The coherency of the trans-disciplinary unit of Sharing Our Planet.

Sharing the Planet is defined by the IBO as: 

An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution

I looked at how this trans-disciplinary unit was addressed vertically across the different age groups. 

I thought this Program of Inquiry was balanced interestingly. Mostly because as you go down each age group, you can see how the Unit is slightly manipulated to increase in complexity. Furthermore, each age group looks at a different aspect of the planet. The youngest ones are observing the uses that animals have been put to, while the eldest age group is looking at the interdependence between species. This is an example of the complexity of the unit based on students' development and the manner in which they are expected to grow - essentially from the literal, to the vague and subjective. I think the myriad lines of inquiry that are to be looked at allows students to slowly come to terms with how we have evolved from a society that was dependent on the planet - animals, plants, resources, to one that co-habits, and now- in my opinion, negatively impacts, the planet. 

I believe this program can be improved by encouraging students of an older age look at finite and infinite resources, and inquire into the different conflicts that are caused by the struggle for resources. I believe that the age range the unit of sustainability is catered towards is quite young. I think there is a lot more critical thinking that can be applied to a topic such as sustainability of resources.