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What does it mean to be a Northlander?

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How might we impact tomorrows environment, today?
Looking at education our classes about sustainability and the impact they have everyday. Looking at how we can make changes to the environmental impact we have.

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Big Question

How do Natural Disasters affect the world around us?
We have chosen this topic because students have shown a particular interest in this topic.
Learners will  identify an emergency/ hazard/  and know how to respond. The Christchurch earthquake has been used as an exemplar.
Year 7/8 students have used several organisers,  and  they have been taught the difference with brain storming and mind mapping. The focus has been on how people respond. So  while there has to be research around the causes of natural disasters this leads to digging deeper and having to make connections.

We have selected 4 goals from the Inquiry rubric in the navigate section which will challenge most students.

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Topic - Who we are.
Big question: Is Westmount a healthy school? /How can we make Westmount a healthier school?
We wanted to educate the kids on healthy eating as we would look at their lunch boxes and there was not much healthy eating going on for their growing minds and bodies.
We had the life education caravan come in (Harold) and focused on healthy eating. We did detailed study on food labeling which made the students more aware of the foods that they were eating. The 5s and 6s went on a school trip to the local supermarket (Pak n Sav). This gave them the opportunity to read actual food labels and learn to pick a healthier option for different kinds of food. Evidently the food in their lunch boxes started changing for the better.

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Big Question:
What Impact do Natural Disasters have on How the World Works?
Provocations include guest speakers from RRT and people from Front Line Emergency Services.
Children will research a NZ Natural Disaster and present as either a live interview on MovieMaker, Powerpoint Slideshow or create a newspaper as a group, containing articles.

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Our big idea is:
Humans have adapted to a variety of climatic and geographical conditions .
This topic is broad and allows us to offer students the opportunity to base their 'big question' on something that interests them relating to the big idea
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Our Big Question: how does the Motueka Sandpit change at different times of the day and year?
In an Outdoor Classroom Setting – Sandspit Reserve, Motueka – the children have been exploring the natural environment, which has stimulated their curiosity and wonder. They have asked questions relating to CHANGE at different times of the day.
The inquiry will eventually lead to "The Project" - the creation of an exhibition displaying various works of art, sculptures, photography, journaling, models and descriptive writing.

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How have schools changed and how can we change to be the best learners in a one school global community that is also changing?
We were looking at the way Westmount School was changing into One School Global NZ, and this led us to think how has school changed, is changing, will change? How can we change to be the best learners; how can we change our mindset/the way we learn to be the best learners we can be? This links into us exploring the language of learning.

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How might we sustain and modify our lifestyle choices to ensure we don't harm our planet?
We have been concerned with the lack of care in regard to pollution and decided we would like to broaden the student's horizons as to the bigger picture. After provocations, and ensuing cloud melt, we have had the students identify the direction they want to go for their own inquiry.

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Our overarching topic was 'The Natural World and its Laws.' We have then narrowed it down to and focused on chemical interactions and how they change. We split into 3 groups and each teacher is focusing on a different aspect (fizzing and foaming, melting and freezing, slimes and oozes). We didn't create a specific 'big question' but each group is coming up with questions, experimenting and working on the science capabilities. We are looking at having students create their own questions for individual inquiries next term.

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People, Produce and the food we eat: Farm to Fork
Our big question:
Who harvests, process, serves and sells our food?

We started with a guided inquiry and then students will start with creating their own questions.

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This term we began with provocations around matter. Our PYP theme is how the world works and we wanted a strong science focus to contrast with our recent inquiries.
We used the provocations to test student understanding, gaps, vocabulary, myths and readiness to learn certain concepts. We gathered their wonderings and watched what they got most excited about. While we conducted similar provocation from Yr 3- 8. We now have 3 different inquiry BIG questions for each of our cohorts -

Year 3/4 - How might we imagine a new product by changing the way water looks, feels, smells, tastes or sounds?
MakerEd - How might we make changes to create the bubbles from our imaginations?

Year 5/6 - How might we build a model boat that will float in unpredictable waters?
MakerEd - (Continued from previous term) How might we make a robot explorer?

Year 7/8 - How might we serve changing matter in a scientific restaurant? #matterchef
MakerEd - STEM Challenge - Can you make a multi layered drink to serve in your restaurant? Can you make your own brew of gingerbeer to serve in the restaurant?