Ask

Tuning In: This phase naturally fits into the "Ask" part of the framework, as it's all about sparking curiosity and asking initial questions about the Sustainable Development Goals (SDGs). It's the beginning of inquiry, where students start to explore their interests.

Finding Out: This continues the "Ask" phase, where students develop their lines of inquiry based on their initial curiosity. They start to gather information, asking specific questions that will guide their research.

Tuning In:

• What knowledge do we already have about these global goals?

• Which SDGs spark our curiosity, and why?

• How do these goals connect to our lives and the world around us?

Finding Out: 

• How can we define a central idea that captures our focus on the SDG?

• What specific lines of inquiry can guide our investigation into this SDG?

• What initial information supports our lines of inquiry and central idea?

• I can engage with new topics with enthusiasm, ready to learn more. (Inquirer/Thinking Skills)

• I can listen to others' ideas and perspectives with an open mind. (Communicator/Communication Skills)

• I can differentiate between what I know and what I assume or wonder about. (Thinker/Thinking Skills)

• I can collaborate with my group to create a central idea that reflects our shared understanding and curiosity. (Communicator/Social skills)

• I can develop clear and focused lines of inquiry that will direct our research. (Inquirer/Thinking Skills)

• I can begin to gather relevant and credible information to explore our lines of inquiry. (Thinker/Research Skills)

Tuning In:

• Participate in mini provocations to learn about each SDG.

• Rate the SDGs based on their personal level of interest.  

• Subgroups formed based on shared interests in particular SDGs.

• Find out about yourself as a learner

• Think about challenges and opportunities in your community

Finding Out:

• Use the PYP framework to plan your inquiry

  • Craft 'Lines of Inquiry'—key questions that will direct their research.

  • Explain the 'Central Idea' and assist students in creating their own.

  • Media Literacy: 

    • Begin gathering information from a variety of resources.

    • Learn to identify credible websites and sources with the help of IT coaches.

    • Understand the importance of trustworthy information for research.

1. I can choose an SDG that I am curious about and describe how it connects to my own learning journey and interests. 

2. I can share key insights about our chosen SDG and identify strengths and potential challenges our group might face during the exhibition.

3. I can explain how our chosen SDG relates to the theme 'Sharing the Planet' and why it's important for us to explore.

4. I can identify key concepts related to our SDG and formulate at least one line of inquiry that reflects our group's curiosity and the theme's focus.

5. I can help create a central idea that reflects our group's understanding and questions about the SDG, focusing on 'Sharing the Planet'.