GR 4 How We Organize Ourselves

IB Inquirer 4
Who’s the Boss?

Unit 3
Transdisciplinary Theme:
How We Organize Ourselves – the structure and function of organizations
Central Idea:
Access to equal opportunities and social justice depends on the actions of individuals,
organizations and governments.
A study into (lines of inquiry):

 Governments, and how they provide basic services (function)
 The process of making and implementing laws (causation)
 Protecting human rights (responsibility)
Background:
Using Connecticut as a case study, students will study the process of making laws, and
investigate how governments create and uphold laws. Then, students will inquire into how
governments, organizations and individuals have a responsibility to protect human rights all
over the world. They will use the United Nations “Declaration of the Rights of the Child” to
learn about children’s rights that are protected by law.
Student Final Project:

Student groups will choose one of the UN rights, and look deeper into a global issue where
the laws are not being enforced. They will research the “whys,” the effects, and see what
people are doing to alleviate the problem. Students will choose a form of artistic expression
(billboards, poetry/song, picture book using “Book Creator” app) to “go public” with their
learning.
Technology Tie-In:
During this unit, students will focus on note-taking on Google Docs and using the add-on
feature. They will then work independently to create a cause/effect paragraph.
Grade 4/January 2015 Unit 3/How We Organize Ourselves “Who’s The Boss?”
Field Experiences:
Students will visit the Connecticut Historical Society, where they will role play
situations from each of the three branches of government: legislative, judicial &
executive. During a tour of the State Capitol, students will learn how a government
provides basic services to its citizens.
Learner Profiles & Attitudes:

Through a study of laws, government and human rights – students will come to an
understanding of what it means to be principled. The mix of integrity, fairness, justice
and respect for the dignity of all will be a primary focus of this unit. At the same time,
students will look at issues with an open mind, appreciating the values of their own
culture and being tolerant of differences and diversity around the world.
Key Concepts:
Students will examine the function of our local government and how its laws are made.
They will understand that there are causes for the development of laws, which are
created in response to an identified need. They will learn that we all have a
responsibility to protect human rights – and will begin to ponder their own role in this
important social issue.
Approaches to Learning:
Throughout the unit, students will use their social skills as they accept responsibility
for their share of the work. They will listen to others and respect their viewpoints.
They will state their opinions without hurting others. Students will utilize their
communication skills when they view visuals and multimedia presentations and express
their ideas clearly. Using artistic expression, they will convey their message
effectively using an appropriate medium.
TRY THIS!
 Think of an issue that is important to your family. Send a handwritten letter
to one of your local legislators (or the president!). Explain your concerns and
give a suggestion about how a change might be made.
 The Declaration of Human Rights gives children freedom of expression, but it
clearly restricts expression that violates the rights and reputations of
others. Have a family discussion about what this means in being responsible
with words, actions – and social media.
Websites: www.kids.ct.gov, http://www.dosomething.org/, http://www.freechild.org/AL/community.htm
PARENTS: Additionally, on the Media Center webpage, for each unit there will be suggested titles for more reading
on the topics and ideas in the units. These books are available in the school library.
IB AT HOME Name ______________________
Teacher ____________________
Parents: please fill out any that apply and return to your child’s teacher.
My child is displaying the learner profiles from his/her IB unit

(principled, open-minded). Here are some examples:
_____________________________________________________
_____________________________________________________
_____________________________________________________
Here is how my child is showing the IB attitudes

(integrity, respect, tolerance, appreciation):
_____________________________________________________
_____________________________________________________
_____________________________________________________
My child has been demonstrating the approaches to learning (social, communication) by:
_____________________________________________________
_____________________________________________________
_____________________________________________________
My child has taken action (additional investigations, trying to make a

difference, reading more about the subject, doing an independent project,
teaching others, etc.) regarding this unit. Here’s how:
_____________________________________________________
_____________________________________________________
_____________________________________________________
IB Elements that Grade 4 students are focusing on during Unit 3/How We Organize Ourselves:
Social Skills Communication Skills

Listening
Approaches to
Accepting Responsibility
Speaking
Respecting Others
Reading
Learning Co-operating
Writing
Resolving Conflict
Viewing
Group Decision-making
Presenting
Adopting a Variety of Group Roles
Non-verbal Communication
Appreciation Tolerance
We are sensitive towards differences and
We appreciate the wonder and beauty
of the world and its people. diversity in our world, and are responsive to
the needs of others.
Attitudes
Integrity Respect
We have a firm sense of fairness and honesty. We respect ourselves, others,
and the world around us.
PRINCIPLED OPEN-MINDED
I do the right thing. I accept other points of view.
Learner I always try to do what

is right. I am fair and
I know that people are
different and may do
Profiles honest. I respect the
dignity and rights of
different things. I
understand that not
all people. I take everyone will think like
responsibility for my me and that’s fine.
actions and their I listen and try to
consequences. understand others.
Key Concepts
How does it work? Why is it the way it is?

Everything has
Everything hasa purpose, a role,
a purpose, a or a wayor
role, ofabehaving
way of
We are not passive observers of events. We can Things do notdo
Things just
nothappen; there are
just happen. casual
There arerelationships
causal
behaving which can can
which be investigated.
be investigated.
and must make choices and, by doing so, we can relationships
at workatand
work and actions
actions have consequences.
have consequences.
make a difference.
How important is ________?
How do they work together? How did this begin?
What do we use _________ for? What caused this to happen?
Why do we ________? How did _____ lead to _____?
How do we use ________? What influenced…?
How or why does it ________? How did _____ affect _____?

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IB Inquirer 4

Who’s the Boss?

A study into (lines of inquiry):

Student Final Project:

Learner Profiles & Attitudes:

Websites: www.kids.ct.gov, http://www.dosomething.org/, http://www.freechild.org/AL/community.htm

My child is displaying the learner profiles from his/her IB unit

Here is how my child is showing the IB attitudes

My child has taken action (additional investigations, trying to make a

Social Skills Communication Skills

Learner I always try to do what

How does it work? Why is it the way it is?

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