PYP4 (Grade 4) Social Studies

The social studies component of the PYP is characterized by concepts and skills rather than by content. Therefore, OurPlanet ensures that a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social studies in the PYP is arranged into five strands: 

  • Human Systems and Economic Activities
  • Social Organization and Culture
  • Continuity and Change through Time
  • Human and Natural Environments
  • Resources and the Environment. 

These strands are concept-driven and are inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model.

What will students will be working on this year?

Social organization and culture (Age 7-9)

  • Explore how families influence the individual
  • Compare and contrast current family experiences with those of a previous generation.
  • Describe the impact of communications technology on everyday communication

Resources and the Environment (Age 7-9)

  • Compare the design of structures in various locations in relation to the natural environment
  • Identify geographical and environmental factors that influence the design of structures in various locations
  • Critique the impact of a structure on the natural environment

Continuity and Change Through Time (Age 7-9) 

  • Locate on a globe or map his or her place in the world, and its relationship to various other places
  • Use a variety of resources and tools to gather and process information about various regions and different ways of representing the world
  • Explain how people’s perceptions and representations of place have changed over time
  • Represent people, events and places chronologically
  • Compare and contrast current family experiences with those of a previous generation
  • Explore scientific and technological developments that help people understand and respond to the changing Earth

Human Systems and Economic Activities (Age 7-9)

  • Identify responsibilities people have in different workplaces
  • Construct visual representations (for example, graphs, charts, diagrams, timelines, pictorial maps) to clarify relationships within a workplace
  • Work in a group to establish a shared vision and purpose for the class.
  • Identify the services and the users of these services in the local community
  • Gather data (for example, survey) in order to identify current and future needs to support the community
  • Apply his or her knowledge to plan services for the local community.


  • Formulate and ask questions about the past, the future, places and society.
  • Use and analyse evidence from a variety of historical, geographical and societal sources.
  • Orientate in relation to place and time.
  • Identify roles, rights and responsibilities in society.
  • Assess the accuracy, validity and possible bias of sources.