Artifact 01PYP sample unit · Unit mapping
PYP unit mapping example: Taking Care of Myself, a PYP 1 Who We Are unit
The whole unit mapping, free to read on this page. The print-ready PDF is free with a teacher account.
Prepared with a PYP school in Hyderabad.
- Role
- PYP homeroom teacher
- Programme
- PYP
- Year group
- PYP 1
- Published
- Length
- 1,661 words, 7 min read
Contents8 sections
- Unit 1 of 6
- Who We Are
- 6 weeks · Aug–Sep 2026
- Subject focus: LA · Math · PSPE
Transdisciplinary Theme: Who We Are
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
Our choices about habits, hygiene, and nutrition affect our well-being.
AN INQUIRY INTO
Lines of Inquiry & Specified Concepts
# | LINE OF INQUIRY | SPECIFIED CONCEPT | GUIDING QUESTION |
|---|---|---|---|
| 1 | Practices that support good hygiene and health | FUNCTION | How do healthy practices and good habits work? |
| 2 | The food we eat changes how we feel and grow | CAUSATION | Why do certain choices affect our well-being? |
| 3 | The role we play in our well-being | RESPONSIBILITY | What is our role in staying healthy and well? |
Additional concepts: Well-being · Hygiene · Nutrition · Safety · Habits
Related concepts: Health · Relationships
Learner Profile
Balanced: understands the importance of looking after body and mind
Caring: takes care of themselves and others
Reflective: thinks about how actions affect health and safety
Approaches to Learning
Self-Management Skills: personal care routines, managing habits independently
Thinking Skills: cause and effect, sorting and grouping, reflection
SEL & Global Goals
KOKORO · Theme 1: Knowing Myself (mind–body–spirit connection; foundational value: Sensitivity)
UN SDG 3: Good Health and Well-being (proposed)
POSSIBLE LEARNING OUTCOMES
Unit of Inquiry: Science: Living Things
Conceptual Understandings
The body needs hygiene, nutrition, and healthy habits to function well and stay strong.
Different hygiene practices (washing hands, brushing teeth, bathing) protect us from germs and illness.
The foods we eat have different effects on our body: giving us energy, helping us grow, or making us feel tired.
Healthy habits, including rest, exercise, and food choices, work together to support overall well-being.
Our daily choices can cause positive or negative changes in our physical and emotional health.
The body responds to the quality of the food we eat and the hygiene routines we follow.
We have a responsibility to take care of our body by making thoughtful and safe health decisions.
Learning Outcomes: students will be able to:
identify daily hygiene practices that keep the body clean and healthy (Self-Management: personal care routines)
explain why hygiene habits such as handwashing and brushing teeth prevent illness (Thinking: cause and effect)
classify foods into healthy “everyday” and less healthy “sometimes” categories (Thinking: sorting and grouping)
describe how different foods affect their energy, growth, and feelings (Self-Management: informed food choices)
identify routines that support well-being: exercise, rest, and balanced meals (Thinking: recognising patterns)
demonstrate responsibility by following healthy routines at school and at home (Self-Management: independent habits)
reflect on how their choices influence their physical and emotional well-being (Thinking: reflecting on actions)
POSSIBLE LEARNING OUTCOMES
Language Arts
STRAND | CONCEPTUAL UNDERSTANDING | LEARNING OUTCOMES |
|---|---|---|
Listening | Language helps people develop their understanding of each other as they interact and collaborate. Everyone has the right to speak and be listened to. | Listen and respond in small or large group discussions for increasing periods of time · identify and describe main events in oral texts · anticipate and predict when listening · choose texts to listen to and view, responding in oral, written or visual form · demonstrate turn-taking by listening attentively and responding appropriately. |
Speaking | People interpret messages based on their unique experiences and ways of understanding. | Participate in group discussions · ask questions or express wonderings to gain information and respond to inquiries · express enjoyment and understanding of texts through oral, visual or gestural response. |
Reading | People read different types of texts to understand other people’s lives and the wider world. Words can inspire people to think creatively and imagine possibilities. | Make connections between personal experience and characters or real people in texts · select and use non-fiction texts for inquiry with teacher guidance · respond actively to read-alouds: predict and anticipate outcomes · identify the difference between fiction and non-fiction · read and understand self-selected and teacher-selected texts at an appropriate level. |
Writing | Writing uses letters, symbols and words to represent spoken language accurately and meaningfully, and communicates thoughts clearly to others. | Write to convey meaning · recognise how visuals support a written text · write for a particular audience (e.g. instructions, a caption for images) · organise ideas in a logical sequence: simple pieces with a beginning, middle and end. |
Viewing & Presenting | People use their own knowledge and experiences to interpret visual texts; visual techniques such as colour and size can influence an audience’s feelings and thoughts. | View visual information and show understanding by asking relevant questions · understand that visual messages influence our behaviour · observe that images are created to achieve particular purposes · communicate ideas to familiar audiences using drawings, writing, speech or digital tools · compare different versions of the same story. |
POSSIBLE LEARNING OUTCOMES
Mathematics
Each strand moves through the PYP mathematics stages: constructing meaning → transferring meaning into symbols → applying with understanding. Unit contexts are shown in italics.
STRAND | CONCEPTUAL UNDERSTANDING | LEARNING OUTCOMES |
|---|---|---|
Number | Fractions represent whole–part relationships. The relationship between addition and subtraction helps solve number stories. Operations can be modelled with objects, number lines, symbols and words. | Model simple fraction relationships (½, ⅓, ¼) through partitioning and sharing · represent addition and subtraction in multiple ways (objects, drawings, words) · record strategies using drawings, number lines and equations · estimate and justify quantities in authentic contexts · choose efficient methods and tools to solve problems. Contexts: food portions, sharing meals, daily routines, habit tracking. |
Measurement | Standard units provide a common way to compare and order objects and events. Measurement can be exact or approximate depending on purpose. | Investigate how standard units (centimetre, metre, gram) help compare and order · explore length, weight, capacity and time with classroom tools · measure and record results · record exact and estimated measurements in simple formats · estimate, then verify with tools. Contexts: meal timing, sleep routines, hygiene schedules, portion awareness. |
Data Handling | Information can be represented in organised forms (pictographs, human graphs, timelines) to explore relationships. Events can be described as always / might / won’t happen. | Collect and compare data about familiar topics through observation, questioning and simple surveys · represent data using pictographs, bar graphs and timelines · use chance language to describe and predict familiar events · make predictions from organised data and explain reasoning. Contexts: healthy food choices, hygiene tracking, daily habit charts. |
Pattern & Function | Patterns help us make predictions and solve problems. Whole numbers can describe growing and shrinking patterns. | Identify repeating and growing patterns in the environment · describe patterns using everyday language (first, next, more, less) · organise observations into charts, number lines or tables · create number stories that show change (+/−) · predict what comes next and explain why. Contexts: daily routines, hygiene sequences, healthy-habit repetition. |
Shape & Space | Spatial relationships can be described using positional language: above, below, next to, between, near, far. | Explore similarities and differences among 2D and 3D shapes · interpret and follow simple directions involving position and movement (“move forward two steps, turn left”). Contexts: body movement, exercise routines, spatial awareness in self-care. |
POSSIBLE LEARNING OUTCOMES
Additional Language: Hindi
STRAND | CONCEPTUAL UNDERSTANDINGS & LEARNING OUTCOMES |
|---|---|
Listening & Speaking | Ideas, feelings and needs can be communicated using words, gestures and actions. Outcomes: communicate basic needs using simple Hindi words · respond to classroom instructions and routines with support · comprehend simple questions with actions or words · acquire new vocabulary through play and teacher-led activities. |
Reading | Texts can contain pictures, symbols and letters that convey meaning. Outcomes: listen to stories, rhymes and songs read aloud and connect them to real life · participate in shared reading · explore picture books for enjoyment · recognise that symbols, numbers, letters and words carry meaning. |
Writing | Writing represents spoken words through marks, letters or symbols. Outcomes: use writing purposefully and playfully · represent experiences through drawings and emerging writing · connect oral language to print. |
Viewing & Presenting | Images, objects and symbols around us carry meaning. Outcomes: recognise familiar signs, labels and logos · recognise colours, shapes and symbols in visual texts · interpret body language · show understanding of stories through illustration and role-play. |
French, Spanish, Telugu and Mandatory Telugu follow the same strand structure; their trimester-1 outcomes (introduction to sounds, numbers 0–10, letters A–H / Telugu aksharas, greetings and classroom language) are detailed in the Home Connect Letter, Artifact 05.
POSSIBLE LEARNING OUTCOMES
Arts
DISCIPLINE | STRAND | WHAT LEARNERS WILL DO |
|---|---|---|
Visual Arts | Creating | Communicate ideas about hygiene, healthy habits and nutrition through purposeful art-making · demonstrate control of tools, materials and processes · combine formal elements to express ideas. Examples: “Healthy Food Plate” collage · handwashing-steps sequence drawings · paper puppets showing healthy habits. |
Responding | Recognise that visual arts communicate ideas about health and well-being · sharpen powers of observation · use appropriate terminology to discuss artwork. Examples: observe and discuss posters of healthy and unhealthy habits · talk about artworks of fruits, vegetables and meals. | |
Drama | Creating · Responding | Explore identity through movement and role play · interpret stories and characters through role-play, improvisation and drama games · reflect on learning and experiences. |
Music | Creating · Responding | Explore the singing voice: matching pitch, keeping a steady beat · engage with songs and reflect on how music makes them feel · begin to recognise loud/soft and fast/slow. |
POSSIBLE LEARNING OUTCOMES
Personal, Social and Physical Education (PSPE)
STRAND | WHAT LEARNERS WILL EXPLORE |
|---|---|
Identity | Growing awareness of their own body and its needs · naming feelings and noticing how choices affect them · recognising personal strengths and things they can do for themselves. |
Active Living | Daily movement and play that build strength and coordination · hygiene and safety routines during physical activity · understanding how safe choices protect themselves and others while promoting an active, healthy lifestyle. |
APPLIES ACROSS UOI, LANGUAGE ARTS AND MATHEMATICS
Unified Assessment: Evidence of Learning
Observation & Documentation | Teachers observe hygiene routines, food-sorting discussions and daily health practices, noting how students explain and apply healthy habits. |
|---|---|
Student Work Samples | Hygiene posters, balanced food plates, “Healthy Me” charts, simple graphs and illustrated reflections, collected in portfolios. |
Performance & Expression | Role-play (doctor visits, handwashing, choosing foods), sorting activities and modelling healthy routines. |
Conversations & Reflections | Circle-time sharing, guided questioning and personal reflections that capture student thinking about how hygiene, nutrition and habits affect well-being. |
Integration Check | Evidence shows how UOI concepts (health, responsibility), Language Arts skills (expressing ideas) and Mathematics tasks (sorting, grouping, simple charts) reinforce the central idea. |
How this was made
Prepared with Koncepts alongside a PYP school in Hyderabad, mapping the unit across its subjects and the Who We Are theme. It sets out the lines of inquiry and specified concepts, then each subject's part in the unit, and ends with one view of the evidence of learning.
Download this unit mapping as a PDF
The print-ready PDF of this unit mapping: 8 pages, 336 KB.
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About this unit mapping
What is this document?
A real PYP unit mapping for Taking Care of Myself, a PYP 1 Who We Are unit, prepared by a practising IB teacher. Free to read in full.
How was it made?
Prepared with Koncepts alongside a PYP school in Hyderabad, mapping the unit across its subjects and the Who We Are theme. It sets out the lines of inquiry and specified concepts, then each subject's part in the unit, and ends with one view of the evidence of learning.
Is it free to read and download?
The whole unit mapping, free to read on this page. The print-ready PDF is free with a teacher account.