Newsletter

Grade Level
: Grade 4
Schoolyear : 2012-2013
Period
:
TD Theme : Who we are
Who we are : An inquiry into the interconnectedness of human-made systems and
communities; the structure and function of organizations; societal decisionmaking; economic activities and their impact on humankind and the environment.
An Inquiry on Beliefs and Values

Central Idea:
Systems that define beliefs and
values offer explanations about the
world around us and what it means to
be human.

Contents
Tuning In
Finding Out
Sorting Out
To Sum Up The Unit
Discipline Integration

Tuning In

For our tuning in activity, we created a self-portrait that

would illustrate our own personal beliefs and values. We used
different symbols to show who we truly are. Our second activity
was an interview of the people around DIS, in order for us to
know more about different beliefs and values we interviewed
Teachers Mom, Dad, Katrina and Juan to tell us about
themselves. After doing that interview, we compiled everything
that we learnt into concentric squares to see if there are any
similarities and differences between my beliefs, my familys
beliefs and those of the DIS teachers.

Tuning In
At the same time, we also brought different artifacts about our
familys beliefs. Each one of us was able to share about their
artifacts and why it is significant to our family.
Through our classmates artifacts we were able to learn the
different beliefs and values that our classmates familys
have.

Finding Out
In order for us to really find out about the unit, together with
the grade 3 students, we were able to unpack the central idea.
By highlighting important concepts and terms and replacing it
with important terms and concepts that we know, we were able to
create a central idea that we could really own and understand.

Finding Out
After unpacking the central idea, we started to search, read and
make questions that we would like to inquire on. Through the
use of different materials gathered from our library and the
internet, we were able to build our understanding of the
different beliefs and values in the world. We learnt about
their main beliefs and also their important practices.
Through this experience, we were now able to create a Venn Diagram
wherein we would compare and contrast our own belief (Roman
Catholicism) with that of another belief.

Finding Out
Through our expert groupings, we studied further
about that religions particular beliefs and
values. Through a chart we were able to create a
table where we could compare the similarities and
differences of Catholicism (being our shared
topic) and with our expert topic.

Finding Out
After reading, researching and building questions that we would like to
inquire on. We now began our field trip to two different places. We
started at the Fo Guan Shang Mabuhay Temple where we learnt about
the Buddhist faith. There we were able to learn the central beliefs
of the Buddhist philosophy and how it all began. Secondly, we were
able to talk to a Buddhist Master who was able to share with us her
own personal experiences as a follower and master of that belief.
She taught us that in order for one to be a believer of Buddha we
must follow three important things:

Do Good Deeds

Speak Good Words and;

Think Good Thoughts

So that we would be able to memorize these three things, she enjoined
us to dance about those three teachings. After that activity, we were
toured around the temple to learn more about the Buddhist faith. We
were able to do some activities that would channel our inner Buddha.

Finding Out
After the Buddhist Temple, we went to the Central Temple of the
Iglesia ni Cristo. There we were able to learn about the
history of the Church and about the life of its founder
(Brother Felix Manalo) and the leaders that followed him
(Brother Erano Manalo and Brother Eduardo Manalo).
After our field trips, we were able to interview four other
people. The first one was Teacher Dad who talked about the
Episcopalian faith and why he joined it and how his faith
strengthens his bond with his family. The second person whom we
interviewed was Imam Salem Guimba who told us about the five
pillars of Islam and how Jesus did not die on the cross but is
waiting to slay Dajal (the devil). Thirdly, was Ms. Glori Po,
who talked to us about her faith and how it makes her a better
person and a teacher. The last person whom we interviewed was
Pastor Tito via skype since he is based in California. Through
him we were able to learn that our beliefs and values are
important in ones life and that we must respect each other.

Sorting Out
After interviewing people from different religions, we created a
mask where we would apply everything that we learnt from
different beliefs and values. The mask was divided into two one
side showing beliefs and the other side showing how these
beliefs that we have affect our own values and actions in the
community.
We also began sorting out and applying everything we learnt about
beliefs. We began this by analyzing pictures that showed
important Filipino spiritual traditions. Through these photos,
we raised questions on why they were doing these things and
what could have been the reasons behind these traditions.

Sorting Out
In order for us to fully understand our Unit, we also explored
other belief systems that were secular in nature. Through our
lesson on different belief systems, we once again created a TChart. Our chart had the similarities of secular and nonsecular beliefs on one side and the other side had its
differences.
Through this activity we were able to learn that there are some
strong commonalities between secular and non-secular beliefs

To Sum Up The Unit

To show what we understood about the central idea, we did either a
brochure or news report that would show how people from
different beliefs can live in a community.

Discipline Integration

English

We studied about prefixes and suffixes and the characteristics of

significant childrens authors. We explored our favorite
authors and why we chose them. We looked at some of their works
and studied it to find out what made them significant.

Discipline Integration

Math
Unit: Numbers up to 100,000

We measured objects, living things including different parts of

our body using things we see around us like blocks, gears and
cups. We counted, recorded and compared what we have found out.

Discipline Integration

Filipino

We started our unit by playing a game wherein students will share

something about themselves to a pair and that pair will retell to the
whole class. We read different sample recount texts. We were able to
discuss the generic structure of a recount text and some of its
language features and annotated those texts. Students were also
tasked to draw and recount their experiences during last summer. In
connection to the unit in UOI, we made a flow diagram and students
were encouraged to retell their experiences during the trip.

Sinimulan namin ang yunit na ito sa pamamagitan ng isang laro kung

saan ibabahagi ng isang magaaral ang katangian niya sa kapareho at
itoy ikukwento sa buong klase. Kami din ay nagbasa ng mga tekstong
pasalaysay at pinagaralan namin ang mga bahagi, sangkap o tampok
nito. Ang bawat mag-aaral ay inatasang gumuhit ng 5 mahalagang lugar
na kanilang napuntahan noong bakasayon, ayon sa pagkakasunod-sunod
nito. Kanila din itong ibinahagi sa buong klase. Ginamit namin ang
pagkakataon na kami ay nagkaron ng lakbay aral sa UOI. Gumawa kami ng
flow diagram kung saan nagpapakita ng pagkakasunod sunod na karanasan
sa lakbay aral.

Discipline Integration

Library

Students had their library orientation for the first day. We discussed about
the new borrowing guidelines including the Fines for overdue and lost books.
We also came up with essential agreements that they will follow during the
entire school year.

Students were given their library card with barcode that they will use not
just for borrowing books but also as a book mark so they will know where to
return the book/s that they used during library time. They were also allowed
to borrow up to 3 books that they can read at home for a week.

Students were also given time to read after each activity. Students were
given Reading Log that they have to fill out after reading a book during
library time. From there, they have to distinguished if the book is fiction
or nonfiction, rate the book from 1(great), 2(good) or 3(not so good), tell
something that they liked or learned from the book.

We had a recall/review of our lessons from last year through a game. I

included topics like Parts of a book, Fiction & Nonfiction books, Dewey
Decimal system, Reference Materials, and research Process.
We had a discussion and activity about the use of different Reference sources
like Dictionaries, Almanacs, Thesaurus and atlas both books and online.

Discipline Integration

Music & Movement

We had animals as our theme to explore descriptive sounds.

We listened to Carnival of the Animals by Saint-Saens that
represents different animals. We learned that music can
represent animals even without using the real animal sound.
Through this, we were able to identify different musical
elements that can be used to describe movements. We also
learned songs about animals and were tasked to create different
effects and movements that will best describe the animal.

Discipline Integration

Physical Education

We started our unit by having fitness tests on health and

skill-related fitness components. At the end of the school
year, we will be doing the same tests to check our progress and
improvement in each component.

We started this unit by discussing a brief history of badminton

as well as scoring. We also focused on basic badminton skills
like service, underhand clear, overhead clear and drive. We
also had a singles match to check our performance in each
skill. We also learned how to score a singles match and use a
scoresheet. In a doubles match, teamwork and strategizing were
given emphasis.

Discipline Integration

Arts

The class inquired about Form as a 3D element of art. Integrated in

our class was their selection of religious objects they tried to
express through drawing and sculpting. Sculpting skills using clay
and sticks were experienced to create individual artworks about
their beliefs. Confidence and creativity were what we wanted to
develop the most, but cooperation and respect were also present so
our class became a more positive workplace. The class was asked
about form and causation to further support their knowledge of art
concepts.

Discipline Integration

Information

Technology
We started by researching different beliefs and values of people
online and using Microsoft Powerpoint to show the difference
between beliefs.
Grade 4 Students went online to log on edmodo.com to create their
own place holder account for activities and seatwors and Tipp10
software to develop efficiency in speed and accuracy skills
Microsoft PowerPoint and Google Docs for them to be familiar in
using online document application and a document presentation.

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