Science in the PYP & the Grade 5 Wadi Hibi Field Trip
On Monday this week, I was lucky enough to join the Grade 5 students and teachers on their field trip to the Wadi Hibi area as part of the tuning-in phase for their new unit of inquiry. This unit has a science focus and, as such, allows me to explain a little about science in the PYP.
Typically, each unit of inquiry has either a science or social studies focus and also connects with other areas of the curriculum, such as English, maths, music, or art. This is why the programme is described as being ‘transdisciplinary’. The PYP recognises that learning and teaching science as a subject, while necessary, is not sufficient. The need to learn science in context is equally important, exploring content relevant to students and extending beyond the boundaries of the traditional subject. The PYP transdisciplinary themes make this possible, and for Grade 5, this is their ‘Sharing the Planet’ unit.
Science in the PYP is organised into 4 strands: living things, Earth and space, materials and matter, and forces and energy. (The four strands are not taught each year but are balanced throughout the inquiry programme.) The Grade 5 unit has a focus on living things and has the following central idea and lines of inquiry:
Central Idea: Ecosystems have many components that are interconnected
Lines of Inquiry: (An inquiry into:)
- How an ecosystem works
- How components of an ecosystem are interdependent
- The impact of change on ecosystems
The living things strand states that students will know and learn: The study of characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their environment.
In addition to developing the Approaches to Learning (ATLs) skills (Communication, Research, Thinking, Social, Self-Management), science also provides opportunities to:
- Observe carefully in order to gather data
- Use a variety of instruments and tools to measure data accurately
- Use scientific vocabulary to explain their observations and experiences
- Identify or generate a question or problem to be explored
- Plan and carry out systematic investigations, manipulating variables as necessary
- Make and test predictions
- Interpret and evaluate data gathered in order to draw conclusions
- Consider scientific models and applications of these models
As shown in the list above, our science-focused units provide many opportunities for students to learn and develop a wide range of skills. The learning outcomes for our students for this unit will include:
- Living things, including plants and animals, depend on each other and the environment to survive.
- Habitats and Communities: analyse the effects of human activities on habitats and communities;
- Habitats and Communities: Observe an ecosystem or its model, and identify living and nonliving components in that system.
- Biodiversity: demonstrate an understanding of biodiversity, its contributions to the stability of natural systems, and its benefits to humans.
The field trip on Monday was an excellent way for the students to begin their unit and start thinking about ecosystems in our immediate area. The students enjoyed observing the living things that were present and this experience can set them up for success as they continue their work back on campus in the next few weeks. The Grade 5 teaching team will carefully consider how to help students learn the important content knowledge for the unit and how best to learn, develop, and apply the skills detailed above.
If you have any questions about the PYP, please ask.
Best regards,
Matthew