Skip To Main Content

1st Grade

Colorful text reading %22THE fabulous first grade%22 is displayed above a string of festive, multicolored pennants against a white background.

 

Colorful, playful letters spelling %22Express Ourselves%22 are set against a pale yellow background with a striped border at the bottom.

                An inquiry into systems, structures, and  networks through:

▪ inspiration, imagination, creativity ▪ personal, social, and cultural notes and practices of communication ▪ intentions, perceptions,  interpretations, and responses

Central Idea: Patterns can be discovered, created and expressed.

Lines of Inquiry: 

  • seasonal patterns throughout the year
  • predictable patterns of the sun, moon and stars
  • relationships between the amount of daylight and the time of year

Specified Concepts: causation, form, connection

Additional concepts: Patterns, Seasons, Expression

Colorful, playful letters spelling %22SPRING THE PLAY%22 are set against a light yellow background with a border of brown dots and a green wavy pattern.

    An inquiry into the interdependence of  human and natural worlds through:

▪ rights, responsibilities, and dignity of all ▪ pathways to just, peaceful, and reimagined futures ▪ nature, complexity, coexistence, and wisdom

Central Idea: Plants and animals learn from each other

Lines of Inquiry:

  • humans mimic nature to survive
  • patterns of behavior between organisms and their offspring
  • what can we learn from plants 

Specified Concepts: function, perspective, causation 

Additional concepts: Adaptations, Survival, Resources

Colorful, playful letters spelling out %22WHERE WE ARE & THIS%22 are set against a dark, textured background with a subtle pattern.

An inquiry into histories and orientation in  place, space, and time through: 

▪ periods, events, and artifacts ▪ communities, heritage, culture, and environment ▪ natural and human drivers of movement, adaptation, and  transformation

Central Idea: Who I am through my cultures and traditions 

Lines of Inquiry:

  • Cultural practices and family traditions 
  • How life changed over time 
  • Diverse people build strong communities 

Specified Concepts: connection, perspective, change

Additional concepts: Quality of Life, Community, Change

Two cartoon children, a girl with blonde pigtails and a boy with dark curly hair, stand on a white background holding chalk and writing %22How We Organise Ourselves%22 on a blackboard.

An inquiry into systems, structures, and  networks through: 

▪ interactions with and between social and ecological systems ▪ approaches to livelihoods and trade practices: intended and unintended  consequences ▪ representation, collaboration, and decision-making

Central Idea: Economics impact communities

Lines of Inquiry:

  • people provide goods and services 
  • roles of banks and businesses in a community 
  • how the environment impacts how we live 

Specified Concepts: connection, responsibility, causation

Additional concepts: Economics, Systems

Bold black text reading %22HOW THE WORLD WORKS%22 is superimposed over a light blue background with faint circular diagrams, while the upper portion of the image features a cream background with intricate technical drawings and a black border at the very top.

An inquiry into the understandings of the  world and phenomena through:

▪ patterns, cycles, systems ▪ diverse practices, methods, and tools▪ discovery, design, innovation, possibilities, and impacts

Central Idea: Light and sound help people communicate in our world

Lines of Inquiry:

  • how light and sound travel
  • light affects illumination of different objects 
  • people use sound and light to shape our world 

Specified Concepts: causation, form, function

Additional concepts: Communication, Resources

A group of diverse hands are stacked together in the foreground, with a teal circle containing text in the background.

               An inquiry into identity as individuals and as  part of a collective through:

▪ physical, emotional, social and spiritual health and well-being ▪ relationships and   belonging 

▪ learning and growing

Central Idea: Responsibility within Communities 

Lines of Inquiry: 

  • Responsible vs. Irresponsible actions 
  • Environmental and physical characteristics of our community
  • Roles in the community

Specified Concepts: Function, Connection, Responsibility

There are no resources or collections to display