Every Unit of Inquiry starts somewhere. For most of us, it starts with content — forces, motion, machines, energy, structures, technology. We picture the activities first, then go hunting for resources, then try to squeeze it all into the planner.
Somewhere in that process, the inquiry itself can get lost.
I want to suggest a different starting point: start with the concepts. If inquiry is the journey, concepts are what propel it forwardĀ and that brings us to the single most useful question you can ask when planning a Unit of Inquiry:
Not just the specified concepts already sitting in the planner. What concepts actually live in this theme? That one question can change the way you plan every unit you teachĀ and it's the starting point for a simple, repeatable 7-step pathway I use for concept-based planning, which I'll walk through below using a How the World Works unit on forces, motion and innovation as the example.
Back to school in your IB PYP class is well and truly over. The settling-in weeks are behind you. Routines are running, names are sticking, the classroom finally feels like yours. And now the real planning pressure lands: your first proper unit of inquiry of the year.
It's a strange kind of hard. You've done this before, plenty of times. But not with this group, not yet knowing what makes them curious, what derails them, what they'll push back on. There's no "last year's version" of this unit to lean on, because last year's version was built for different children and the reflections came from those children.Ā
That's why the first unit of the year is so often the one that eats the most planning time, for the least confidence in the result.
A few reasons this one is different from every unit that follows it:
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