective strands and summative assessment. They provides practice and feedback for developing individual learning needs of all students? How can
should focus on student-centred, inquiry-based learning ATL skills (general and subject specific) as well as we help students to access the curriculum by
engagements, and contain sufficient detail about what disciplinary (and interdisciplinary) knowledge and developing a range of content, processes, products
students will do, and in what order. This section can understanding. Formative assessment can and learning environments?
provide a flexible road map for developing detailed lesson support/ provide scaffolding for summative
plans which support personal teaching styles or meet local assessments, including more complex
requirements. An example follows that leads to a detailed performances of understanding.

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 approach.

Factual inquiry questions; this drives the initial Examples can include student choice, group
ATL skill formative assessment process. selection, etc.
Common Core
Standards Consider which of the ATL skill(s) you selected best Be specific about what you as a teacher are
aligns with your factual inquiry question. looking for in terms of checking for
Content/knowledge
student learning.
Consider that the research says that it normally takes
Concept
development
3-4 activities (learning experiences) to build a Homework goes here: make sure it is very
skill. intentional; it must be used in class
Skills because this causes the students to realize
This is where you will use the information you
that they have to do the work or else they
created in the first page of this planner.
miss out on the inquiry.
This is the road map of what the teaching will look
Some initial formative assessments may
like throughout the 20 – 24 hours of the unit.
begin to build the summative assessment
Include about 3 learning experiences/activities per task in terms of choosing topics, making
ATL skill; these are the activities the students decisions, intial thinking etc.
will participate in as they build the skills needed
for the summative assessment.
Each learning experience (activity) has to
intentionally build the skill. There is no room for
activities that do not build the skills you selected
since those skills are measured by the criteria,
along with the content as it relates to the
Statement of Inquiry.

Common Core ATL skill Conceptual inquiry questions; this drives Examples can include student choice, group
Standards formative assessment. selection, etc.
Consider which of the ATL skill(s) you selected best
Content/knowledge aligns with your conceptual inquiry question. Be specific about what you as a teacher are
looking for in terms of checking for
Concept Consider that the research says that it normally takes student learning.
development 3-4 activities (learning experiences) to build a
skill. Homework goes here: make sure it is very
Skills
intentional; it must be used in class because this
This is where you will use the information you causes the students to realize that they have to do
created in the first page of this planner. the work or else they miss out on the inquiry.
This is the road map of what the teaching will look Some conceptual formative assessments may
like throughout the 20 – 24 hours of the unit. substantially build the summative assessment task
Include about 3 learning experiences/activities per in terms of product/creation/doing
ATL skill; these are the activities the students
will participate in as they build the skills needed
for the summative assessment.

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 Each learning experience (activity) has to
intentionally build the skill. There is no room for
activities that do not build the skills you selected
since those skills are measured by the criteria,
along with the content as it relates to the
Statement of Inquiry.

Common Core ATL skill Debatable inquiry question; this drives formative Examples can include student choice, group
Standards assessment. selection, etc.
Consider which of the ATL skills you selected best
Content/knowledge aligns with your debatable inquiry question. Be specific about what you as a teacher are
looking for in terms of checking for
Concept Consider that the research says that it normally takes student learning.
development 3-4 activities (learning experiences) to build a
skill. Homework goes here: make sure it is very
Skills
intentional; it must be used in class because this
This is where you will use the information you causes the students to realize that they have to do
created in the first page of this planner. the work or else they miss out on the inquiry.
This is the road map of what the teaching will look Debateable formative assessments may influence
like throughout the 20 – 24 hours of the unit. the final approach to the summative assessment
Include about 3 learning experiences/activities per task in terms of product/creation/doing as a result
ATL skill; these are the activities the students of consolidated thinking gained in the last hours of
will participate in as they build the skills needed wrestling with the question(s).
for the summative assessment.
Each learning experience (activity) has to
intentionally build the skill. There is no room for
activities that do not build the skills you selected
since those skills are measured by the criteria,
along with the content as it relates to the
Statement of Inquiry.

Resources

Include all resources (textbook, journals, blogs, videos, web sites etc.) including
specific information about each resource.

Reflection: Considering the planning, process and impact of the inquiry

Prior to teaching the unit During teaching After teaching the unit
What is the thinking that you have to do in order to make How is the unit unfolding? Are there things that you What made your unit successful? How was the learning?
this unit a success? added, things that you deleted, things that you changed?
What were the learning outcomes of this unit?
(Keep track!)

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Why do we think that the unit or the selection of topics What difficulties did we encounter while completing the How well did the summative assessment task serve to
will be interesting? unit or the summative assessment task(s)? distinguish levels of achievement? Was the task
sufficiently complex to allow students to reach the highest
What do students already know, and what can they do? What resources are proving useful, and what other
levels?
resources do we need?
What have students encountered in this discipline before?
What evidence of learning can we identify? What artefacts
What student inquiries are emerging?
What does my experience tell me about what to expect in of learning should we document?
this unit? What can we adjust or change?
Which teaching strategies were effective? Why?
What attributes of the learning profile does this unit offer What skills need more practice?
What was surprising?
students opportunities to develop?
What is the level of student engagement?
What student-initiated action did we notice?
What potential interdisciplinary connections can we
How can we scaffold learning for students who need more
identify? What will we do differently next time?
guidance?
What do we know about my students’ preferences and How will we build on our experience to plan the next unit?
What is happening in the world right now with which we
patterns of interaction?
could connect teaching and learning in this unit? How effectively did we differentiate learning in this unit?
Are there any possible opportunities for meaningful
How well are the learning experiences aligned with the What can students carry forward from this unit to the unit?
service learning?
unit’s objectives? To the next year/ level of study?
What in the unit might be inspiring for community or
What opportunities am I hearing to help students explore Which subject groups could we work with next time?
personal projects?
the interpretative nature of knowledge, including personal
What did we learn from standardizing the assessment?
Could we develop authentic opportunities for service biases that might be retained, revised or rejected? (DP
learning? Theory of knowledge skills development)
How can we use my students’ multilingualism as a
resource for learning?
How do you plan to introduce the unit?
What provocations will you use?
How will the students become familiar with the key and
related concepts?

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