Monday, February 10, 2020



Abdul Kadir Molla International School

      WELCOME TO THE BLOG OF         

                    GRADE-4 (red)

Session: 2019-2020


  Homeroom Facilitators

1) Farjana Bente Jalal

2) Nishat Islam

Dynamic Learners:


              RAZIA SULTANA MOON
                SHATTAJIT SAHA
                AFRA ISLAM RODELA
                AL MASFIQ MOLLA
                 AFFIF MAHAMUD
            Abdullah Al Sams Mredha  
              MD. ISHAK MIAH ROKSHAD
                 MD. NIHAD HOSSAIN
                MD. TAHSAN IMRAN SARKER
                SANDIPAN SAHA ARGHYA
                   SWAPNIL SAHA ISHAAN
                          IMRAN SARKER
                  TASNOVA ZAMAN MAHIA
                    MD. RAFI AMZAD NIBIR
                 SUPRIO SEN GUPTO
                   TASFIM AKTER
                 SUMAIYA RAHMAN
                 MOHAMMAD IKRAM
              AL MOHINOON MINAN

This is the blog of dynamic Grade-4(Red), Session: 2019-2020. The blog is about the learners journey throughout the session, how they have developed their learner profile's, skills, attitudes and became international minded individuals.... 😊


                                    CENTRAL IDEA

         Machines play a vital role in our lives and make our work easier


                                  LINES OF INQUIRY                                

                       1. Simple and Complex machines

                       2. Use of machine

                       3. Circumstances that lead to the advancement   

                                 of machines


                              LEARNER PROFILES

                                  1. Thinker

                                  2. Knowledgeable 

                                                   3. Inquirer


                                       T.D. SKILLS

                                  1. Research Skills

                                  2. Thinking Skills


                               KEY CONCEPTS      

                                   1. Function

                                   2. Change

                                   3. Form


                               RELATED CONCEPTS 

                                   1. Power

                                   2. Mechanics


                                         1. Creativity

                                         2. Curiosity

                                         3. Confidence


 16.2.20 Sunday:

Learners explained their daily life at home and what did they use to do on their daily chores and came up with the word

 “ Machine”

 2) Learners did hands on activity using geo board by “Making shapes” and did “Cut the Shapes” as a group engagement and challenged their peers. At last they wrote the names of the 2D shapes and wrote reflection on it. Learners were super excited while using the geo board... They had a great fun. A group also challenged their peers by giving exciting question challenge.

17.2.20 Monday:

1) Learners watched a video on prefix and wrote a list of prefix in their journal. 

 On this day, a learner named Mahia took an action by demonstrating about prefix using ICT as a tool. She was enthusiastic while giving her peers a speech on prefix. She developed her knowledge and her social skills as well.

2) Learners showed the relationship between 2D and 3D shapes using Venn diagram. It was a group task and all the learners participated equally.

18.2.20 Tuesday:

1)Learners listed down demonstrated machines and defined those through learning engagement called “ Let’s define”. For this learning engagement learners roamed around the class, saw the demonstrated machines and tried to identify them and define them in groups.


 2) Learners wrote the meaning and words with the given prefix in groups.


3) Learners made a challenge to match the 3D shapes with the real world items in a group. They challenged the other group and vice- versa. Learners matched it and wrote their reflection at last.


19.2.20 Wednesday:

Learners participated in the 'BANGLA HANDWRITING COMPETITION'. It was held in between the class time and all the learners participated on it enthusiastically. They also got the prize for it.


20.2.20 Thursday:

1) Learners did research work on machines ,it’s different types and properties. They used their tabs and laptops for the research work.

2) Learners did “CUT AND FOLD” activity on Symmetrical patterns and wrote their reflections on it. 


21.2.20 Friday:

1) It was 'International Mother Language Day'. The day is celebrated all over the world on 21 st February, every year.
AKMIS learners also celebrated it to pay respect to language martyrs, pay respect to the country and also to pay respect to other countries language as well. The day started with the learners offering flower at the Shaheed Minar. They went out at the probhat fery and offered flowers at the feet of the Shaheed Minar to show respect to our language martyr's. Not only the learners but also the parents, the teachers and the Head of School and Head of PYP has also joined them in the Probhat Fery.

2) The programme started with the valuable speech from our honorable Head of School. Followed by the speech there was a presentation on 21st February. After that the learners did poem recitation. Parents also participated on the event by giving their valuable speech on the LANGUAGE MOVEMENT. They shared their experience with the learners that what they have witnessed on that time and how were their feelings. Facilitators gave speech on different languages. Learners also paid homage to other languages by singing the nation anthems.

3) Learners were given prize for their achievement in Bangla Handwriting Competition. Our honorable Head of PYP distributed the prizes with our learners and gave a speech at the last.

23.2.20 Sunday:

1) Learners categorized their researched work on machines into different types( simple and complex)  with their figure, properties and example. They converted their research findings in their chosen graphic organizer in groups.

2) Learners made a Prefix-Suffix tree

 3) Learners were introduced with tessellation. They wrote down some information in their copy. At last they did hands on activity by using Tessellation kit. 

24.2.20 Monday:

1) Learners presented their findings through THINK-TAC-TOE learning engagement. They did the learning engagement in groups.

2) Learners practiced prefixes and solved task sheets.

 3) Learners solved the given task sheets on tessellations. It was differentiated.

They continued the pattern and colored it.

25.2.20 Tuesday:
1) Learners did a Skype session with a guest speaker from the mechanical engineering department (KUET) to know more about simple and complex machines.They took notes and wrote their reflection on their understanding. They also asked questions to the guest speaker and got their answers.

2) Learners were introduced with geometric vocabularies with vocabulary strips. They were pre-assessed by “Vocabulary Knowledge Sorting” learning engagement.

26.2.20 Wednesday:
1) Learners got the sets of simple machines and they identified them and shared their functions in groups with THINK-SHARE-PAIR learning engagement.   

Learners reflected on their practical experience and portrayed their findings on 6 simple machines and their function through chosen graphic organizer.

2) Learner made an anchor chart of prefixes and suffixes. 

3) Learners were given “Geometry Vocabulary Team Challenge”. Learners were divided into groups using color code and with the help of the geometric vocabularies learners arranged the word,picture and definition ( as many as they can) in a chart paper within 10-12 minutes. The quickest team won.

27.2.20 Thursday:
1) Learners chose a project on  real life problems which can be sorted out by using simple and complex machines. They found out  the problems using research tools, library books.

2) Learners played a fun game on geometric vocabularies. Groups were divided using shapes. They set a quiz for the opponent team and vice-versa.

After the learning engagement they reflected on it.

1.3.20 Sunday:

1) Learners made a detailed plan to develop the machines to solve their chosen problem( Using the steps of design thinking!)

3.3.20 Tuesday:

1) Learners were given some real life  problems in task sheets. They read the given directions and solved them accordingly.

4.3.20 Wednesday:

1) Learners selected and created a prototype to test the solution

2) Learners were introduced with commutative property of numbers using the following video.

they jotted down the commutative properties of multiplication in their copy.

5.3.20 Thursday:

1) Learners demonstrated their created machine and explained how they have created it and it’s properties and function in different aspects of life.


    2) Learners showed their expertise through gingerbread man activity. Later they
met the experts special event and reviewed the meaning of a central idea statement of their expository text.


         8.3.20 Sunday:

      1) Learners were given some real life problems. They read the directions whether it is under associative or commutative property of number, then solved it accordingly.

9.3.20 Monday:

1) Learners chose an area of the school premises in groups and listed down different machines and their uses in that chosen area.

2) After roaming around the school premises learners did a chart work on their findings in group using design thinking.

10.3.20 Tuesday:

1) Learners did “Role a Rule” (add/subtract/multiply/divide options will be given by the facilitators) learning engagement, which is a dice game for practicing number pattern.


 11.3.20 Wednesday:

 1) Learners were given some challenges and they found out the solution of that given situation using steps of design thinking.



 2) Learners were divided into groups using grouping corners and worked on expository  writing on given topic using the Octopus brainstorm template.


3) Learners did 'Think-Tac-Toe' learning engagement on Patterns. They were sorted into groups using ‘action partners’ and worked accordingly.


12.3.20 Thursday:

1)Learners demonstrated their created solution of the given situation and presented it in groups.


2) Learners wrote expository writing on six simple machines and its usage using frayer model strategy. They worked together in a specific group.

  3) Learners solved differentiated number pattern tasks which includes-( start with a number and finish the pattern, fill the missing numbers, find the rule of the pattern). There were three learning stations on which there were three tasks. Each of them went to the stations and solved the problems and stuck it on a reflection paper and they wrote their reflection after the learning engagement.





15.3.20 Sunday:            

 1) Learners did a virtual trip at Thermax group. They explored the spinning mill and asked questions about the machines, how they work and on what purpose they are being used.

 2) Learners were introduced with ' Function machine'. They tried to determine function machine rules after the discussion on function machine.



 16.3.20 Monday:

 1) Learners did “show them your expertise”on Language class. They shared their expertise on expository writing texts with their peers.







                  UNIT-5: HOW WE EXPRESS OURSELVES


                                       CENTRAL IDEA

           Constructive use of language helps to organize ideas and 

communicate information


1. Language Skills

2. Organizing Ideas and Thoughts

3. Reflecting for effective communication

                                                         1. Thinking Skills
                                      2. Communication Skills

                                         KEY CONCEPTS

                                                                     1. Form
                                              2. Function 
                                              3. Perspective

1. Listening

2. Speaking

3. Reading

4. Writing

5. Creativity 


1. Confidence 

2. Creativity


  12.1.20 Sunday:

Learners were shown a video clip for provocation and they were asked to share the understanding with their classmates and facilitator. 

    Learners have jotted their reflection after the 

provocation(video) for the new unit


 13.1.20 Monday:

 1)Learners tried to disclose the central idea. They tried to disclose it with the help of some key words related to the unit. They also tried to find out the key concepts,related concepts,learner profiles,attitudes and skills related to the unit.

                Learners are unpacking the central idea in groups


       2) Learners simplified the given fractions using different stratagies in groups. 



Learners simplified the given fractions in groups as a challenge and solved it using different strategies.


15.1.20: Wednesday:

1) Learners took a book of their choice from the reading corner and found 5-10 unknown words and wrote the meaning from their chosen books.


 2) Learners defined and explained parts of speech through their chosen graphical organizers.


             Learners were busy making their graphic organizer for explaining PARTS OF SPEECH.

16.1.20 Thursday:
1) Learners  circled or boxed key phrases from their chosen books and wrote the meaning in their copies. They were enthusiastic throughout the reading process and developed their reading skills as well.


 2) Learners identified different parts of speech from the given story and filled the table according to the parts of speeches. They also did peer assessment at the end.


19.1.20 Sunday:

1)Learners watched a video clip on comprehension and tried to give the answer of the questions asked.

At last, learners wrote a reflection on comprehension.

2) Learners defined and identified various nouns in groups in their own ways and presented it through any presentation forms in the given learning engagement. They took help from the Noun Chart.

They did “ think-pick-drop” learning engagement where they were given some nouns and from there they selected the correct ones and dropped it into the correct labelled boxes( boxes labelled into different nouns). 

Learners dropping nous in the boxes

20.1.20 Monday:

Learners were shown a clip of comprehension where they got a chance to observe it and after that they answered the given question. 

21.1.20 Tuesday:

1) Learners researched on any writer, poet, artist or singer and found out their important creation and presented in front of the class. They went to the library and chose books of their choices to research on.

2)Learners watched a video on different types of adjectives in their language class. They went to the V.A. class to watch various artwork to choose one picture/scenery and they explained it using various types of adjectives in their C.W. copy.

3) Learners were reviewed about their understanding on ordering fraction through a task sheet. They solved the task sheets enthusiastically.


                          UNIT-4 SHARING THE PLANET

                                     CENTRAL IDEA

Biodiversity relies on maintaining the interdependent balance of organisms within a system.


  • Ways in which ecosystems, biomes and environments are interdependent

  • Human impact and the consequences of imbalance within ecosystems

    • The consequences of imbalance within ecosystems. T.D. Skills:  

      T.D. Skills:

      1. Research Skills

        2. Thinking Skills

      3. Self-management Skills


      Key Concepts: 

      1) Connection  

      2) Causation 3) Responsibility

      Related Concepts

      1)Balance            2) Biodiversitry
                                    3) Interdependence   



                                1) Commitment

                              2) Curiosity 


      11.11.2019 Monday: 

      Learners have visited the school and discuss living things they observed, how they live on the specific biome, how they get the things they need to survive. They have jotted down their result of analysis in tear off pad for presentation.

      Learners visiting the school premises for research work


      12.11.2019 Tuesday:

      1)Learners will present their findings on previous class’s observation on school’s biome with tic- tac- toe activity.

      2)Learners will watch a video on biodiversity.
      And guess the theme. 

      13.11.2019 Wednesday:
      1)Learners have been provoked with various words from the central idea.
      2)They have done think share and pair activity.

      3)At the end they have made their own central idea.

      14.11.2019 Thursday:
      Learners have been given some clue for the real central idea of the unit and they have unpacked the central idea.

      17.11.2019 Sunday:
      1)Learners have found out some endangered species that they know (prior knowledge checking) using think, share and pair activity.
      2)Then they have researched about the endangered species in library or I.C.T. lab. and wrote the reasons why they are called endangered  and then listed down the ways on how to protect them using both research and thinking skills in C.W. copy.  

       3)Facilitators have shown them some videos on endangered species to provoke their inquiry : 

      18.11.2019 Monday:
      1) Learners have researched about the endangered species in library or I.C.T. lab. and wrote the reasons why they are called endangered  and then listed down the ways on how to protect them using both research and thinking skills in C.W. copy.   

      19.11.2019 Tuesday:

      Learners have presented their work on endangered species in front of the class using any presentation strategy( mind map, flow chart.

      20.11.2019 Wednesday: 

      1)Learners have made awareness posters on endangered species .
      2)They have used their research work on it and further researched on awareness actions taken by other students around the world.

      21.11.2019 Thursday:

      1)Learners have created awareness in the school community by vising different classes.

       2)They have delivered short speeches along with the posters, and then visited to various classes to create awareness. 

                       Learners are creating awareness on Endangered species in KG- 2


      24.11.2019 Sunday:
      1)Learners have completed the KWL chart on 1st lines on inquiry.
      2) Learners have done group work on addition and subtraction of fractions with the same denominator.

      25.11.2019 Monday:
      1)Learners have watched a video on different components of ecosystems.
      They had a discussion with the facilitator.

      2)Learners have watched a video on different types of ecosystems.

      3)Learners have taken notes from the above video.

      4)At the end learners have portrayed their understanding on ecosystem through any form of graphical organizer.

       26.11.2019 Tuesday: 1)Learners have been given some pictures of different biomes and asked to found out their characteristics with examples in groups.

        2)Next they have been shown a video on different types of biomes and facilitator have explained with learners participation.

      3)At the end, learners have done self check with their gathered knowledge and drew a tree and show where they are to reflect their understanding.

      27.11.2019 Wednesday:
      1)Learners have shared their knowledge about the environment around us first and then they will do further discussion with “ fish bowl” activity. Different aspects of environment will be in the chits(fish).

      2)Learners have done a chart paper activity to demonstrate the interrelation among ecosystem, biomes and environment.

      3)Finally they have converted it to their chosen graphic organizer.

      1.12.2020 Sunday:
      Learners have presented their model through presentation in front of the class. They have presented the interdependence of ecosystem, biome and environment through the presentation.

      2.12.2020 Monday: 

      1) Learners have demonstrated their project work showing
      the interdependence of  ecosystem, biomes and environment through model presentation in front of the school along with the principal and the pyp coordinator. Different classes have visited our class to see the learners presentation and they have also given their feedback afterwards.

      4.1.2019 Tuesday: 

       1) Learners have listened to the " Earth Song" by Michael Jackson.

      2) Learners have written their thought on the 2nd lines of inquiry with the activity called “ Brain Writing”. They have written on a small paper and paste it on the board within 5 min. Next all the papers have been read and discussed by the facilitators with active participation of the learners.

      5.12.19 Thursday:
      1) Learners have done think-tac-toe activity on tense and acted on it.

      2) Learners have elected two prefects from the class through voting. Candidates have also given a speech for the position before the election and 2 learners (1 boy and 1 girl) were elected.


      8.12.19 Sunday:

      1) Learners have chosen some situations of ecological imbalance and they have done self research in the library. They have been provided unit related books and after that they have researched and jotted their findings in the tear off pad.

       10.12.19 Tuesday:

      1) Learners have been given some situations of ecological imbalance and present condition of that . They have written the possible consequences of human impact on ecological  imbalance.They needed to present it in any form of graphical presentation in groups. 

      15.12.19 Sunday:

      1) Learners have been shown some videos on what are the consequences the world is facing because of imbalance within ecosystems.
      They have done think-tac-toe activity to reflect their understanding.


      2) Learners have done subtraction of decimal numbers.

        16.12.19 Monday:

      1) Learners have celebrated the victory day. Our honorable principal sir has given a speech, learners have been shown a documentary on 'Victory day'. After that they have visited the school museum for having in-depth knowledge about victory day. At last they have participated in the art competition and ended the day.

    • 17.12.19 Tuesday:
      1)Learners have been divided into groups and each group have been 
      given a sheet of graph paper and colored pencils. The groups have designed a park that has certain percentages of water, grass, trees, playgrounds and flower beds. The groups have colored the grid using different colors representing the water, grass and so on. There can be more than one area that has, for example, grass and trees, as long as the total percentage of grass and trees is right. Then they have passed their graph paper to other group to estimate the percentage of each area.

      Learners have been sorted out into groups using color code

        Each group are setting challenge for the other

      18.12.19 Wednesday:

      1) Learners have made placards individually to create awareness around the community on our responsibilities towards maintaining ecological balance. 

      Learners making placards to create awareness among the community
    • 2) Learners have written their prior knowledge about blogs and wikis.

      19.12.19 Thursday:

      1) Learner have presented their placards and posters in front of the class.

      2) Learners have solved the given conversions in their classwork copy. The have converted fractions into decimals and decimals into fractions.

      3) Learners have been given prize and medal by our honorable principal sir for their great performance during the art competition. 

      23.12.19 Monday:

      1) Learners have attended the " Guest speaker's session" for the current unit in other section. The guest was our honorable principal sir. He discussed about what is ecosystem, biomes and environment. How they are interdependent and hoe humans are the main reasons for their destruction. Learners have asked questions to sir and he has answered all of them with a valid reasoning. At last, our principal sir was also happy to get the answers from the learners which he had asked them.

      24.12.19 Tuesday: 

      1) Learners have written their Guest Speaker's Reflection. 

       2) Learners are converting the given fractions into percentage and percentage into fraction intheir classwork copy.

      5.1.20 Sunday:

      1) Learners have watched a video on how humans are using the earth as their home and creating destructions.

      2) Learners have done their preparations for the presentation on human impacts and the consequences of imbalance within ecosystem.

      3) Learners have been divided into groups using animal sound for doing the summative task.

                                         Learners are divided according to animal sound stratagy

      6.1.20 Monday:

      1) Learners have taken their preparations for the summative task.

        2) Learners have given their summative task on biodiversity relies on maintaining the interdependent balance of organisms within a system.

      Learners have given ppt presentations, made posters, done drama as a summative task.

       3) Learners have drawn a mind map on Blogs and wikis as a prior knowledge activity. 

      4) Learners have researched on biome based sustainability issuses of global concern in the library and also used ICT as a tool.

      7.1.20 Tuesday:

      1) Learners have taken their last minute preparation for presenting biome based sustainability issues of global concern. 

       8.1.20 Wednesday:

      1) Learners have chosen to demonstrate their conceptual understanding on biome based sustainability issues of global concern through role play/drama/mime/video/chart presentation/P.P.T. presentation/booklet.


       9.1.20 Thursday:

       1) Learners have drawn the format of blogs in their classwork copy.

      2) Learners have written their unit reflection in the given tasksheet.

      3) Learners have given their formative on conversion of fraction-decimal-percentage in the given tasksheet.

      Learner solving tasksheet on decimal-fraction-percentage




        Unit- 3 :How We Organize Ourselves

                          CENTRAL IDEA:  

      New digital media changes the way in which people access information and connect to each other.


      1.Uses of new digital media.  2.Evaluating information.
      3.Our responsibility in virtual environment.


         1. Balanced 

      2. Caring

      3. Reflective


        T.D. SKILLS

    • 1. Social Skills
    • 2. Research Skills
    • 3. Thinking Skills 
    • 4. Communication Skills

                                      KEY CONCEPT:
1. Function

1. Tolerance
2. Independence
3. Integrity
    •  24.9.2019 Tuesday:  

      Provocation: Questions have been pasted  around/different parts of the classroom. Learners have walked and try to find out the answers and they have discussed with their friends to get the answer.

      Learners are reading the given questions in group and discussing about them.

       25.9.2019 Wednesday:

      Learners have discussed about the words under the theme “How we organize Ourselves”. They have found out exactly which areas of the theme they are going to cover for this unit.


       26.9.2019 Thursday:

      Learners have done mind map activity in the classwork copy to know about what is digital media.

      29.9.2019 Sunday:

      Learners have tried to find out the central idea by the clue provided by the facilitator. They have participated enthusiastically to find it out.



      30.9.2019 Monday: 

      Learners have guessed all the kc,rc,lp attitudes and skills. Facilitator have given clues or ask questions to find the materials from them. 

      1.10.2019 Tuesday:

      Learners have done "Table Mat" activity on the uses of digital media in groups.


      2.10.2019 Wednesday: 

      1)Learners have talked about the following media based on some questions-Why do you use this media give three reasons? (TV,Photography,computer games,video,mobile,radio,facebook, youtube,different apps,online games,different,social media and e-news) . After that they have wrote the reflection in their copies.
      2) Learners have made divisibility disc by following the video.
      Link of the activity:
      After that they have presented it and wrote their reflections about it.

      Learners are making divisibility disc.

      3.10.2019 Thursday:

      1)Learners have listed down the uses of digital media using the graphic organizer, using what?when? where and how?  

      2)Learners have read an article on the uses of digital media. They have taken notes and discussed with friends.After that they have wrote a reflection.

      9.10.2019 Wednesday: 

      Learners have watched a video clip on different types of sources, observed carefully and then took notes of that to their class copy.

      10.10.2019 Thursday:
      Learners have knew how to do evaluate information. Then they have watched the video clip and then discussed with their friends.

      13.10.2019 Sunday: 

      Learners have shared one of the incidents of their life where they got some information which went wrong later on. They have shared how did they get to know the real information.Then under CRAAP test they have jotted down some questions for research work.

      14.10.2019 Monday:
      1)Learners have worked on" why is USA planning to restrict HUAWEI" on security issue.
      2)Learners have made their own division word problem in a flash card and passed it to their mates.They have solved it and reflected on their understanding. 

      15.10.2019 Tuesday:
      Learners have discussed about how did they knew IMO/FB/WHATSAPP are the most popular media in the world? 

      16.10.2019 Wednesday:
      Continuation of previous work.

      17.10.2019 Thursday:
      Guest speaker session.

      20.10.2019 Sunday:
      Guest speaker reflection. 

      22.10.2019 Tuesday:
      Formative assessment-2
      Learners have evaluated any one information or advertisement or videos or photos following CRAAP strategy.

      23.10.2019 Wednesday:
      1)Learners have thought individually what they should do or what might they do to save our virtual environment after the brainstorming on what is virtual environment and responsibility.

      2) To show the result they have drawn themselves, colored it and beside the drawing they have written their thoughts.

      24.10.2019 Thursday:
      1)Learners have worked on CYBER BULLYING. They have watched the following video clip and shared their understanding, noted it down and wrote a reflection.

      2)Learners have guessed what can be the effects of cyberbullying and then watched the video clip on
      Effects of cyber bullying

      27.10.2019 Sunday:
      1)Learners have shared their practical experience about cyber bullying and after that they have watched
      A short film on cyber bullying

      2)Learners have worked on plagiarism. They have watched the following video clip. 

      28.10.2019 Monday:
      1)Learners have watched the following video clip and shared what they understood about netiquettes. After work they have written the reflection.

      2)Learners have talked about copyright
       29.10.2019 Tuesday:
      Learners have chosen different strategies to create a peaceful virtual environment through netiquettes, plagiarism and copyright.That have been the preparation for Summative Assessment.

       30.10.2019 Wednesday:
       31.9.2019 Thursday:
      Unit Reflection.


       Central Idea: 
       Human migration is a response to challenges, risks and opportunities

           1.  Migrations throughout history
      2.  Reasons of migration
                       3.  Effects of migration on individuals and societies

      Learner Profiles:

      1. Thinker

      2. Inquirer

      3. Risk-taker


        T.D Skills:

      1. Research skills
      2. Thinking skills
       Key concepts:
                                            1. Change
                                            2. Causation
                                            3. Responsibility

        Related concepts:

                                              1. History
      2. Chronology
                                               3. Conflict
      4. Poverty


      1. Empathy

        2. Enthusiasm
        3. Tolerance


      Asking and questioning about the animated cartoon on migration.

      Give students blank outline of a timeline showing migration of his/ her family for the last decade


      Brainstorming through visual aids to find out the key words of the central idea


      Students find out the central idea from their previously gathered information.

      Students will be provided with information by showing some video clips related to history of migration

      Students find out and explore virtual places  about history of migration in the internet.

      They will jot down their research work on the history of migration in the timeline.

      They will jot down questions for trip at the passport office.


      Students will visit the passport office and collect information


      They will make a journal to jot down the activities and their observation on the process of migration.


      They will make a journal to jot down the activities and their observation on the process of migration.

      They will be provided with relevant video on reasons of migration and effective discussion will be done.

      They will research the push and pull factors affecting different types of migration

      They will plan to do role play in groups to display the factors affecting migration

      They will do role play in groups to display the factors affecting migration.

      Students did a role play/mime/drama on reasons of migration in groups.


      Students preparing for mime/role play /drama


      Students will fill up  the KW chart


      Students will do the mind map on effect of migration on individuals.

      Learners are going to do a chart paper work showing effect of migration on Society


      Learners will Research on effects of migration using I.C.T. lab and library to make  a PPT as the formative on effect of migration on individuals and society


      Learners will make their PPT on Effect on migration on society and individuals.


      Learners will present the PPT on individuals and society.

      Teacher will discuss the summative assessment criteria with students and share the case studies.


                  Facilitator is discussing about case study

        Learners are studying each case in a group

      Summative Assessment work 


      Learners will present their PPT on Migration as a Summative Work.

      Learners are giving presentation on Migration

      Unit-1: Who We Are

      Central Idea
      Human body is made up of different systems that work together to maintain healthy life.

           1. Body systems and their functions
           2. Interdependence of body systems
                       3. Impact of lifestyle choices on our well-being             

           Learner Profiles
      1. Thinker
        2. Balanced
      3. Knowledgeable

       T.D Skills:

       1. Research skills
       2. Self-management skills
       Key concepts:
                                                 1. Connection
                                                 2. Function
                                                 3. Responsibility

        Related concepts:
      1. System
      2. Well- being
                                              3. Growth

      1. Independence
        2. Commitment
                                         3. Curiosity

      Learners have done brainstorming on IB profiles, attitudes and skills and they have reflected their understanding through chart paper work.

      Learners are engaged in the group activity called “ Ludo” Where they are learning how to dice to add or subtract. They are using their thinking skill to explore the activity.

      Making essential agreements

      Learners were provoked with various photos which were hung in the corners of the classroom.


      Work in groups to generate/organize the central idea with their thoughts on the key words.

      Learners have displayed their prior knowledge through drawing labelled diagram of different organs in different body systems.


      Learners are finding out and exploring virtual places about human body in the internet.

      Learners were involved in think-share-pair activity and they have completed their wonder wall.


      Learning different functions of body systems with various physical activities. This class was integrated with PSPE.


      Roaming around the school to spot and note down the nouns on the tear off pad.

      Learners have researched thoroughly on interdependence of body systems in the library.


      Learners have presented their research work on interdependence of body systems.

      Doing measurement activity using measuring tools.

      Learners have done brainstorming through group discussion and fill up what they already know and wonder about in KWL chart.


      Learners were independent enough to make relevant questions for guest speaker session.

      Guest speaker session

      Reflection on the guest speaker session.


      Turn and talk activity on key nutrients.


      Learners have opened their lunch box and found out whether it is healthy or unhealthy. After group discussion they have presented the difference between healthy and unhealthy food.


      Learners have researched about balanced diet and nutrition value of different food. At the end they have made a food pyramid.


      Making an ideal food plate to maintain healthy life. 


      Collecting data from the students of different classes on healthy food choice.



      Preparation for summative assessment


      Preparation for summative assessment


      Preparation for summative assessment


      Summative assessment


      Learners are reflecting on summative assessment task and doing unit reflection.