This document discusses whether science should be taught stand alone or embedded within other units in a PYP curriculum. It considers if inquiry alone is enough to teach science or if dedicated science lessons are needed. Some examples are provided of science lessons that were either embedded in a unit about castles or a stand alone lesson on buoyancy. The conclusion is that inquiry itself prepares students for the real world, and as long as lessons encourage hands-on experience and inquiry, either approach to teaching science through embedded or stand alone lessons is valid.

1. Stand alone or embedded?

2.  Why science is important in the PYP.
 Science examples embedded in the unit and
stand alone.
 Conclusions- do we NEED to teach science in
PYP at all or is inquiry enough?

3.  Is it?
1. inquiry based
2. real world
 Is it neglected no matter what curriculum at the primary level?
 Are we preparing our learners to be good ‘scientists’ or good
inquirers?
 Science helps students to become critical thinkers by encouraging
to evaluate the use of science in society and the application of
science in daily life-Science Learning Area Statement, Curriculum
Framework 1998, WA

4.  Stand alone and unit embedded

5. •Inquiry: to express values and ideas through story telling
•Method: Learners used materials to create a castle & tell story
•Science Strand: Materials & Matter
•Concepts: Form
•Science Skills: identify a problem to be explored
•Learner Profile: Communicators, open minded
•Teacher Reflection: made ‘sense’, had better fit. Learners were
excited to use current understanding and previous knowledge.
Technology based.

6. •Inquiry: To understand why a boat floats.
•Science Strand: Forces & Energy
•Concepts: Function
•Science Skills: observe carefully in order to gather data
•Method: Learners made a paper boat, added bears to test ‘buoyancy’
•Learner Profile: inquirer, risk taker
•Teacher Reflection: a rushed, ‘one off’ exercise. Had nothing to do with our unit
BUT learners were naturally curious. More ‘scientific’.

7. • It is not science that is the key but the inquiry
• Inquiry is embedded in the unit whether it be science, math, language
• It is these inquiry experiences that prepare learners for the real world.
• If science is ‘a process which encourages hands-on experience and inquiry, and
enables the individual to make informed and responsible decisions, not only in
Science but also in other areas of life". (IBO, 2007) then are we doing enough?