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1. What is unique to your theme what key concepts and related concepts are clearly evident?
When learning about the human stages of life, it is one of the best units that I ever learned and experienced with the students as a Grade 5 teacher. Since Grade 5 is the highest level in PYP and last year before entering MYP, then it is really relevant to learn this central idea.
This unit has 3 key concepts which are function, change, and responsibility. These concepts have guided the inquiry and allowed the learners to be more aware and ready to face their next stage of life. With puberty as one of the related concepts learned, it has given the students opportunities to explore the changes that may happen and be prepared to take action as a adolescent.

2. What are some that might be deduced or implied?

Learning unit Who We Are which allows the students to have an inquiry about their personal, physical, mental, and spiritual health. In our school, we put this UOI Who we are as a start before the students learn about their world. They need to comprehend themselves and self love before they can make a difference in their environment.

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WHERE WE ARE IN PLACE AND TIME (Deswinda)

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WHERE WE ARE IN PLACE AND TIME (Deswinda)

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1. What is unique to your theme what key concepts and related concepts are clearly evident?
This theme is about an exploration of our orientation in place and time; of our personal histories and geographies; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnections of individuals and civilizations, from local and global perspectives. I have just experienced teaching this theme in the previous unit. I taught Grade 4 students about exploration. The key concepts are causation, change and perspective. Through this unit, the students understand the reason people do the exploration (causation - exploration). They also realize and find out that the exploration has taken place over time. It doesn't only happen in the past, but also in the present and future. After that, by using change concept, they recognize that the navigation tools has been innovating and changing (change - innovation). Furthermore, the students share their perspectives of how ideas and actions of people in the past have changed the lives of others and appreciating how the past is recorded and remembered in different ways (perspective - history).

2. What are some that might be deduced or implied?
Along the inquiry process, the students are engaged with the topic being discussed. They are able to connect the explorations that have happened in the past with the present days and predict of what will the exploration look like in the future.

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1. What is unique to your theme what key concepts and related concepts are clearly evident?
It is unique theme in Grade 4 because we need to learn science with art style to connect the central idea with the key concepts and related concepts. For example, one of the key concept is responsibility and the related concept is climate change. Here, students are expected to get conceptual understanding about the responsibility of climate change. The need to express it with art such as by using dance, music, poem or painting.
2. What are some that might be deduced or implied?
the key concepts and related concepts are implied in students actions that they will do  based on their understanding of the concepts during learning process

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1.    What is unique to your theme what key concepts and related concepts are clearly evident?
Learning "Changes in the earth and its atmosphere" is very interesting. Students did experiments about short term and long term changes the earth. They related the learning to the phenomena that occurred in Indonesia at that time, such as the earthquake that hit Jakarta, floods in Jakarta, the tsunami in the Sunda strait and Anak Krakatau erupting.

The key concepts are causation, change and connection. The related concepts are geology, adaptation, weather, energy. All concepts are clearly evident. The concepts guide us aware that the earth is changing. Some changes are caused by natural phenomena and some are caused by man-made disasters. The students realized that we must adapt to respond to changes in the earth and also take action to prevent human-caused disasters.

2.  What are some that might be deduced or implied?
After learning in this unit, the students love the earth more. They are also more aware of natural disasters and learn about disaster response.

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1. What is unique to your theme what key concepts and related concepts are clearly evident?
Over all, this theme connect the students to communities, organization, economic activity and their impact on humankind and the environment (IBO, 2018). What makes this theme unique is how students develop their thinking skills to acquire the new understanding about organization or economic activities.

The concepts, which represent 'How We Organize Ourselves' theme, are function, connection, and responsibility.

The related concepts, which support the inquiry, might be system, interdependence, Citizenship, and community.

2. What are some that might be deduced or implied?
Throughout the unit, students might end with a question "What are our responsibilities to economic development at present and future?"

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1. What is unique to your theme, what key concepts and related concepts are clearly evident?
This sharing the planet unit explores not only about biodiversity in certain species but also deepen to how organism among the ecosystem depends each other in making the balanced of ecosystem and  environment within the system

This unit is driven by interdependence, ecosystem, conservation, organism which support the key concepts of connection, function and responsibility in this unit.

2. What are some that might be deduced or implied?

Learning about this unit encourages students to inquire deeper about the importance of biodiversity within system in our environment and think critically about conserving the food web to keep the ecosystem balance , at least around their home.