According to Lindfors (1999), spontaneous inquiry
‘They (teachers) do not plan the exact direction of
their lessons in advance, and allow it to develop in
response to students' interests’ (Postman and
sound is a form of
energy that humans
can give meaning to.
Lines of Inquiry
1. How meanings are
2. How sound is created
Numeracy: measurement & estimate
Literacy: story writing; writing to instruct
Science & technology : why does sound come
out of the trumpet? (pitch, vibrations).
Music: created beats
Visual Arts: decorating trumpet
PYP Learner Profiles: risk takers,
Our values and perspectives can be expressed or explored through storytelling
This morning before class, Indira brings in some
artifact(s) from her holidays. You notice that other
students are engaged, and inquiring about
different aspects of her artifact(s). You witness
various acts of inquiry and wonder how you can
relate this natural curiosity to your unit, lines of
inquiry, central idea/topic.
See handout for task
◦ How did your group make a connection to the given
Bennett, N., Wood, L., Rogers, S., (2001) Teaching Through
Play: Teachers’ thinking and classroom practice Open University
Press, Buckingham, UK
Lindfors, JW. (1999) Children’s Inquiry: Using Language to make
sense of the World Teachers College Press, Columbia
University, New York, NY
Murdoch, K. and Hornsby, D. (2007) Planning Curriculum
Connections: Whole-School Planning for Integrated Curriculum.
Eleanor Curtin Publishing, Victoria Australia
Postman, Neil, and Weingartner, Charles (1969), Teaching as a
Subversive Activity, Dell, New York, NY.