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  • Key question: What is it like?
  • Definition: The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.
  • Rationale: This concept was selected because the ability to observe, identify, describe and categorize is fundamental to human learning within and across all disciplines.
  • Examples of related concepts: Properties, structure, similarities, differences, pattern.


  • Key question: How does it work?
  • Definition: The understanding that everything has a purpose, a role or a way of behaving that can be investigated.
  • Rationale: This concept was selected because the ability to analyse function, role, behavior and the ways in which things work is fundamental to learning within and across all disciplines.
  • Examples of related concepts: Behavior, communication, pattern, role, systems.


  • Key question: Why is it like it is?
  • Definition: The understanding that things do not just happen, that there are causal relationships at work, and that actions have consequences.
  • Rationale: This concept was selected because of the importance of prompting students to ask “Why?” and of helping them to recognize that actions and events have reasons and consequences. The analysis of causal relationships is significant within and across all disciplines.
  • Examples of related concepts: Consequences, sequences, pattern, impact.


  • Key question: How is it changing?
  • Definition: The understanding that change is the process of movement from one state to another. It is universal and inevitable.
  • Rationale: This concept was selected, not only because it is such a universal feature of all existence, but also because it has particular relevance to students developing international-mindedness who are growing up in a world in which the pace of change, both local and global, is accelerating.
  • Examples of related concepts: Adaptation, growth, cycles, sequences, transformation.


  • Key question: How is it connected to other things?
  • Definition: The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.
  • Rationale: This concept was selected because of the importance of appreciating that nothing exists in a vacuum but, rather, as an element in a system; that the relationships within and among systems are often complex, and that changes in one aspect of a system will have consequences, even though these may not be immediately apparent; that we must consider the impact of our actions on others, whether at the immediate, personal level or at the level of far-reaching decisions affecting environments and communities.
  • Examples of related concepts: Systems, relationships, networks, homeostasis, interdependence.


  • Key question: What are the points of view?
  • Definition: The understanding that knowledge is moderated by perspectives; different perspectives lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or disciplinary.
  • Rationale: This concept was selected because of the compelling need to develop in students the disposition towards rejecting simplistic, biased interpretations, towards seeking and considering the points of view of others, and towards developing defensible interpretations.
  • Examples of related concepts: Subjectivity, truth, beliefs, opinion, prejudice.


  • Key question: What is our responsibility?
  • Definition: The understanding that people make choices based on their understandings, and the actions they take as a result do make a difference.
  • Rationale: This concept was selected because of the need to develop in students the disposition towards identifying and assuming responsibility, and towards taking socially responsible action. This concept is directly linked to the action component, one of the essential elements in the PYP curriculum.
  • Examples of related concepts: Rights, citizenship, values, justice, initiative.


  • Key question: How do we know? Definition
  • Definition: The understanding that there are different ways of knowing, and that it is important to reflect on our conclusions, to consider our methods of reasoning, and the quality and the reliability of the evidence we have considered.
  • Rationale: This concept was selected for a series of interrelated reasons. It challenges the students to examine their evidence, methods and conclusions. In doing so, it extends their thinking into the higher order of metacognition, begins to acquaint them with what it means to know in different disciplines, and encourages them to be rigorous in examining evidence for potential bias or other inaccuracy.
  • Examples of related concepts: Review, interpretation, evidence, responsibility, behaviour.


Credit: International Baccalaureate Organization

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NMIS Library

The NMIS Library Hours:

Monday 8:30am-12:30pm 

Tuesday 8:30am-1:30pm

Wednesday 8:30am-12:45pm

K-3rd Grades have designated schedules

4th & 5th Grades utilize library open hours Wednesdays 11:30am-12:45pm (scheduled upon request)

Contact: Amanda G. Alvarez, NMIS Library Clerk by email for questions or concerns. 

Library Room 112

NMIS Library Book Check out Rules

  • Kindergarten students can check out 1 book for two weeks at a time.
  • 1st-8th graders can check out 2 books for two weeks at a time. Extended privileges available if books are required for assignments and/or the student has a good record of returning books. 
  • Students are not able to check out any more books until they return books already checked out.
  • Re-checkout available. Students need to bring the book to the library to have the book rechecked out for extended 2 weeks. 
  • The library staff reserves the right to set limits on the number of high demand books that may be borrowed and/or renewed. 
  • We suggest that students keep their library books in a safe place (like their backpack), handle them carefully, and accept responsibility for returning them in as good condition as when they borrowed them. 
  • Parents and students are responsible for lost or damaged books. Missing books on the students account at the end of the school year will result in the students having to pay $20 per book at the end of the year.



How many books can I check out?

This depends on what grade you are in and what your library borrowing history has been. Kindergarten students can check out 1 book for two weeks at a time. 1st-8th grades can check out 2 books for two weeks at a time. 


How long can I keep my borrowed materials?

Library books are due two weeks after check out. Re-checkout is available. Students need to bring the book to the library to have the book rechecked out for extended 2 weeks. 


Will notifications be received when books are checked out?

Currently parents will receive an email from the NMIS library notifying them when a library book is overdue and action needs to be taken to return the borrowed materials. 

Need to update your email address? Contact nmislibrarian@gmail.com. Please include your name as well as your student’s name, grade and teacher. 


What if I lose or damage a book? 

Students and parents are responsible for borrowed materials. If a library book is lost or damaged the student and parent are responsible for resolving the issue on the students account. A lost or damaged book can stop the student from being able to check out any other materials until the issue is taken care of on the student's account. 

Options available: 

  1. Find the books & return them to the school library
  2. Purchase the missing books and give them to the library to replace the ones that were lost
  3. Pay the $20 NMIS Lost Library Book Fee * Click here to access the OSP to make the library book payment.

Please make sure to follow our Book Care Rules so lost or damaged books do not happen a second time. 


Where do I return my library books?

  • NMIS library
  • White library book drop cabinet in breezeway
  • Book drop bin next to receptions desk at front of school


I want to help out in the library, can I?

Yes! We can always use volunteers in the library. NMIS parent volunteers can come in and help check out books, shelve books, help students find books, help repair damaged books, care for our materials and work on special projects. Please click here or contact Eliza Gutierrez (receptionist@nmis.org) to sign up to volunteer. 

Please click here to log your library volunteer hours. 


Book Donations:

We love book donations to expand our library. We ask that the books donated be relevant for our k-8 audience and that they are in good, gently used condition. 


Books Care 

  1. Store borrowed books in a safe dry place (like your backpack).
  2. Keep borrowed books away from pets, babies, and food and drinks.
  3. Protect our borrowed books from bad weather.  
  4. Be sure your hands are clean when handling borrowed books. 
  5. Don't mix your borrowed library books with books from home. 
  6. Never lay a book face down; use a bookmark to save your place.
  7. Turn pages gently.
  8. Do not bend the pages.
  9. Do not remove stickers, tags or labels. 
  10. No drawing or coloring in borrowed books.  


In the Future:

-List of stories we have read aloud in the library together w/note on connection to IB attributes

-Details on our Book Review competition and access to the english/spanish review doc

-Access to online book options/web pages/read alouds

7215 Montgomery Blvd NE
Albuquerque, NM 87109
(505) 503-7670