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YHIS G4  Change agent
Central idea:
One mind, one person, one action, can change the world.
Key concepts:
perspective, responsibility, discovery, revolution
Lines of inquiry:
We are the agent to make positive changes.(causation)
We change to make our life and community better.(change)
We all have the responsibility to make our community better.(responsibility)

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Joy Zeng, Yan lucy, Jia Yang-  How we express ourselves

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Joy Zeng, Yan lucy, Jia Yang-  How we express ourselves

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Central idea
Learning about emotions and feelings, understanding others' feelings as well, and why we feel happy or sad.
Related concepts
Family, school, friends
Learner profile
Caring, Thinker, open-minded, communication, reflective
Key concepts
Form
Connection
Responsibility
How do we express ourselves,
Clean up after play under the teacher's direction
Lines of inquiry
How to Communicate with each other
How relationships affect us
Why friend needed

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Theme: Body, Exercise and Wellness
What does it mean to be human? Personal growth, physical, mental, social and spiritual understanding, inquiring about self awareness.

Central idea:
Different systems have different functions which work together to keep the mind and body healthy.
Key concepts: function, connection, responsibility
Related concepts: balance, organs, system, digestion, exercise.
Learner Profile: caring, reflective, balanced, principled
Lines of inquiry:
How different systems work together
Human body systems and their function
How different kinds and levels of exercise impact the body systems

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Evelyn (Ying Zheng), Whitney (Hui Wang), Wen-Lin Su

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Evelyn (Ying Zheng), Whitney (Hui Wang), Wen-Lin Su

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YHIS G3 Invention (How we organize ourselves)
Central idea
Inventions develop over time and affect people’s life.  发明随着时间发展，同时影响我们的生活。

Comment/ Suggestions:
1. We think this central idea is good because it covers all three key concepts. The central idea gives students opportunities to explore positive and negative impacts.
2. It can give students to think of our responsibility about the inventions and make right choices to avoid the negative impact or solve the problems.
(Evelyn, Whitney and Wen-Lin)

Key concepts: form形式, function功能, responsibility责任
Related concepts: transformation, technology, history
Learner Profile: risk-takers, inquirers, reflective
(YHIS)
We suggest to:
1. give scenario or guide them to explore the problems in our daily life
2. to use inquiry cycle to discuss what daily tools help our life
3. to explore the possibilities to solve the problems
4. It doesn't have to be create objects. It could be improve the system or create transformation to improve.

Lines of inquiry:
The inventions in our life （form）
我们生活中的发明
Inventions provide various function to improve our lives over time
随着时间,发明提供不同功能改进我们的生活
When we develop our inventions, we should consider our social responsibility and sustainability
我们创造发明时需要考虑我们的社会责任及永续发展
(YHIS)
Comment/ suggestions:
1. Lines of inquiry jump out from "questions" sentence to expand the exploration
2. We reflected that our summative assessment should reflect upon students' understanding of lines of inquiry which we can improve
3. Give students opportunities to use drawing or various presentation to present their ideas and no need limit to create "objects". Because students may have ideas but they have not yet have enough knowledge to create the objects in their mind.
4. Thinking how to change process to improve our life
5. Encourage students to observe real-life problems

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Central idea:

As part of the school community, we learn and grow together.

Key concepts: connection,  responsibility,  empathy

Related concepts: community , school , class , classmate

Learner Profile: caring,  principled,  reflective

Lines of inquiry:

School and classroom rules and routines

How to interact with others

How to be independent in school

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Chen Hsien (Jane) Lu - How we organize ourselves

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Chen Hsien (Jane) Lu - How we organize ourselves

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Unit of Inquiry: Advertisement
Central Idea: Advertisement has a great influence on consumer habits.
Key concepts: function,  perspective, responsibility
Related concepts: needs and wants, choices
Learner Profile:  open-minded, balanced,     reflective

Lines of inquiry:
The functions of advertisements
(function)
Perspectives may be from the cultural background of an individual or group.(Perspective)
Consumers can make right decisions through inquiry and thinking（Responsibility）

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Central idea
Learning about children’s traditions and cultures around the world can help us understand who we are as human beings and accept diversity.
认识世界各地儿童的文化和生活，帮助我们认识自己，包容多元化。
Key concepts: form形式，connection联系, perspective观点
Related concepts: culture文化, diversity多元, tradition传统
Comments:
This central idea fits the criteria of IB central idea. Our students can learn the key concepts through traditional activities of one particular country to know the kids there, and then know their culture and the difference with their own culture. According to my 3rd P.E, kids will have soccer unit to explore how the game, the techniques, the rules, and the celebrations look like from different countries.

Zhongjun Ge (Ge Laoshi)
Day 1

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June Chou(PreS)
Transdisciplinary Theme: How we express ourselves
UOI: Imagination & Play
Central idea
-Through play, we express our feelings and ideas in order to develop new understandings.
Key concepts:
function, connection, perspective
Related concepts:
imagination, creativity, communication
Lines of inquiry
-Communicating through play
-Imaginative use of materials
-The role of toys in play

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Central idea Our evolving understanding of health and the choices we make affect our personal well-being. 我们对健康的理解和选择影响我们的个人健康。

Key concepts: causation因果, perspective观点, responsibility 责任

Related concepts: choice选择, balance均衡, lifestyle 生活方式

Lines of inquiry：

1.  Making responsible choices about physical health as the root of personal well-being (responsibility)

2.  The importance of our social, emotional, physical and mental well-being（causation)

3.  Decisions about personal well-being are unique to each individual and evolve as we develop （perspective）

My draft about central idea：Every aspect of wellness can affect a person’s life and each individual’s path will be a bit different

I think our lines of inquiry in this unit cover a broad range of topics, but I'm not sure how to convey the various perceptions of health for everyone in the central idea. Perhaps the meaning here is cultural as well. Some cultures, for example, worship body muscles, which is considered healthy, and some cultures may have a hobby of tattooing on the body. We could discuss health from a broader perspective.

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Crafting Central Ideas (Yongge Wang, Chia-Li Wu-Gordon, Jiajing Liang, Haiyan Huang, Xinda Yang, Lin Bing-yi,  Chang Che Long) G1 U3

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Crafting Central Ideas (Yongge Wang, Chia-Li Wu-Gordon, Jiajing Liang, Haiyan Huang, Xinda Yang, Lin Bing-yi,  Chang Che Long) G1 U3

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Unit of Inquiry: Sharing the planet.
Central idea
Changes in weather affect the earth and its inhabitants.
Key concepts: form, change, causation
Related concepts: cycle，prediction，impact.
Lines of inquiry:
1. How weather change affects animals's lives such as their living habits and their habitats?
2. How weather changes affects the ecosystems?
3. How weather changes affects human lives?
4. How should humans take measures to cope with the weather change to better protect our environment so that all living things can live harmoniously?

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Unit of Inquiry: Natural Disaster
Central Idea: Natural disasters play a role in shaping the earth and people prepare for and respond to these changes.
Key concepts:

causations

connection

change

Related concepts: forces, energy, adaptation, responsibility
Lines of inquiry:

There are causations of natural hazards (causations)

Human activities are connected to natural hazards (connection)

People and communities respond to natural hazards and the changing environment in various ways.(change)

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Inquiry: Children of the world
Key Concept: Form, Connection, Perspective

Related Concept: Culture, Diversity, Tradition

Central idea: Learning about children’s traditions and cultures around the world can help us understand who we are as human beings and accept diversity.

School and leisure of the children of different countries （form)

Compare and contrast family traditions and their perspectives (perspective)

Connections between children of the world and us (connection)

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Developing a Trandisciplinary Programme of Inquiry (Mandarin)

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Developing a Trandisciplinary Programme of Inquiry (Mandarin)

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Developing a Transdisciplinary Programme of Inquiry 

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Developing a Transdisciplinary Programme of Inquiry 