UOI - Planner - Pyp-4 Final Presented

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Unit of inquiry planner

(Primary years)
© International Baccalaureate Organization 2019

International Baccalaureate® | Baccalauréat International® | BachilleratoInternacional®
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OVERVIEW Formatted ...
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Grade/Year level: IV Collaborative teaching team: Mina Javed, Khadija Safdar, Shiza Yaqoob, Namra Ashraf,Rubab , mubashra, adeel, sehrish, tahira,shabnam, rahat, asif
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Date: (19AugUG-3 Oct) Timeline: 6weeks
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Transdisciplinary theme Formatted ...
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An inquiry into the nature of the self, beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means
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to be human
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Who we are Formatted ...

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Central idea Formatted ...
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Interconnectedness of systems and choices play an important role in an individual’s wellbeing Formatted ...
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Lines of inquiry Formatted ...
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Body systems and their interconnectedness Formatted ...

Preferences and choices for healthy lifestyle Formatted ...
Health problems and prevention Formatted ...
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Key concepts Related concepts Learner profile attributes Formatted ...
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 Form Systems Thinker
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 , Function Structure Communicator ...
Interconnectedness Inquirer Formatted
 , Connection
Body form Knowledgeable
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 , Responsibility Balance Balanced ...
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Well-being Principled
Estimation Formatted ...
Related addition/subtraction facts Formatted ...
Roles Formatted ...
Communication
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Approaches to learning Formatted ...
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Communication skills, Research skills , self management skills, Thinking skills Formatted ...
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© International Baccalaureate Organization 2019 PYP | Unit of inquiry planner (Primary years) | Page 2
Action
 Learners submit a letter to principle regarding the replacement of junk and unhealthy food items with the healthy food items. Formatted: Font: (Default) Times New Roman
 Learners visit a hospital and inquire about the common causes and preventions of diseases (obesity, heart attack, anemia and malnutrition). They gather data about the most common diseases in patients and later make a bargraph using that data. Formatted: List Paragraph, Space After: 0 pt, Line spacing:
single, Bulleted + Level: 1 + Aligned at: 0.25" + Indent at:
 Learners arrange an organic market in the school in which they set stalls having different organic products ( food items, clay pots etc) etc. They aware the visiotrs about the importance of organic food, why they are selling this and purpose of using clay pots. 0.5"
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Prompts: Overview Formatted: Font: (Default) Times New Roman, 12 pt

Transdisciplinary theme Central idea Lines of inquiry Key concepts
Which parts of the transdisciplinary theme will the Does the central idea invite inquiry and support What teacher questions and provocations will Do the key concepts focus the direction of the
unit of inquiry focus on? students’ conceptual understandings of the inform the lines of inquiry? inquiry and provide opportunities to make
transdisciplinary theme? connections across, between and beyond subjects?
The way separate body systems are connected  Body systems and their Form :
 Different systems in human body depend on  The study of the form of human body systems and interconnectedness Learners would be able to observe , identify and
each other. They connect and work together to their function would let the learners to inquire How different organs work together? describe structure of body systems through
about the significance of human body system and it Formatted: Font: (Default) Times New Roman, 12 pt
perform body functions. different science lab experiments and write its Formatted
would let the learners to explore how lifestyle has a  Preferences and choices for healthy life ...
The way choices impact individuals wellbeing. significant influence on physical and mental health procedure/lab report (ELA) and by focusing on
What healthy life patterns can be adopted to Formatted ...
 Millions of people follow an unhealthy of human being. the drawing/3d model they will integrate it with Formatted ...
lifestyle. Hence, they encounter illness,  Learners would be able to develop connection positively influence our lives?
visual art.. Formatted ...
disability and even death. Malnutrition, between their lifestyle and health.
unhealthy diet, smoking, stress and so on, are  Health problems and preventions Function: Formatted ...
the patterns of unhealthy life. What can we do to keep our heart and lungs Learners analyse the function and role of human Formatted ...
 Choices for a healthy life style healthy? What should we avoid? Formatted ...
body system. By reading the ebook “Me and
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My body”,, handouts on respiratory and
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circulatory system and write multiple paragraph
and drawing its diagram on notebook they will Formatted ...
integrate it with visual performing art. Formatted ...
Connection: Formatted: Font: (Default) Times New Roman
Identify relationship within and among systems Formatted: Space After: 0 pt, Line spacing: single
and how the choices impacts the lifestyle. Formatted ...
Learners describe the sequence and organization of Formatted: Font: (Default) Times New Roman, 12 pt
both respiratory and circulatory system using sequence Formatted ...
marker systems and how they are interconnected using Formatted: Font: 12 pt
the sequence markers( ELA+Sci). Formatted ...
;Thinking and writing skills improve while explaining Formatted ...
how two systems work together as one unit.(ELA) Formatted: Font: (Default) Times New Roman
Responsibility Formatted: Font: (Default) Times New Roman, 12 pt
Learners develop the disposition towards identifying Formatted: Font: (Default) Times New Roman, 12 pt
and assuming responsibility, and towards taking Formatted: Font: 12 pt
socially / personal responsible action related to healthy Formatted: Font color: Text 1
lifestyle Formatted: Font: 12 pt
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Related concepts Learner profile attributes Approaches to learning Action Formatted: Font: (Default) Times New Roman, 12 pt
Do the related concepts provide a lens for conceptual What opportunities will there be to develop, What authentic opportunities are there for students to Formatted ...
What opportunities are there for building on prior
understandings within a specific subject? demonstrate and reinforce the learner profile? develop and demonstrate approaches to learning? Formatted: Font: 12 pt
learning to support potential student-initiated
Systems (Science + ELA) Thinker Communication skills Formatted ...
action?
Through formulating question and conducting Through discussion and writing on given topics. Formatted: Font: 12 pt
Characteristics and function of Respiratory and inquiry Through drama presentation on healthy and unhealthy Formatted: Font: (Default) Times New Roman, 12 pt
Circulatory system Communicator  Learners submit a letter to principle regarding
choices Formatted: Font: 12 pt
Through written and verbal communication the replacement of junk and unhealthy food
Structure (Science+ ELA) While taking part in discussion, asking questions and Formatted: Font: 12 pt
Inquirer items with the healthy food items.
presentations. Formatted: Font: 12 pt
Structure of Respiratory and Circulatory system Through developing natural curosity towards Research skills
 Learners visit a hospital and inquire about the
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new concepts by asking open ended question common causes and preventions of diseases
Through conducting search on causes and preventions (obesity, heart attack, anemia and Formatted: Font: 12 pt
Interconnectedness (Science+ ELA) and by showing diferent images . of health problems malnutrition). They gather data about the most Formatted: Font: 12 pt
Knowledgeable common diseases in patients and later make a
Connection of Respiratory and Circulatory system. Enhance their knowledge through inquiry, Formatted: Font: 12 pt
bargraph using that data.
How they work together. Self management skills Formatted: Font: 12 pt
demonstrate it through discussions and reinforce
keeping them time bared in each activity
 Learners arrange an organic market in the
school in which they set stalls having different Formatted: Font: 12 pt
Body form (Science+ ELA+ PSE) it while attempting assessments Thinking skills organic products ( food items, infused with Formatted: Font: (Default) Times New Roman
Balanced While formaulating questions and conducting inquiry
Structure of organs the flavors of fresh fruits, vegetables or Formatted ...
Learners are able to understand the in classroom practices. herbsclay pots etc) etc. They aware the Formatted: Font: 12 pt
Understanding the importance of exercise, nutrition, importance of intellectual, physical and visiotrs about the importance of organic food, Formatted: Font: 12 pt
physical activity. emotional balance to achieve personal well- why they are selling this and purpose of using
clay pots.
Balance (Science Social studies+ ELA+ PSE) being for themselves Learner profile After studying about the impact of unhealthy choices Formatted: Font: 12 pt
attributes on human body and causes and prevention of many Formatted: Font: 12 pt
Factors involved in maintaining balanced lifestyle What opportunities will there be to develop, diseases learners will be able to take action and think of Formatted: Font: 12 pt
demonstrate and reinforce the learner profile? replacing unhealthy habits with a healthy lifestyle Formatted: Font: 12 pt
Estimation ( Science + Maths) Thinker
Organic market/ clay pottery Formatted: Font: 12 pt
Through formulating question and conducting inquiry
Addition, subtraction, place value Communicator Formatted: Font: 12 pt
Through written and verbal communication Formatted: Font: (Default) Times New Roman, 12 pt
Roles(Science Social studies+ ELA+ PSE) Inquirer Formatted: Font: Bold
Through developing natural curosity towards new
Role of each individual in maintaining a healthy society Formatted: Font: Not Bold
concepts by asking open ended question and by
showing diferent images . Formatted ...
Communication (Science Social studies+ ELA+ Knowledgeable Formatted: Normal
PSE) Enhance their knowledge through inquiry, demonstrate
Spreading awareness regarding health problems and Formatted: Font: 12 pt
it through discussions and reinforce it while attempting
unhealthy lifestyle verbally and non verbally. Formatted: Font: (Default) Times New Roman
assessments
Open minded Formatted: Font color: Text 1
While looking into and accepting varying perspectives Formatted: Font: 12 pt
of maintaining healthy lifestyleh Formatted: Font color: Yellow
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REFLECTING AND PLANNING Formatted: Font: (Default) Times New Roman, 12 pt

Initial reflections
How can our initial reflections inform all learning and teaching in this unit of inquiry? Formatted ...
Learners willget knowledgeable and show their understanding about/ respiratory and circulatory systems and their interconnectedness Formatted ...
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Indent at: 0.5"
 Learners are able to inquire about the significance of human body system
They are will also be able to identify/inquire the impact of choices on human health.and take possible action against it
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 Learners are able to develop connection between their lifestyle and health. Formatted: Font: 12 pt
 They are will be able to explore various health problems and their preventions Formatted ...

Prior learning
Each learner is given pack ofLearners are given shown images of major parts of circulatory and pulmonary system, diseases related to these systems. Formatted ...
Learners are asked to link/organize images together and identify each organ, think about its function and identify the disease related to specific organ and then think how our habits can lead towards the mentioned diseases. Formatted ...
Learners are asked to share their prior knowledge in either through illustration or in the form of paragraph. Formatted ...
Subject focus: ELA. Science, Social Studies Formatted ...
Criteria: Rubrics time : 40 min Formatted ...
Criteria Good Fair Needs Improvement Formatted Table
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Identification Learner is able to Learner was unable to Learner was unable to Formatted ...
and identify and link images organize the images identify and link images Formatted ...
Organization together._________ together together. Formatted ...
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Content Content was elaborated Some content was Elaboration was absent and
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with proper details unclear while content was repetitive and
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explaining confusing
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Spelling, There are no spelling, There are 1-3 spelling, There are 4-5 spelling,
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Punctuation, punctuation, or punctuation, or punctuation, and grammar
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and grammar errors. grammar errors. errors.
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Grammar
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Time Class time was used Class time was used Class time was used wisely, Formatted ...
wisely. wisely, however the however the student could Formatted ...
Management
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student could have put have put more time and
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in more time and effort into the design.
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effort into the
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planning.
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Teacher’s Reflection Formatted ...
Learners have shown participation in the given assessment and all of them contributed with respect to their prior knowledge. They identified the images of given organs and try to organize them. Most of them shares their basic understanding about heart lungs and Formatted ...
their respective systems. However, conceptual understanding to some extent is seen along with grammatical and spelling errors. More knowledge from their end can be contributed. They all manage to work within given time except a few.
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How are we using data and evidence of prior learning to inform planning? Formatted ...
If learners are able to identify human body organs and systems and the importance of health then the focus can be shifted towards the functionality and interconnectedness of both circulatory and respiratory systems. Further
knowledge can be enhanced on the importance of healthy lifestyle and health problems.
How does our planning embrace student language profiles? Formatted ...
By encouraging learners to read and write stories and paragraphs. Knowledge of learners would be enhanced through visual resources.Learners would be able to enhance their knowlegde through search activities as well.

Connections: Transdisciplinary and past
Connections to past and future learning, inside and outside the programme of inquiry Formatted ...
 Build on their prior knowledge about human body systems and problems related to them. Formatted: Font: (Default) Times New Roman
 To apply knowledge thinking skills in making choices Formatted: Bulleted + Level: 1 + Aligned at: 0" + Indent
at: 0.25"
What connections are there to learning within and outside the unit of inquiry?
By getting knowledge of the UOI and then applying the knowledge in real life for better health.
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 at: 0.25"
 Learners arrange an organic market in the school in which they set stalls having different organic products ( food items, clay pots etc) etc. They aware the visiotrs about the importance of organic food, why they are selling this and purpose of using clay Formatted: Font: 12 pt
pots.Visitors (students and parents) visit Formatted: Font: (Default) Times New Roman
 the stall Formatted ...
What opportunities are there for students to develop conceptual understandings to support the transfer of learning across, between and beyond subjects?
By learning about the health problems, identifying unhealthy habits and prevention of diseases (Science,PSE, ELA,ULA) and then implementing it in their own lives by changing unhealthy lifestyle. Survey of hospital Formatted ...
How can we ensure that learning is purposeful and connects to local and global challenges and opportunities?
 Learners get awareness of the health issues (malnutrition, obesity, smoking heart attack etc)and problems on global and local level Formatted: Font: (Default) Times New Roman, 12 pt, Not
 Learners visit hospital and conduct a survey on the most common diseases. Later learners develop a bar graph using the data Bold, Font color: Auto, English (United States)
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0.25" + Indent at: 0.5"
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Learning goals and success criteria Formatted: Font: (Default) Times New Roman
What is it we want students to know, understand and be able to do? Formatted: Font: (Default) Times New Roman, 12 pt
 To know that reading gives us knowledge and develop an awareness of context. Formatted: Font: (Default) Times New Roman, 12 pt
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 Develop an understanding that writing can be structured in different ways to express different purposes. ...
 Develop the understanding that visual text resources can provide factual information and increase understanding.
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 Understand that they can use art to communicate ideas at: 0.25"
 Develop understanding of healthy habits and their influence in our lives Formatted ...
 Develop understanding of people and their lives and the roles they fulfil Formatted ...
Spread awareness about healthy life style and their rolein maintaining a healthy society Formatted ...

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How are learning goals and success criteria co constructed between teachers and students?
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 By making learners understand some of the learning objectives, they are encouraged to add further learninggoalslearning goals that may make the inquiry process more fruitful.
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 Formatted: Font: (Default) Times New Roman
They shall are motivated to work collaboratively with teacher in developing the success criteria for each formative assessment. .
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 Learners will co-construct the assessment criteria with teachers.Learners get knowledge and show their understanding about/ respiratory and circulatory systems and their interconnectedness.
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 Learners are able to inquire about the significance of human body system Indent at: 0.5"
 They are able to identify/inquire the impact of choices on human health.and take possible action against it Formatted: Font: (Default) Times New Roman
 Learners are able to develop connection between their lifestyle and health. Formatted: Font: (Default) Times New Roman, 12 pt
 They are able to explore various health problems and their preventions Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: Font: 12 pt, Font color: Auto, English (United
States), Highlight
Teacher questions Formatted: Font: 12 pt

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States), Highlight
What teacher questions and provocations will inform the lines of inquiry? Formatted: Font: 12 pt, Highlight
 What suitable ways would we use to change our diet according to our physique? Formatted: Font: 12 pt, Font color: Auto, English (United
 What can we do to keep our heart and lungs healthy? What should we avoid? States), Highlight
Formatted: Font: (Default) Times New Roman, 12 pt,
 How physical, social, mental and spiritualhealths are interlinked? English (United States)
 What are the possible consequences of unhealthy eating habits? Formatted: Font: (Default) Times New Roman, 12 pt, Font
color: Auto, Do not check spelling or grammar, Not Expanded
 What is the difference between malnutrition and hunger? by / Condensed by , Pattern: Clear
 Domy friends, or my family deal with their food the same way that we do? Formatted: Font: (Default) Times New Roman
 How human body systems are connected with the lifestyle of an individual?How technological innovations affect human health and in what ways its effect can be reduced? Formatted: Font: (Default) Times New Roman, 12 pt,
English (United States)
 Identify and describe two common diseases that can affect the body systems (circulatory and respiratory)
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 What body system includes a transport system (blood) and a pump (the heart) that keeps the transport system moving? color: Auto, Do not check spelling or grammar, Pattern: Clear
 How advertising and media influences affect food choices and explain how these influences can be evaluated to make healthier choices Formatted: Font: (Default) Times New Roman
 How can we use food labels to make healthier food choices? Formatted: Font: (Default) Times New Roman, Font color:
Auto, English (United States)
 How nutrients are distributed throughout the human body?
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 Scott is a Grade 12 student who appears confident, and is often loud and boisterous. Scott enjoys online gaming and spends most of his time in front of the computer. His mom works evenings, so he and his brother make their own suppers. Snack foods, such spelling or grammar
as chips, chocolate bars, and desserts, are part of his daily food intake. He eats a lot of fast foods and quickly prepared dinners. With graduation and the formal only three months away, Scott is concerned about his lifestyle, as he will be living on his own in
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the fall. Black
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 Is three months a realistic time frame for Scott to make changes before graduation day? Why or why not? Level: 1 + Aligned at: 0.25" + Indent at: 0.5"
 What are some suggestions you could give to Scott about his eating habits? Formatted: Font: (Default) Times New Roman
 How could you encourage him to make healthier choices? Formatted: Space After: 0 pt, Line spacing: single, Bulleted
+ Level: 1 + Aligned at: 0.25" + Indent at: 0.5"
 Sandra is a Grade 10 student. She has never enjoyed the taste and texture of pork, beef, and poultry. After watching a video on Facebook, she decides that she will become a vegetarian. Sandra does not like trying new foods and eats foods from a very small Formatted: Space After: 7.5 pt, Line spacing: single,
number of choices. For breakfast, she often has toast or cereal or a frozen waffle. After Physical Education class, she usually grabs lunch with her friend; she often chooses French fries, or vegetarian pizza. For supper she will often have a bit of salad and Bulleted + Level: 1 + Aligned at: 0.25" + Indent at: 0.5"
rice or potatoes with her family. Sandra has never tried beans, tofu, or many grains. Formatted: Font: (Default) Times New Roman, Font color:
Black
 Is it possible for Sandra to follow a healthy eating plan as a vegetarian?
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 What vegetarian choices would improve Sandra’s eating pattern? spacing: single, Bulleted + Level: 1 + Aligned at: 0.25" +
 What are some suggestions you could give to Sandra about her activity pattern? Indent at: 0.5"
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+ Level: 1 + Aligned at: 0.25" + Indent at: 0.5"
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Student questions Formatted: Font: (Default) Times New Roman, 12 pt
What student questions, prior knowledge, existing theories, experiences and interests will inform the lines of inquiry? Formatted: Font: (Default) Times New Roman, 12 pt
 Which organs are involved in breathing?
 What is the difference between breathing and respiration?
 What is the difference between left and right lung?
 How’s the lifestyle of an obese person different from a healthy/fit personyou? Formatted: Font: 12 pt, Not Highlight
 What is a balanced breakfast? Formatted: Font: 12 pt
 Is mucus good or bad?

 Why heart is called a pumping organ? Formatted: Font: 12 pt, Not Highlight
 What is the difference between arteries and veins? Formatted: List Paragraph, Space After: 0 pt, Line spacing:
What are common causes of obesity? 0.5"
 How do nutrients get in and around my body?
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
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spacing: single, No bullets or numbering
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0.5"
Prompts: Reflecting and planning Formatted: Font: (Default) Times New Roman, 12 pt

Initial reflections Prior learning Connections: Transdisciplinary
How can our initial reflections inform all learning and teaching in this unit of Learners are shown images of major parts of circulatory and pulmonary and past
inquiry? system, diseases related to these systems.
Connections to past and future learning, inside and outside the Formatted: Font: (Default) Times New Roman, 12 pt
Learners will get knowledgeable and show their understanding Learners are asked to link images together and identifyeach organ, think
programme of inquiry Formatted: Font: (Default) Times New Roman, 12 pt
about/ respiratory and circulatory systems and their about its function and identify the disease related to specific organ and then
Build on their prior knowledge about human body systems and problems
interconnectedness. think how our habits can lead towards the mentioneddiseases.
related to them. Formatted ...
They will also be able to identify/inquire the impact of choices on Learners are asked to share their prior knowledge either through illustration
or in the form of paragraph.  To apply knowledge thinking skills in making choices Formatted ...
human health.and take possible action against it Formatted ...
Subject focus: ELA. Science, Social Studies
They will be able to explore various health problems and their Formatted: Font: 12 pt
Criteria: Rubrics What connections are there to learning within and outside the unit of
preventions Formatted ...
Criteria Good Fair Needs inquiry?
By getting knowledge of the UOI and then applying the knowledge in real Formatted ...
Improvement
life for better future. Formatted ...
What opportunities are there for students to develop conceptual Formatted ...
Content Content was Some content Elaboration was
understandings to support the transfer of learning across, between and Formatted ...
elaborated was unclear absent and
beyond subjects? Formatted ...
with proper while content was
By learning about the health problems, identifying unhealthy habits and Formatted: Font: (Default) Times New Roman, 12 pt
details explaining repetitive and
prevention of diseases (Science,PSE, ELA,ULA) and then implementing it Formatted: Font: (Default) Times New Roman, 10.5 pt
confusing
in their own lives by changing unhealthy habits. Formatted ...
Spelling, There are no There are 1-3 There are 4-5 How can we ensure that learning is purposeful and connects to local and Formatted ...
global challenges and opportunities? Formatted ...
Punctuation, spelling, spelling, spelling,
Learners get awareness of the health issues (malnutrition, obesity, Formatted ...
and punctuation, punctuation, or punctuation,
or grammar grammar and grammar heart attack etc)and problems on global and local level Formatted ...
Grammar
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errors. errors. errors.
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Time Class time Class time was Class time was Formatted ...
Management was used used wisely, used wisely, Formatted ...

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wisely. however the however the
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student could student could
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have put in have put more
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more time and time and effort
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effort into the into the design.
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planning.
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How are we using data and evidence of prior learning to inform planning?
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If learners are able to identify human body organs and systems and the
importance of health then the focus can be shifted towards the
Formatted ...
functionality and interconnectedness of both circulatory and respiratory
systems. Further knowledge can be enhanced on the importance of
healthy lifestyle and health problems.
How does our planning embrace student language profiles? Formatted ...
By encouraging learners to read and write stories and paragraphs.
Knowledge of learners would be enhanced through visual Formatted: Font: (Default) Times New Roman, 12 pt
resources.Learners would be able to enhance their knowlegde through Formatted: Font: (Default) Times New Roman, 12 pt
search activities as well. Formatted: Font: (Default) Times New Roman, 12 pt

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Formatted: Font: Times New Roman, 12 pt
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Learning goals and Teacher questions Student questions Formatted: Font: (Default) Times New Roman, 12 pt
success criteria What teacher questions and provocations will inform the lines of inquiry? What student questions, prior knowledge, existing theories, experiences and Formatted: Font: Times New Roman
What is it we want students to know, understand and be able to do?  What are suitable ways would we use to change our diet according to our interests will inform the lines of inquiry? Formatted: Font: Times New Roman, 12 pt
Know that reading gives us knowledge and develop an awareness of context. physique?  Which organs are involved in breathing? Formatted: Font: (Default) Times New Roman
 Develop an understanding that writing can be structured in different  What can we do to keep our heart and lungs healthy? What should we  What is the difference between breathing and respiration? Formatted: Font: (Default) Times New Roman
ways to express different purposes. avoid?  What is the difference between left and right lung? Formatted: Font: Times New Roman
How are learning goals and success criteria coconstructed between teachers  How physical, social, mental and spiritual health is interlinked?  How’s the lifestyle of an obese person different from a fit/healthy
 What are the possible consequences of unhealthy eating habits? Formatted: Font: (Default) Times New Roman, 12 pt
and students? personyou?
What is the difference between malnutrition and hunger?  What do we need to live?,and what in our body does How does stuff Formatted: Font: (Default) Times New Roman, 12 pt
 By making learners understand some of the learning objectives, they
 Domy friends or. Or my family deal with their food the same way that we get in and around my body?this? Formatted: Font: (Default) Times New Roman, 12 pt
are encouraged to add further learning goals that may make the do?How the systems of the body work and work together can connect to a  Formatted: Font: (Default) Times New Roman
inquiry process more fruitful. person’S health and wellness?
 They are motivated to work collaboratively with teacher in
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developing the success criteria. + Level: 1 + Aligned at: 0.25" + Indent at: 0.5"
Learners will co-construct the assessment criteria with teachers. Formatted: Font: (Default) Times New Roman
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Indent at: 0.5"
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DESIGNING AND IMPLEMENTING Formatted ...
Unit of inquiry and/or subject specific inquiry (inside/outside programme of inquiry) Formatted ...
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Transdisciplinary theme/Central idea: Who we are/ Interconnectedness of systems and choices play an important role in an individual’s wellbeing
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Collaborative teaching team: Mina, Khadija, Shiza, Namra,Rubab Grade/Year level: IV Date: 18 Aug 2019
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Designing engaging learning experiences Formatted ...
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Total time of each Loi: 10h Formatted ...
Formatted
 Four stations are arranged in science lab to observe cells and tissues under microscope, models of organs and organ systems. They discuss how these four stations are connected with each other. Discussion points are to be placed ...
on board. After that learners attempt comprehension sheet relevant to cells, tissues, organs and organ system. 80min (2P) Formatted ...
 Learners label the given flip able images of organs (lungs, brain, heart, stomach, and muscles) and add their prior knowledge on it. After that they read an e book “Me and my amazing body” and add on relevant information on Formatted ...
images.While watching e book they work on worksheet (to make sure the guidance on how to take notes).Later they answer the given questions 120min (3p) Formatted ...
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 Learners also compose and sing a song/rhyme on “The human body. They compose and sing rhyme on human body. 80min(2p) Formatted ...
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 Prior to introduction with shapes learners are introduced with angles (right angle, acute and obtuse). Learners observe their surrounding and identify these angles in their class. Later they solve questions in which they identify Formatted ...
different angles. Formatted ...
 Different images and objects are placed in the class. Learners are asked to find out the difference between them. Discussion is done on the shape attributes of 2d shapes. They are introduced with polygons and quadrilateral. Later Formatted ...
they solve Mathematics activity book pg #134,135 80min(2p) Formatted ...
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 Learners are asked to identify 2d objects (polygons and quadrilateral) from their class. They identify the attributes of these shapes. Later learners are provided with mirror and half-done images. They put the mirror on the line of ...
symmetry to discover the rest of the picture and later they complete the picture by drawing it. Then learners draw different shapes like (square, triangle, quadrilateral, circle and butterfly) and explore its different lines of symmetries. Learners solve pg #143,144 Formatted ...
of activity book(80min2P)) Formatted ...
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 Learners are given statements of the differences of Novel and short story. They sort out the differences, after discussion learners are introduced with the genre of Novel. After reading first cha pter of Matilda , learners answer the quiz questions (80min)(2p)
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 Learners read hadiths and quranic verses related to health and later write two paragraphs on health according to teachings of Islam. (80min) Formatted ...
 Reflection: Learners share prior knowledge related to the teachings of Islam and Hadiths mentioning the importance of health. They write multiple paragraphs and some of them added relevant details and others required assistance. Overll, time management in Formatted ...
class was seen.(2P) Formatted ...
 Learners are shown a powerpoint presentation explaining different types of noun(Collective noun, abstract, common proper, concrete). Later theywrite story using these. (80min)(2P) Formatted ...
 Learners fill KWHLAQ chart for respiratory system. (1p) Formatted ...
 Learners perform different activities like running, jumping, brisk walking, etc to notice the change in breathing pattern and share their knowledge about breathing pattern. (40min1p) Formatted ...
 Learners watch video of respiratory system Formatted ...
 They answer pre, while and post video questions. (120min)(3p) Formatted ...
Pre questions:
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 Which organs are involved in breathing?
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 Why our body needs oxygen?
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 Why our body needs oxygen?
 Formatted ...
 What is the difference between breathing and respiration? Formatted ...
While watching: Formatted ...
 What is the role of tiny hair in nostrils? Formatted ...
 What is the further division of trachea? Formatted ...
Post-watching: Formatted ...
 What is mucus? Formatted ...
 What is the difference between left and right lung? Formatted ...
 Which system is closely connected to respiratory system? Formatted ...
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 What is the difference between breathing and respiration?
Reflection : Learners take interest in the video watching based on Respiratory System. They show prior knowledge about basic organs involved in the system. Time management can be improved and few learners require assistance in sentence making. Formatted: Highlight
Overall the activity is interesting and grabs learners interest Formatted: Indent: Left: 0.25", No bullets or numbering

Formatted: Font: 12 pt, Highlight
 Learners read comprehension text on lungs.They develop two questions by themselves, and their peers answer it. Understanding and responding to the information given in text and rising question for in-depth. (2p) Formatted: Font: 12 pt
 Learners make model of respiratory system by using bottle, straws and balloons etc and demonstrate the process of inhalation and exhalation. (80min)(2p)
 Learners read a handout on human respiratory system and write structure and function of respiratory system. (80min)(2p)
Formatted: Font: 12 pt, Highlight
 Learners locate their pulse on wrist or neck and count it, manually and using gadget as well.(40min1p)
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 Learners are introduced with the text features of summary writing. After discussion, A sample of summary is shared with the learners , later learners write summary after reading a chapter of Matilda . (2p)
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 Differenciated task will be planned for learners in which they are given the choice to eithermake model/flippable poster/powerpoint presentation/ poster of circulatory system and present in front of the class. They present and
explain the circulatory cycle through models in front of others. (120min3p)
 Learners read a handout on human circulatory system and write the structure and function of circulatory system. (80min)(2p) Formatted: Font: 12 pt
 Learners read a comprehension text on “It circulates” and develop question for other learners to answer. Learners attempt comprehension sheet by enhancing comprehension skills (skim and scan). (2p) Formatted: Font: 12 pt
 Learners observe blood slides under microscope and draw microscopic view of blood cells and fill observation sheet. (80min)(2p) Formatted: Font: 12 pt
 Learners watch a video on composition of blood .Learners read a sample of descriptive writing to identify and discuss the text features of descriptive writing; Learners enhance writing skills while writing about composition of Formatted: Font: 12 pt
blood. (120min3p) Formatted: Font: 12 pt

 Learners develop a mind map and write descriptive paragraph on heart or lungs (150-180 words) (80min)(2p) Formatted: Font: 12 pt
 Learners arrange the given index cards in sequence programmed with the sequence of steps involved in respiratory and circulatory system (one step per card). They use flash cards of sequence markers (first, then, later, after that,
finally) to arrange them. After that they read a handout and recheck their sequence.Learners describe how two systems work together as one unit by using sequence markers; thinking and writing skills improve while explaining
how two systems work together as one unit(80min). (2p) Formatted: Font: 12 pt
 Teachers introduce parts of sentence i.e subject verb and object and discuss rules of subject verb agreement. Later sentences are given to learners and they are asked to correct them. ((80min) 2p) Formatted: Font: 12 pt, Highlight
 Learners inquire about the benefits of ablution and prayer that how can it strengthen our muscles and regulates blood flow and later write paragraph explaining the benefits of prayer. (80min2p) Formatted: Font: 12 pt
 A role play is arranged by 5 class learners on how healthy and unhealthy choices impact our lifestyle. Learners observe the role play and inquire about the healthy lifestyle. (40min1p) Formatted: Font: 12 pt
 (Nutritional value should be informed to learners a week ago and they should know what they have eaten and brought in lunch and calculate calories)Learners note down their daily food intake routine They note down the amount Formatted: Font: 12 pt
of different nutrients present in food item they take on daily basis and calculate the calories by using mathematical operation of subtraction and addition. Later they compare their nutritional value with standard nutritional value Formatted: Font: 12 pt
chart(80min).(2P) Formatted: Font: 12 pt
 Teacher shows images/scenarios of nonphysical and social health. Learenrs inquire, what is happeneing in the scenario/image and later they suggest how to improve social and physical health of those individuals. Later handout
regarding balanced lifestyle is given to learners and they explain physical, mental, spiritual and social health on notebook. (80min)(2P) Formatted: Font: 12 pt
 Learners read a paragraph on physical health according to Islam and understand the importance of nutrition, cleanliness and exercise in maintaining health. (80min)(2p) Formatted: Font: 12 pt
 Learners watch a video on healthy and unhealthy lifestyles and later write a paragraph on it. (120min3p) Formatted: Font: 12 pt
 Learners are introduced with the text features of narrative writing. After discussion learners write a narrative on the topic “from fun gala to a night mare”. Draft 1 & 2 ( 160min4p) Formatted: Font: 12 pt
 Learners develop a survey sheet in which they inquire about the nutrional routine of myp learners. After collecting data learners develop a bar graph using the data. (80min)(2p) Formatted: Font: 12 pt
 Learners read the given stories on lifestyle of different people and suggest some ways for the character to lead a healthier life. (40min)1p) Formatted: Font: 12 pt
 Learners write multiple paragraphs on choices for healthy lifestyle. (80min)(2P) Formatted: Font: 12 pt
 Learners prepare a role play on how commercialization of junk food impacts healthy choices” and present it in assembly(80min).(2p) Formatted: Font: 12 pt
 Reinforcement of types of noun and forms of verb. (80min)(2p) Formatted: Font: 12 pt
 Reading of Matilda and making of vocabulary book with use of dictionary. (80min)(2p) Formatted: Font: 12 pt
 Numbers to be stand alone (440min)10p) Formatted: Font: 12 pt
 Learners visit a hospital to inquire about the most common diseases, their causes and preventions.. (220 min5p) Formatted: Font: 12 pt
 A PowerPoint on different diseases is shown to learners which just includes the signs and symptoms. Later learners inquire about the names and prevention of diseases. (1p) Formatted: Font: 12 pt
 Learners formulate questions to inquire about the causes and prevention of obesity, anemia, malnutrition, asthma, heart attack, anorexia, tuberclosis. Guest lecture of a doctor is arranged and learners inquire about the causes,
symptoms and prevention of theMentioned diseases. (80min)(2p) Formatted: Font: 12 pt
 After that a sample of expository is shared with the learners and discussion is held on the text features of expository writing. Learners write expository on “Human body/interconnectedness of systems/choices impact human
body”. They will write expository of 180-200 words on it (1st& 2nd Draft) ( 220min5P) Formatted: Font: 12 pt
 Learners are divided in three groups and each group is assigned a disease. (Anemia, Malnutrition, Asthma). They are asked to search the causes, symptoms and preventions/treatment of each disease through given websites Later
learners make PowerPoint presentation on the causes and preventions and present it in front of 3rd grade learners (220min5p) Formatted: Font: 12 pt
 Learners read and learn ayat e shifa and its translation. Later they write their understanding in the form of short paragraphs on notebook. ((80min) 2p) Formatted: Font: 12 pt
 Memorization of 4 qul
 Reinforcement of punctuation. (80min)(2p) Formatted: Font: 12 pt
 Learners work in groups and make posters on prevention of diseases (Anemia, Malnutrition, and Asthma). Later they come up with the ideas of dramatic performances on consequences of unhealthy lifestyle and present drama
in group. (160min4p) Formatted: Font: 12 pt
 Learners read the chapters of novel. While reading they solve activity sheet for vocabulary in which they write “what I think its meaning is, what is the actual meaning, make sentences” (80min)(2p) Formatted: Font: 12 pt
 Learners read health tips given to Muslims according to Islam. After reading they solve multiple choice quiz and fill in the blanks. (40min1P) Formatted: Font: 12 pt
 Addition and subtraction to be done stand alone. (440min10p) Formatted: Font: 12 pt
 Formatted: No Spacing, Space After: 0 pt, Line spacing:
single

Supporting student agency
 Learners move to Science lab to observe cells and tissues under microscope, models of organs and organ systems. Formatted: Font: 12 pt, Font color: Gray-90%, English
(United Kingdom)
 Learners trace their diet intake for a week and note down the number of calories they intake each day through different food consumption. Later they compare their nutritional value with standard nutritional value chart
 Learners label the given flip able images of organs (lungs, brain, heart, stomach, and muscles) and add their prior knowledge on it. After that they read an e book “Me and my amazing body” and add on relevant information on Formatted: Font: 12 pt
images. Formatted: Font: (Default) Times New Roman, 12 pt
 Learners compose and sing a song/rhyme on “The human body
 Learners perform different activities like running, jumping, brisk walking, etc to notice the change in breathing pattern and share their knowledge about breathing pattern and later watch video on respiratory system
 Learners make model of respiratory system by using bottle, straws and balloons etc and demonstrate the process of inhalation and exhalation.
 Learners observe blood slides under microscope and draw microscopic view of blood cells and fill observation sheet.
 Learners arrange the given index cards in sequence programmed with the sequence of steps involved in respiratory and circulatory system (one step per card).
 Images/scenarios of nonphysical and social health are given to learners. Learners inquire, what is happening in the scenario/image and later they suggest how to improve social and physical health of those individuals. Later Formatted: Font: (Default) Times New Roman, 12 pt
handout regarding balanced lifestyle is given to learners Formatted: Font: (Default) Times New Roman, 12 pt,
Highlight
 Learners develop a survey sheet in which they inquire about the nutrional routine of MYP learners. After collecting data learners develop a bar graph using the data Formatted: Font: (Default) Times New Roman, 12 pt
 Learners prepare a role play on how commercialization of junk food impacts healthy choices” and present it in assembly Formatted: Font: 12 pt, Font color: Gray-90%, English
(United Kingdom)
 Guest lecture of a doctor on causes, symptoms and prevention of the different diseases(obesity, anemia, malnutrition, asthma, heart attack, anorexia, tuberculosis)
 Search on assigned a disease. (Anemia, Malnutrition, Asthma). They are asked to search the causes, symptoms and preventions/treatment of each disease through given websites Later learners make PowerPoint presentation on
Formatted: Font: (Default) Times New Roman, 12 pt, Font
the causes and preventions and present it color: Gray-90%, English (United Kingdom)
 Poster making on prevention of diseases (Anemia, Malnutrition, and Asthma). Formatted: Font: (Default) Times New Roman, 12 pt
 By observing images learners find out the difference in 2d, 3D shapes
Learners make line of symmetry through mirror activity


Teacher and student questions
 Which system is closely connected to respiratory system? Formatted: Font: 12 pt
 How are systems in the body interconnected?

 Mr. John is a lazy person. How do you think he can adopt a healthy life style?
 How different organs work together?
 How can you change your diet according to your physique? Suggest suitable ways.
 What can we do to keep our heart and lungs healthy? What should we avoid?
 How physical, social, mental healthmental health is interlinked? Formatted: Font: 12 pt
 How unhealthy eatingunhealthy eating habits influence our lifestyles? Formatted: Font: 12 pt
 How can you differentiatebetweendifferentiate between malnutrition and hunger? Formatted: Font: 12 pt
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 Mr. Mike does morningdoes morning walk and exercise daily. How do you think his this habit benefits him? Formatted ...
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Student questions
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What student questions are emerging from students’ evolving theories? Formatted Table ...
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 Which organs are involved in breathing? Formatted ...
 Why our body needs oxygen? Formatted ...
 What is the difference between breathing and respiration? Formatted ...
 What is the difference between left and right lung? Formatted ...
 Is obesity a form of malnutrition? Formatted ...
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Ongoing assessment Formatted ...

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st Formatted ...
Formative assessment1: 1 (Llep) (WEEK 2-6 Sep)
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Comprehension is given for reading. Learners answer the given questions
Criteria: Rubrics Formatted ...
Subject Focus: ELA, Social Studies, Science Formatted ...
Time allotted: 30 minutes Formatted ...
Criteria Achieving Approaching Emerging Formatted ...
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Reading for meaning Good understanding of text Satisfactory/ fair Fails to understanding
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understanding
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 Volume and Loud and clear voice Can hear but not loud enough Not audible ...
Reading –
clarity Formatted ...

 Pronunciation Appropriate pronunciation of Few words are pronounced Most of the words are Formatted ...
 Fluency words appropriately inappropriately pronounced Formatted ...
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Read at smooth pace with Uneven pace and irregular Read the text slowly Formatted ...
pauses pauses sometimes Formatted ...
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 Interpretation Answers are mostly correct Answers are often correct and Answer do not reflect accurate
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and demonstrate excellent demonstrate good comprehension Formatted ...
comprehension comprehension Formatted ...
Comprehension
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 Use of Answers mostly include Answers usually include Answers do not include
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information supporting evidence and detail supporting evidence and supporting evidence and detail
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from text detail from text from text
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 Convention Punctuation, grammar and Writing has minor errors in Writing has several errors in ...
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spellings are correct punctuation, grammar and punctuation, grammar and
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spellings spellings
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Time Management Complete task in allotted time Take few minutes to complete Unable to complete task in Formatted ...
task given time Formatted ...
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PYP | Unit of inquiry planner (Primary years) | Page 16 Formatted ...

International Baccalaureate® | Baccalauréat International® | BachilleratoInternacional® Formatted ...
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Reflection: Learners show understanding of given text and most of them answers based on the comprehension. A more focused reading can assist in better scaning of answers. Formatted: Highlight
Formative assessment 2 (2nd LOI) Formatted: Highlight
Learners write a narrative on the given topic “When I realized the effect of unhealthy food” word limit Formatted: Superscript, Highlight
Assessment Tools: Rubric Formatted: Highlight
Criteria: Formatted: Font: (Default) Times New Roman, 12 pt
Criteria Excellent Good Emergent Formatted: Font: 12 pt

Main Idea Writing subtly or Writing expresses Writing does not Formatted Table
creatively expresses an idea. express any big Formatted: Font: Times New Roman, 12 pt, Bold
a consistent and ideas Formatted: Font: 12 pt
clear idea Formatted: Font: 12 pt
Organization Writing is Writing is Writing is Formatted: Font: Times New Roman, 12 pt, Bold
purposefully and organized in a way disorganized and
thoughtfully that does not meet difficult to follow.
Knowledge
organized to the demands of the Formatted: Font: Times New Roman, 12 pt, Highlight
structure and task.
strengthen the
ideas being
expressed and Formatted: Font: Times New Roman, 12 pt
meets the task
demands.
Convention Writing has no Writing has some Writing has Formatted: Font: Times New Roman, 12 pt, Bold
errors in usage or errors in usage and frequent errors in Formatted: Font: 12 pt, Bold
mechanics. mechanics. usage and
mechanics.
Thinking skills  Able to  Able to  Unable to
understand the understand the understand the Formatted: Font: 12 pt
given topic given topic to given topic
 Applied learned some extant  Was unable to
concept  Applied the apply the
appropriately on learned concept learned
given situation to some extent concept
 appropriately
Skills
Formatted: Font: Times New Roman, 12 pt, Highlight

Communicatio  Expressed ideas  Expressed some  Unable to
n skills in detail through of the ideas in express ideas
writing writing appropriately
in writing Formatted: Font: Times New Roman, 12 pt, Bold
Time Completed task in Took a few extra Unable to Formatted: Font: 8 pt
management given time minutes to complete the task
skills complete the task in given time
Criteria Good Fair Needs Improvement Formatted: Font: (Default) Times New Roman, 8 pt
Text Plot/Ide The storyline skillfully and The plot and ideas The storyline is incomplete or does Formatted: Font: (Default) Times New Roman, 8 pt
features as effectively establishes an attempt to fulfill the not establish a plausible context.
engaging, plausible context purpose and address
and is built on an exposition the demands of the
that supports the task. Formatted: Font: 8 pt
establishment of the plot.
The narrative establishes and The narrative attempts The narrative does not have an
Story maintains a clear, vivid setting to establish a setting, established, clear setting. The Formatted: Font: (Default) Times New Roman, 8 pt
develop while also introducing and but it may not be narrative may be missing characters Formatted: Font: (Default) Times New Roman, 8 pt
ment developing interesting, completely clear. entirely, or they may not be
engaging characters that Characters are adequately developed, with little or Formatted: Font: (Default) Times New Roman, 8 pt
advance the story and reveal introduced but may no dialogue and description Formatted: Font: 8 pt, Bold
the central idea or theme not be developed in a
through meaningful and way that advances the
significant dialogue, story and/or reveals
description, and reflection. the central idea or Formatted: Font: 8 pt
theme with dialogue
and description. Formatted: Font: 8 pt
The narrative utilizes a clear The narrative includes The narrative does not contain a
Organiz Formatted: Font: (Default) Times New Roman, 8 pt
sequence of events to establish a sequence of events sequence of events that establish a
ation a beginning, middle, and end that attempt to beginning, middle, and end. Efforts Formatted: Font: (Default) Times New Roman, 8 pt
and effectively incorporates establish a beginning, at pacing may be missing entirely or Formatted: Font: (Default) Times New Roman, 8 pt
pacing to enhance the middle, and end. Some do not support the development of
development of the story. pacing to support the the story. Formatted: Font: 8 pt, Bold
development of the Formatted: Font: 8 pt
story is attempted.
Convention Writing has no errors in usage Writing has some Writing has frequent errors in usage
or mechanics. errors in usage and and mechanics. Formatted: Font: 8 pt
mechanics. Formatted: Font: (Default) Times New Roman
Time management Completed task in given time Took a few extra Unable to complete the task in given
skills minutes to complete time
the task Formatted: Font: 8 pt
Reflections: Learners show creativity and linkage in text however more focus on use of grammar and dialogue writing is required. Few learners need a differentiated task as they are unable to write a narrative properly. Formatted: Font: (Default) Times New Roman
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Formative assessment: Formatted: Font: (Default) Times New Roman
Task: Learners develop a story on the given topic i.e. “When I got to know about healthy habits” and later develop a Comic Strip on it. Formatted: Font: (Default) Times New Roman
Time duration: 40min Formatted: Font: 8 pt

Criteria:
Criteria Good Fair Needs Improvement Formatted: Font: 8 pt
Content Content was elaborated with proper details Some content was unclear while explaining Elaboration was absent and content was
repetitive and confusing
Sequence in comic strip Good illustration in comical form with Illustration was missing important events or Not illustrated in proper sequence
proper sequence some sequencing mistakes were there
Vocabulary Good usage of vocabulary from central Adequate usage of vocabulary from central Rarely used vocabulary from central idea Formatted: Font: (Default) Times New Roman
idea idea
Speech bubble Speech Bubbles were properly added in Some of speech bubbles were not in Most of speech bubbles were In accordance Formatted: Font: (Default) Times New Roman
comic accordance with illustration with speech bubbles Formatted: Font: (Default) Times New Roman
Spelling, Punctuation, and There are no spelling, punctuation, or There are 1-3 spelling, punctuation, or There are 4-5 spelling, punctuation, and Formatted: Font: (Default) Times New Roman
Grammar grammar errors. grammar errors. grammar errors.
Time Management Class time was used wisely. Much time Class time was used wisely, however the Class time was used wisely, however the Formatted: Font: (Default) Times New Roman
and effort went into the planning and student could have put in more time and effort student could have put more time and effort
design of the comic. into the planning. into the design.
Criteria Excellent Good Emergent Formatted: Font: Times New Roman, 12 pt

Formatted: Font: Times New Roman, 10.5 pt
General Addresses the Doesn’t address the Doesn’t really address Formatted: Font: Times New Roman, 12 pt
Approach question. States a questions explicitly, the question. States few Formatted: Font: Times New Roman, 10.5 pt
relevant, justifiable although does so relevant answers. Formative assessment 3: (3rd LOI) Formatted: Font: Times New Roman, 12 pt
answer. Presents tangentially. States a Reveals some Quiz on “health problems” is taken. There are three stages of quiz. Formatted: Font: Times New Roman, 10.5 pt
arguments in a relevant and misconceptions. Is not Formatted: Font: Times New Roman, 12 pt
logical order. Uses justifiable answer. clearly or logically 1- Group round (each group is asked 5 questions) Formatted: Font: Times New Roman, 10.5 pt
acceptable style and Presents arguments in organized. Errors in Formatted: Font: Times New Roman, 12 pt, Highlight
1- Individual round. (each learner is asked)
grammar (no a logical order. Uses grammar and style. Formatted: Font: Times New Roman, 12 pt
errors). acceptable style and Formatted: Font: Times New Roman, 12 pt

2- Group round (each group is asked 5 questions)
grammar (1-2 errors). Formatted: Font: Times New Roman, 12 pt
2- 3 questions) Formatted: Font: Times New Roman, 10.5 pt
3- Written quiz Formatted: Highlight
Formatted: Superscript, Highlight
Formatted: No bullets or numbering
Formatted: Space Before: 0 pt, Numbered + Level: 1 +
Numbering Style: 1, 2, 3, … + Start at: 1 + Alignment: Left +
Comprehe Demonstrates an Demonstrates an Doesn’t demonstrate Formatted: Font: 12 pt
nsion accurate and accurate but only accurate understanding Formatted: Font: Times New Roman, 12 pt
complete adequate of question but makes Formatted: Font: Times New Roman, 12 pt
understanding of understanding of the an effort. No evidence to Formatted: Font: Times New Roman, 12 pt
the question. Backs question. Doesn’t support responseto
conclusionswith back conclusions question.
data and withdata. Uses only
justifications. Uses one idea to support
2 or moreideas, the answer. Less
examples and/or thorough thanabove. Formatted: Font: Times New Roman, 10.5 pt
arguments
thatsupport
theanswer. Formatted: Font: Times New Roman, 10.5 pt
Time Gave answer in Took a few extra Unable to give answer Formatted: Font: Times New Roman, 12 pt
manageme given time (quick minutes to give in given time. Formatted: Font: Times New Roman, 12 pt
nt response) answer Formatted: Font: Times New Roman, 12 pt

Criteria: Rubrics Formatted: Font: Times New Roman, 12 pt
Subject Focus: ELA, Social Studies, Science Formatted: Font: Times New Roman, 10.5 pt
Time allotted: 10 minutes per round Formatted: Font: Times New Roman, 10.5 pt
Criteria Excellent Average Emergent
Clarity of voice Questions and answers were clear and Questions or answers were awkward at All questions and answers were awkward and
comprehensible. times but always understandable. incomprehensible. Formatted Table
Fluency Student acted as a facilitator, helping the Some minor difficulties maintaining the Much effort was required to maintain the
conversation flow and develop. conversation were evident. conversation. There may have been many
long pauses.
Comprehension The student fully understood the questions The student understood most of what was Student was unable to comprehend
asked and answered correctly. asked of him/her. questions. Questions had to be repeated.
Time management Completed task in given time Took a few extra minutes to complete the task Unable to complete the task in given time
Reflection: Learners show concept clarity but are unable to answer few questions correctly and are unable to properly analyze and answer the given questions. They managed time very well and are curious to participate. More focus on taught concepts can help them Formatted: Highlight
in better results Formatted: Font: (Default) Times New Roman, 12 pt
Formatted: Font: (Default) Times New Roman, 12 pt,

Highlight
Formative Assessment: 2nd (1ST LOI) (9 sep-13 sep)
Formatted: Font: Bold, Font color: Gray-90%, English
Task: learners are divided in groups and each group is given either a pack of images of circulatory or respiratory system. Learners are asked to organize the images and write about the system and later develop 4 questions regarding that system. (United Kingdom)
After first task questions are being exchanged in the groups and learners answer each others questions in the written form.
are asked to compare respiratory and circulatory system and write the differences in the form of a table. Formatted: Highlight
Subject focus : ELA, Science , Social Studies Formatted: Font: 12 pt
Time alloted : 420 minutes Formatted: Font: 12 pt
Criteria : Rubrics Formatted: Font: 12 pt
Criteria Excellent Good Emergent Formatted: Font: 12 pt
Organization Chart Learners label, sequence Labelling is correct but Labelling, sequencing and Formatted: Font: 12 pt
Requirements and organize the images learners are unable to organizing is not Formatted: Font: 12 pt
correctly. The chart sequence the images correct.The chart is lacking Formatted: Font: 12 pt
includes all required correctly The chart includes in elements required and in
elements of the project some of the required resources used. There are
and includes a clear, elements. There is not many gaps in the
strong comparison. Goes enough information information presented Formatted: Font: 12 pt
beyond what was presented.
expected.
Content (Answers of Knowledge as per Some of the concepts related Incorrectly texted Work is Formatted: Font: 12 pt
the given situation clearly to central idea were clearly done with little effort,
questions)Work demonstrated.The work texted.Work is done with fair quality is not what the Formatted: Font: 12 pt
quality/effort done exceeds all effort, but the quality is still learners are capable of. It is Formatted: Font: 12 pt
expectations and shows not what the learners are evident that the work was Formatted: Font: 12 pt
that the learners are capable of. It is evident that rushed and little time was
proud of their work. the work was rushed. spent on the final product.
Work is incomplete.
Time Management Class time was used Class time was used wisely, Class time was used wisely, Formatted: Font: 12 pt
wisely. Much time and however the student could however the student could
effort went into the have put in more time and have put more time and Formatted: Highlight
planning and design of effort into the planning. effort into the design. Formatted: Font: (Default) Times New Roman, 12 pt
the comic. Formatted: Highlight

Reflections: Learners show interest in the given task and are curious to learn about bones fracture and its treatment. Some learners easily read, scanned and answered the given questions whereas others show partial undertsanding of the text. Formatted: Highlight
Overall, the class attempts the task within given time slot. Formatted: Font: (Default) Times New Roman, 12 pt
FormativeSummative assessment: 5 (3RD LOI)
Different health problem scenarios are given to learners
 Learners identify the disease from the scenario.
 Learners suggest how can patient’s condition be improvedthey improve the patient’s condition
 Learners illustrate the organ related to the disease in the scenario and give justification why that organ is related to that scenario.
Formatted: Space After: 10 pt
 Develop a scenario different from the one given, including any one health problem you have studied and give suggestions to improve that health problem.
Health problems are: Formatted: Line spacing: single
 Obesity/ Over weight Formatted: Space After: 10 pt

Heart Attack Formatted: Font: (Default) Times New Roman, 12 pt
 Formatted: Bulleted + Level: 1 + Aligned at: 0.25" +
Indent at: 0.5"
Formatted ...
Formatted Table ...
Formatted ...
 Asthma Formatted ...
 Flu Formatted ...
Criteria Excellent Good Emergent
Formatted ...
Clarity of concept Knowledge as per situation Some of the concepts related to Incorrectly texted Formatted ...
wled
Kno
ge
clearly demonstrated. central idea were clearly texted.

Formatted ...
Thinking skills  Able to share thoughts in a  Able to share thoughts in a  Were able to share only a few points Formatted ...
wonderful way good way but there is still  Was unable to apply the learned concept Formatted
 Applied learned concept room for improvement appropriately ...
appropriately on given  Applied the learned concept  The task requires identification and text Formatted ...
situation to some extent production…Thinking skills are not the
dominantly required Formatted ...
Formatted ...
Communication skills  Express facts in detail  Expressed some of the  Unable to express factual information
through writing factual information in appropriately in writing Formatted Table ...
 Writing writing Formatted ...
Self-management skills Completed task in given time Took a few extra minutes to Unable to complete the task in given time
Formatted ...
Skills
complete the task

 Time management Formatted ...
skills
Formatted ...
 Formatted ...
Formatted ...
Formatted ...
Summative Assessment: Formatted ...
Formatted ...
Learners visit a hospital and inquire about the common causes and preventions of diseases (obesity, heart attack, anemia and malnutrition). They gather data about the most common diseases in patients and later make a bargraph using that data.
Formatted ...
Formatted ...
Subject Focus:
ELA, Social Studies, Mathematics, Science Formatted ...
Time Allotted: 120min Formatted ...
Criteria: Formatted ...
Formatted ...
Criteria Excellent Average Emergent Formatted ...
Formulating Survey Question Your question has no grammatical mistakes and Your question has several grammatical Your question has many grammatical mistakes Formatted ...
is very easy to understand. mistakes and is difficult to understand and can not be understood. Formatted ...
Formatted ...
Survey (Conducting) You questioned at least 10 people. You questioned 5-6 people. You questioned less than 5 people.
Formatted ...
Creating Tally Chart Your results were understandable and presented Your results were difficult to understand; Your results were not understandable;
in organized manner, with your list of possible there were several problems in the there was very little or no organization and/or Formatted ...
responses and tally marks for each response organization and/or tally marks. tally marks. Formatted ...
Creating a Graph of Results Your graph clearly represented your data, and Your data was present, however, your graph Your graph was not understandable. Formatted ...
was well organized and easy to read and was difficult to understand. There several Formatted ...
interpret. problems in the organization. Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Formatted ...

Formatted ...
Formatted ...
 Formatted: Font: Times New Roman, 12 pt
 Flu
Criteria Excellent Good Emergent Formatted: Font: (Default) Times New Roman, 8 pt, Bold
Clarity of concept Knowledge as per Some of the concepts related Incorrectly texted
Knowle
situation clearly to central idea were clearly Formatted: Font: (Default) Times New Roman, 8 pt
dge
demonstrated. texted.
Formatted Table
Thinking skills  Able to share thoughts  Able to share thoughts  Were able to share only a few points
in a wonderful way in a good way but there  Was unable to apply the learned
 Applied learned concept is still room for concept appropriately
appropriately on given improvement  The task requires identification and
situation  Applied the learned text production…Thinking skills
concept to some extent are not the dominantly required
Skills

Communication skills  Express facts in detail  Expressed some of the  Unable to express factual
through writing factual information in information appropriately in
 Writing writing writing
Self-management Completed task in given Took a few extra minutes to Unable to complete the task in given time
skills time complete the task
 Time Formatted: Font: 8 pt, Bold

management
skills
Thinker, Was able to share Able to share information Only able to share a few points regarding
Learner
knowledgeable, information as per the but there were some missing the given task
profile
communicator and expectations links while communicating

reflective. ideas through the given task
Independence Able to do task Needed a little help to Unable to do the task on his/her own
Attitude
independently without any complete the assigned task Formatted: Font: (Default) Times New Roman, 8 pt
s
help
Form Expressed knowledge of Expressed knowledge of the Expresses little knowledge of the central
central idea well central idea to some extent idea
Key Concepts

Connection Showed appropriate Showed some linkage Unable to show linkage between causes
connection between causes between causes and cure of and cure of illness
and cure of illness illness

Making flexible use of resources
 Science lab to observe cells and tissues under microscope, models of organs and organ systems. Formatted: Font: 12 pt
 (Slides of cells and tissues Models of organs and organ system,Images of body organs) Formatted: Font: 12 pt
 Read an e book “Me and my amazing body”
 Books
 The Human body (Miles Kelly) Formatted: Font: 12 pt

 Human Body(Learning in action ) Formatted: Font: 12 pt
 My Digestive System (sally Hewitt) Formatted: Font: 12 pt
 Children Human body encyclopedia Formatted: Font: 12 pt
 Make it work Body(Andrew Haslem) Formatted: Font: 12 pt
Formatted ...
Formatted ...
Formatted ...

The Human Body (Gillian Bunce) Formatted ...
Human Body the ultimate guide Formatted ...
 Video of respiratory system to learn about connection of organs and their functionality.https://playit.pk/watch?v=mOKmjYwfDGU Formatted ...
 https://www.youtube.com/watch?v=ydX8Lw4q2MkLearners observe blood slides under microscope and draw microscopic view of blood cells
Formatted ...
Formatted ...
 Videoon composition of blood Formatted ...
 video of nutrients and importance in our daily diet intake. Formatted ...
https://www.youtube.com/watch?v=YimuIdEZSNY
Formatted ...
Formatted
 video on healthy and unhealthy life styles ...
Formatted ...
http://www.basicsofhealthyliving.com/Balanced-Lifestyle.html Formatted ...
http://www.basicsofhealthyliving.com/Balanced-Lifestyle.html Formatted ...
Formatted ...
 Guest lecture of a doctor on causes, symptoms and prevention of the different diseases(obesity, anemia, malnutrition, asthma, heart attack, anorexia, tuberculosis) is arranged Formatted ...
• A PowerPoint on signs of different diseases is.
Formatted ...
https://www.webmd.com/a-to-z-guides/understanding-anemia-basics#1
https://www.webmd.com/a-to-z-guides/understanding-anemia-basics#1 Formatted ...
Formatted ...
Research on the causes, symptoms and preventions/treatment of each disease through given websites.http://www.who.int/features/qa/malnutrition/en/ Formatted ...
Formatted ...
https://www.mayoclinic.org/diseases-conditions/asthma/symptoms-causes/syc-20369653 Formatted ...
Formatted ...
Formatted ...
https://www.healthline.com/nutrition/malnutrition
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Student self-assessment and peer feedback Formatted ...
Formatted ...
• Learners asses each other worksheets based on Prefix and Suffix, Types of noun, Subject Verb Agreement. Formatted ...
Formatted ...
Learners assess and evaluate each other’sNarrative writing: Formatted ...
Formatted ...
•( * Find three places where the grammar is wrong. Explain why it is wrong and show how it could be done correctly Formatted ...
Formatted ...
Formatted ...
• If you had to go back and improve your own submission after giving feedback to this submission, what would you change?
Formatted ...
Formatted ...
• Group evaluation on presentation
Formatted ...
Formatted ...
• Learners assess each other during presentation and evaluate on the basis of verbal communication, non verbal communication, body language, use of gestures and expression of subject knowledge. Formatted ...
Formatted ...
• Assess Mathematics sums and answers Formatted ...
Formatted ...
• Learners asseseach others sums based on addition and subtraction and provide relevant feedback. Formatted ...
Formatted ...
• During class discussion learners assess each others understanding based on discussion. Formatted ...
Formatted ...
Formatted ...
Formatted ...

• (Discussion could be better. Explain what is lacking. Formatted: Font: 12 pt
• *Discussion was good. Explain what was good.) Formatted: Bulleted + Level: 1 + Aligned at: 0.01" +
Indent at: 0.08"

Ongoing reflections for all teachers

Additional subject specific reflections
Prompts: Designing and implementing Formatted: Font: (Default) Times New Roman, 12 pt
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Designing engaging Supporting student agency Questions Ongoing assessment
Formatted ...
learning experiences What evidence will we gather about students’ emerging Formatted ...
How do we recognize and support student agency Teacher questions
What experiences will facilitate learning? What additional teacher questions and provocations are knowledge, conceptual understandings and skills? Formatted ...
in learning and teaching?
emerging from students’ evolving theories? Formatted ...
For all learning this means:  Science lab activity to observe cells and How are we monitoring and documenting learning against Formatted ...
 Science lab activity to observe cells and tissues tissues under microscope, models of organs learning goals and success criteria?
In what ways Formatted ...
under microscope, models of organs and organ and organ systems. Formatted ...
systems.  Nutritional value chart How are we using ongoing assessment to inform planning, Formatted ...
 E-book on me and my amazing body  Which system is closely connected to respiratory
 Learners label the given flip able images of and the grouping and regrouping of students? Formatted ...
 Introduction of shapes organs (lungs, brain, heart, stomach, and
system?
Formative assessment1: Formatted ...
 Hadith and Quranic verses on health muscles) and add their prior knowledge on it.  How would you evaluate the impact of choices
 Respiratory system video comprehension on health? Quiz on “Reasons and impact of climate change” is Formatted ...
After that they read an e book “Me and my taken. There are three stages of quiz. Formatted
 Comprehension text on respiratory system amazing body” and add on relevant  How different organs work together? ...
Formatted
 Reading comprehension on circulatory system information on images.  What are suitable ways would we use to change
...
4- Group round (each group is asked 5 Formatted
 Video comprehension on composition of blood  Learners compose and sing a song/rhyme on our diet according to our physique? questions)
...
 Nutritional value chart “The human body  What can we do to keep our heart and lungs 5- Individual round. (each learner is asked 3
Formatted ...
 Reading comprehension on balanced lifestyle  Learners perform different activities like healthy? What should we avoid? questions)
Formatted ...
 Reading comprehension on physical health according running, jumping, brisk walking, etc to notice  How physical, social, mental and spiritual health 6- Written quiz
Formatted ...
to Islam the change in breathing pattern and share their Formatted ...
is interlinked? Criteria: Rubrics
 video comprehension on healthy and unhealthy knowledge about breathing pattern and later Formatted ...
lifestyles  What are the possible consequences of unhealthy Subject Focus: ELA, Social Studies, Science
watch video on respiratory system Time allotted: 10 minutes per round Formatted ...
 narrative writing on the topic “from fun gala to a night eating habits?
 Learners make model of respiratory system by Formatted ...
mare”.  What is the difference between malnutrition and
using bottle, straws and balloons etc and Formatted
 multiple paragraph writing on choices for healthy hunger? Formative assessment2: ...
demonstrate the process of inhalation and Formatted
lifestyle Learners write a narrative on the given topic“When ...
 Handout on physical health according to Islam exhalation. Formatted
Please look into these questions and work on it as most I gained knowledge about healthy habits” Please ...
 Guest lecture of a doctor on causes, symptoms and  Learners observe blood slides under questions are not showing any inquiry or thinking process keep it as one of your activity and think some Formatted ...
prevention of the different diseases(obesity, anemia, microscope and draw microscopic view of challenging task which can reflect on their Formatted ...
malnutrition, asthma, heart attack, anorexia, blood cells and fill observation sheet. conceptual learning and understanding
Student questions Formatted ...
tuberculosis)  Learners arrange the given index cards in What student questions are emerging from students’ Formatted ...
 Expository writing on “Human sequence programmed with the sequence of evolving theories? Summative assessment: Formatted ...
body/interconnectedness of systems/choices impact steps involved in respiratory and circulatory
human body”. system (one step per card). Different health problem scenarios are given to Formatted ...
 Search on assigned a disease. (Anemia, Malnutrition,  images/scenarios of nonphysical and social  Which organs are involved in breathing? learners. Learners to write multiple paragraph text Formatted ...
Asthma). They are asked to search the causes,
health are given to learners. Learenrs inquire,  Why our body needs oxygen? sharing the possible causes andgiving suggestions to Formatted ...
symptoms and preventions/treatment of each disease
what is happeneing in the scenario/image and  What is the difference between breathing and improve their lifestyle Formatted ...
through given websites Later learners make Health problems are:
later they suggest how to improve social and respiration? Formatted
PowerPoint presentation on the causes and preventions ...
and present it physical health of those individuals. Later  What is the difference between left and right  Obesity/ Over weight Formatted ...
 Poster making on prevention of diseases (Anemia, handout regarding balanced lifestyle is given to lung?  Heart Attack Formatted ...
Malnutrition, and Asthma). learners  Is obesity a form of malnutrition?  Asthma Formatted ...
 By observing images learners find out the difference  Learners develop a survey sheet in which they  Flu
Formatted ...
in 2d, 3D shapes inquire about the nutrional routine of myp Formatted ...
 Learners make line of symmetry through mirror learners. After collecting data learners develop
Formatted ...
activity a bar graph using the data
Formatted ...
 Learners prepare a role play on how
Formatted ...
commercialization of junk food impacts
healthy choices” and present it in assembly Formatted ...
 Guest lecture of a doctor on causes, symptoms Formatted ...
and prevention of the different Formatted ...
diseases(obesity, anemia, malnutrition, asthma, Formatted ...
heart attack, anorexia, tuberculosis) Formatted ...
 Search on assigned a disease. (Anemia, Formatted ...
Malnutrition, Asthma). They are asked to Formatted ...
search the causes, symptoms and
preventions/treatment of each disease through
Formatted ...
given websites Later learners make
Formatted ...
PowerPoint presentation on the causes and
Formatted ...
Formatted ...
Formatted ...
Formatted ...
Making flexible use Student self-assessment Ongoing reflections Additional subject-specific
Formatted ...
of resources and peer feedback reflections Formatted ...
For all teachers
How will resources add value and purpose to learning? What opportunities are there for students to receive  How are we responding to students’ emerging Inside or outside the programme of inquiry Formatted ...
teacher and peer feedback? questions, theories, inquiries and  What opportunities are there for students to make Formatted ...
interests throughout the inquiry? connections to the central idea and lines of inquiry Formatted ...
For all learning this means:
Learners asses each other worksheets based on Prefix and  How are we supporting opportunities for student- or the programme of inquiry? Formatted ...
Suffix, Types of noun, Subject Verb Agreement. Donot initiated action throughout the inquiry?  What opportunities are there for students to Formatted ...
 Students move to Science Lab to learn  How can we ensure that learning is purposeful
mention only one specific activity as it can be utilized in develop knowledge, conceptual understandings Formatted ...
about cells and tissues and organs. They will and authentic and/or connects to real-life
many ways and skills to support the transfer of learning across, Formatted ...
be provided following resources: challenges and opportunities?
between and beyond subjects? No feed back was Formatted ...
 How are we nurturing positive relationships
Slides of cells and tissues ,Models of organs and Group evaluation on presentation between home, family and school as a basis for written here Formatted ...
learning, health and well-being? Formatted ...
organ system, Images of body organs
Peer feed back on science journal Formatted ...
Formatted ...
 Learners are given flip able images of
Formatted ...
organs (lungs, brain, heart, stomach, and * Find three places where the grammar is wrong.
muscles) and then they read an e book “Me Formatted ...
and my amazing body” Explain why it is wrong and show how it could be Formatted ...
done correctly. Formatted ...

Formatted
 Learners enhance their understanding on the ...
importance of health in Islam through Formatted ...
different hadiths and Quran verses on health. *If you had to go back and improve your own Formatted ...
Formatted ...
submission after giving feedback to this
Formatted
 Learners are shown video of respiratory ...
submission, what would you change? Formatted
system to learn about connection of organs ...
and their functionality. *Imagine that you are a film critic. What would Formatted ...
Formatted ...
your review of the movie be?
 Learners observe blood slides under Formatted ...
microscope and draw microscopic view of *Find one or more paragraphs that you think work Formatted ...
blood cells well. Explain why. Formatted ...
 Learners watch a video on composition of Formatted ...
blood *Did the submission include a good discussion?
Formatted ...
 Learners watch video of nutrients and learn *Discussion could be better. Explain what is Formatted ...
about their importance in our daily diet Formatted
lacking. ...
intake. Formatted ...
 Learners are shown video on healthy and *Discussion was good. Explain what was good. Formatted ...
unhealthy life styles
Formatted ...
 Guest lecture of a doctor on causes,
Formatted ...
symptoms and prevention of the different
Formatted ...
diseases(obesity, anemia, malnutrition,
asthma, heart attack, anorexia, tuberculosis) Formatted ...
is arranged and learners inquire about the Formatted ...
Peer editing of Narratives is done by learners and they
causes, symptoms and prevention of the Formatted ...
give their feedback
mentioned diseases Formatted ...
• A PowerPoint on different diseases is shown Formatted ...
to learners which just includes the signs and Formatted ...
symptoms. Later learners inquire about the names Formatted ...
and prevention of diseases. Learners asseseach others sums based on addition and Formatted ...
 Learners conduct a research on the causes, subtraction and provide relevant feedback. Formatted ...
symptoms and preventions/treatment of each Formatted ...
 © International Baccalaureate Organization 2019 PYP | Unit of inquiry planner (Primary years) | Page 28
 International Baccalaureate® | Baccalauréat International® | BachilleratoInternacional®


REFLECTING Formatted: Font: (Default) Times New Roman, 12 pt
Transdisciplinary theme/Central idea: Formatted: Font: (Default) Times New Roman

Collaborative teaching team: Grade/Year level: Date: Formatted: Font: (Default) Times New Roman
Teacher reflections
Student reflections
Assessment reflections Formatted: Font: (Default) Times New Roman

Prompts: Reflecting

Teacher reflections Student reflections
How did the strategies we used throughout the unit help to develop and evidence students’ understanding of the central idea? What student-initiated inquiries arose and how did they inform the process of inquiry? What adjustments were made, and how did Formatted: Font: (Default) Times New Roman, 12 pt
this enrich learning? Formatted: Font: (Default) Times New Roman, 12 pt
What learning experiences best supported students’ development and demonstration of the attributes of the learner profile and
approaches to learning? How are students supported in having voice, choice and ownership in the unit of inquiry? (For example, through: co-constructing
learning goals and success criteria, being engaged in student-initiated inquiries and action, being involved in self-assessing and
What evidence do we have that students are developing knowledge, conceptual understandings and skills to support the transfer of self-regulating, co-designing learning spaces and so on).
learning across, between and beyond subjects?
How have these experiences impacted on how students feel about their learning? (For example, through: developing and
To what extent have we strengthened transdisciplinary connections through collaboration among members of the teaching team? Formatted: Font: (Default) Times New Roman, 12 pt
demonstrating attributes of learner profile and approaches to learning, developing understanding of the central idea, achieving
learning goals, taking action and so on). Formatted: Font: (Default) Times New Roman
What did we discover about the process of learning that will inform future learning and teaching? Formatted: Font: (Default) Times New Roman
Assessment reflections Formatted: Font: (Default) Times New Roman

How effective was our monitoring, documenting and measuring of learning informing our understanding of student learning?
What evidence did we gather about students’ knowledge, conceptual understandings and skills?
How will we share this learning with the learning community?
Notes Formatted: Font: (Default) Times New Roman, 12 pt


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Unit of inquiry planner

© International Baccalaureate Organization 2019

Who we are Formatted ...

Body systems and their interconnectedness Formatted ...

Formatted: Font: (Default) Times New Roman

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Teacher questions Formatted: Font: 12 pt

 What is a balanced breakfast? Formatted: Font: 12 pt

 Is mucus good or bad?

Formatted: Font: (Default) Times New Roman, 12 pt

Management was used used wisely, used wisely, Formatted ...

search activities as well. Formatted: Font: (Default) Times New Roman, 12 pt

blood. (120min3p) Formatted: Font: 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Learners make line of symmetry through mirror activity

Formatted: Font: (Default) Times New Roman, 12 pt

 Which system is closely connected to respiratory system? Formatted: Font: 12 pt

 How are systems in the body interconnected?

Ongoing assessment Formatted ...

clarity Formatted ...

PYP | Unit of inquiry planner (Primary years) | Page 16 Formatted ...

Formatted: Font: (Default) Times New Roman, 12 pt

Formative assessment 2 (2nd LOI) Formatted: Highlight

Criteria Excellent Good Emergent Formatted: Font: 12 pt

Formatted: Font: Times New Roman, 12 pt, Highlight

Time duration: 40min Formatted: Font: 8 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Criteria Excellent Good Emergent Formatted: Font: Times New Roman, 12 pt

errors). acceptable style and Formatted: Font: Times New Roman, 12 pt

nt response) answer Formatted: Font: Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt,

the comic. Formatted: Highlight

Health problems are: Formatted: Line spacing: single

 Obesity/ Over weight Formatted: Space After: 10 pt

clearly demonstrated. central idea were clearly texted.

complete the task

PYP | Unit of inquiry planner (Primary years) | Page 22 Formatted ...

Formatted: Font: (Default) Times New Roman, 8 pt

 Time Formatted: Font: 8 pt, Bold

communicator and expectations links while communicating

Formatted: Font: (Default) Times New Roman, 8 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

 Read an e book “Me and my amazing body”

 The Human body (Miles Kelly) Formatted: Font: 12 pt

PYP | Unit of inquiry planner (Primary years) | Page 24 Formatted ...

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

Formatted: Font: (Default) Times New Roman, 12 pt

done correctly. Formatted ...

Transdisciplinary theme/Central idea: Formatted: Font: (Default) Times New Roman

Assessment reflections Formatted: Font: (Default) Times New Roman

Formatted: Font: (Default) Times New Roman

Assessment reflections Formatted: Font: (Default) Times New Roman