Year 4 HWOO Unit Overview

YEAR 4 How We Organize Ourselves

Date:
27 Feb - Inquiry into the interconnectedness of human-made systems and WAYS TO SUPPORT
28 April 2023 communities; the structure and function of organizations; societal AT HOME
decision-making; economic activities and their impact on humankind
and the environment

Central Idea: Organizations provide services designed to Please discuss the big ideas of this
meet a variety of needs. unit at home with your child/ren.

Can you use some elements of

Key concepts: function, causation, responsibility
your Home Language to help
Related concepts: collaboration, impact, service make sense of the unit and build
Lines of Inquiry: vocabulary?
● Why organizations are created
● What makes an organization work
Unit of inquiry Talk to your child about your work
● The impact of organizations
and what your roles and
responsibilities are in your
Conceptual Understandings organization.
Students will understand…
● That there are a range of organizations that exist for Discuss your own experiences
Social Studies a range of reasons, providing a range of services about different organizations that
● The structures that are required to make an help us in our lives. For example
organization work and run smoothly what roles or responsibilities do
Learning Outcomes people have to make things work
in organizations such as clinics,
Students will be able to…
shops, restaurants, your home etc.
● identify a need within their community
● identify roles and responsibilities in a community
● design an organization that can have an impact
● make decisions about how their organizations
need to function

Research Skills Provide your child with

Formulating and planning opportunities to organize and
● Outline a plan for finding necessary information. plan trips to the supermarkets,
Data gathering and recording restaurants, cinemas etc.
● Gather information from a variety of primary and
secondary sources.
Synthesizing and interpreting
● Use critical literacy skills to analyze and interpret
information.
Approaches to Communication Skills
learning skills Exchanging Information - Speaking
● Communicate with peers, experts and members of
the learning community using a variety of digital
environments and media.
Literacy - Reading Encourage your child to read
● Read critically and for comprehension. regularly and check for
ICT - Communication using technology comprehension.
● Communicate information and ideas effectively to
multiple audiences using a variety of media and
modalities.

Learner Profile Risk-Taker

Attributes Student selected

Source: The Learner (IBO, 2018), IB PYP scope and sequences Updated – March 2022
 Year 4 HWOO Unit Overview
Intended conceptual understandings and learning outcomes.
Learning outcomes highlighted in blue will be reported on in June.

Writing ● Talk to your child about the

Fantasy stories they are reading. Ask
Conceptual Understandings them about the characters,
setting, plot, the theme (the
Students will understand that…
message or big idea in the
● Applying a range of strategies helps us to express story) and the
ourselves so that others can enjoy our writing. problem/solution.
● Students identify elements of fantasy stories
Learning Outcomes ● Talk to your child more about
● organize ideas in a logical sequence, for example, the characters in the stories
write simple narratives with a beginning, middle and they are reading. Eg.
end ○ What words can you use to
describe them?
● select vocabulary and supporting details to achieve
○ What things do they
desired effects like/dislike?
● use increasingly accurate grammatical constructs - ○ What problems are they
Morphological awareness (deconstructing words facing?
into bases and affixes)
Language Reading
Fantasy ● Ask your child about the story
Conceptual Understanding they are developing during
Students will understand that… writing sessions. Eg.
○ What is your character
● Wondering about texts and asking questions
like? Do they change in the
helps us to understand the meaning. story?
Learning Outcomes ○ What is your setting and
● make predictions about a story, based on their own how would you describe it?
knowledge and experience; revise or confirm ○ What events happen in the
predictions as the story progresses story? How do the
● appreciate that writers plan and structure their characters work through
stories to achieve particular effects; identify features the problems?
that can be replicated when planning their own
stories
● understand that stories have a plot; identify the
main idea; discuss and outline the sequence of
events leading to the final outcome

Number ● Find fractions in everyday

Conceptual Understanding situations. For example:
Students will understand that…
○ equally sharing something
● Fractions are ways of representing whole-part
with the whole family.
relationships. ○ dividing your time into equal
Learning Outcomes chunks.
● model simple fraction relationships
● model addition and subtraction of fractions with the
Mathematics same denominator.
● use fractions in real-life situations

Position and Movement

Conceptual Understanding
Students will understand that…
● changing the position of a shape does not alter its ● Study maps that have a
properties. coordinate grid, eg. treasure
● shapes can be transformed in different ways. maps.
Learning Outcomes

Source: The Learner (IBO, 2018), IB PYP scope and sequences Updated – March 2022
 Year 4 HWOO Unit Overview
● create and describe patterns with the use of ● Play chess or battleships.
transformations such as flip, slide and turn.
● describe the position of different objects and
locate them on a grid using simple coordinates
(rows and columns are numbered and/or
lettered).
● use N, S, E, W, NE, NW, SE, SW to describe locations.

Mass
Conceptual Understanding
Students will understand that…
● estimation allows us to measure with different
levels of accuracy. ● Create games in order to
Learning Outcomes estimate the mass of
● use standard units of measurement and various household items
appropriate tools to solve problems in real-life
situations involving mass.

Compreensão conceptual: ● Fale sempre com o/a

● A comunicação falada é diferente da comunicação seu/sua filho/filha em
escrita - possui o seu próprio conjunto de regras; português e faça
● A estrutura e organização da linguagem escrita perguntas sobre o dia
influencia e transmite significado. para incentivar o uso da
língua portuguesa em sua
Aprendizagens essenciais: casa.
● Ler textos diversos com entoação, velocidade e ritmo
adequados; ● Motive-o/a a ler livros de
● Localizar, selecionar e utilizar livros de referência para português e discuta-os.
Português A encontrar informação;
● Compreensão de narrativas literárias com base num ● Peça que escrevam listas
percurso de leitura que implique justificar as de compras e resumos de
interpretações; alguma história ou livro
● Textualização individual a partir do texto prévio, o que lido. Sugestão: Livros
implica reformulação do conteúdo à medida que se digitais:
vai escrevendo; https://zerodesperdicio.pt/livr
● Reconhecer a frase a partir dos seus grupos os/iniciar.html
constituintes (grupo nominal e grupo verbal) e das
funções sintáticas centrais (sujeito e predicado).

Conceptual Understanding: ● Talk with your child about

● People interpret messages according to their unique any links between your
experiences and ways of understanding. home language and
● Wondering about texts and asking questions helps Portuguese.
us to understand the meaning.

Learning Outcomes: ● Share with your child your

Portuguese B Students will be: knowledge of Portuguese
● Recognizing situations using different scenarios and and show enthusiasm
acquired language; about the language.
● Exploring, developing and making polite
conversations; ● Suggestion to practice the
● Identifying expressions for requesting; language as a family
● Exploring expressions for accepting, refusing and
https://www.loecsen.com/
offering alternative;

Source: The Learner (IBO, 2018), IB PYP scope and sequences Updated – March 2022
 Year 4 HWOO Unit Overview
● Making and responding to requests - Creative play. en/learn-portuguese

Visual Arts
Central idea: Visual representations facilitate our ● Ask your child to describe
understanding of the world around us. what they can see
Lines of inquiry: (focusing on an object of
-Perspective through observational drawings interest for your child to
-Art elements in observational drawings start with).

● Why not experiment

Learning Outcomes:
observational drawing for
Students will be: the whole family? Draw the
● Describing what they notice about an artwork same object and share
● Sharpening their powers of observation Combining a your drawings, comparing
variety of formal elements to communicate ideas, and discussing lines,
feelings and/or experiences forms, small details. Have
a go, it’s fun!
The Arts
Performing Arts
Central Idea: Learning to play an instrument requires
perseverance.
● Students will learn to play
Learning Outcomes: the xylophone and notate
● Improvise upon a basic pattern to reinforce the patterns on the treble clef
staff
importance of the individual within the group
● Encourage your child to
● Read and write music using traditional and
not give up if it gets
non-traditional notation difficult
● Reflect on and communicate their reactions to ● Share your own
music using musical vocabulary experiences of learning to
● Describe the process used to create their own music play an instrument or
and compare it with others, in order to improve their persevering
compositions

Conceptual Understanding Encourage the children in:

● An effective group capitalizes on the strengths of its
individual members. ● Watch different types of team
● A plan of action is a necessary strategy for a group to sports on TV.
achieve its goal. ● Talk with your child about the
● Develop a shared plan of action for group work that importance of teamwork,
Personal, incorporates each individual's experience and sportsmanship and fair-play.
Social and strengths ● Whenever possible, provide
Physical Learning Outcomes your child an opportunity to
attend a sports match in the
Education ● Develop plans to improve performance through
technique refinement and practice. stadium or a gym.
● Identify individual strengths that can contribute to
shared goals.
● Develop a shared plan of action for group work that
incorporates each individual's experience and strength

Learning Outcomes - Child Protection/ Safeguarding Discuss what rules for safety do
you have in your home?
● Apply rules for personal safety to unsafe situations
that someone may experience in their lives. Discuss what harassment and
Well-Being ● Understand the different between harassment and bullying is and whether your
bullying and how to be an upstander and not a child has experienced either.
bystander. Who did they ask for help?
● Explain what a personal boundary is and how that
makes us feel safe. What personal boundaries does

Source: The Learner (IBO, 2018), IB PYP scope and sequences Updated – March 2022
 Year 4 HWOO Unit Overview
● Discuss your own family culture so that your child is your child have with their
ready to share in class. If you had to create a symbol friends?
to represent your family, what would it look like?
● Discuss what harassment and bullying is and
whether your child has experienced either. Who did
they ask for help?
● What personal boundaries does your child have with
their friends?

Source: The Learner (IBO, 2018), IB PYP scope and sequences Updated – March 2022