Finding resolutions to conflict

A story telling session by Ms.Kuhu Verma on International Mother Language Day

Guest lecture session with Ms. Meenakshi

Unit of Inquiry

During the unit of inquiry lessons, students inquired into the role of various organizations in maintaining peace and resolving conflicts (school management, resident welfare associations, United Nations, etc.) thus exploring from a local to a global perspective and  recording their understanding on concentric circles for a visual representation. In groups they analyzed real-life scenarios to identify the cause of the conflict and its impact and listed the possible resolutions to the given conflict. Students also attended a guest speaker session on conflict resolution and management taken by Ms. Meenakshi Sharma (Head of Pastoral care at DPSI). They reflected on their understanding of the session using the Frayer’s model by defining conflict resolution and giving examples and non-examples of methods of conflict resolution.

English

During English lessons, students explored different types of verbal communication like speeches, debates, talk shows, to name a few. They discussed and  analysed the differences between the them to understand the elements and rules of debate. They applied their understanding of elements and rules while debating on various topics to appreciate multiple perspectives.

English lessons were integrated with the unit as students analysed various scenarios/case studies on peace and conflict in groups, to identify the types and impacts of conflicts. They also discussed the roles of various organisations in maintaining peace and resolving conflict. They drafted formal letters to these organisations to highlight the conflict and seek help in resolving it. Further, they analysed scenarios at various levels, identified conflict and came up with resolutions to the conflict after the debate.

Formal writing skills were assessed through a RAFT strategy wherein students chose a case study/scenario/newspaper article and wrote a formal letter to the newspaper editor, municipality or school explaining the type, cause, its impact and some ideas to resolve the conflict.

The acronym RAFT stands for the following prompts:

§ Role: Who is the writer?

§ Audience: To whom are you writing?

§ Format: Are you writing to persuade, inform, or describe?

§ Topic: What are you writing about?

Math

Students solved sums based on time, area and perimeter, length, weight and capacity. They practised different strategies to convert between units of measurement. After a peer assessment, they placed themselves at different levels on an image of a  mountain which indicated their confidence level (bottom, middle, top) and facilitated the creation of mixed ability groups for peer learning and teaching.

Students further solved one activity in their groups from the following -a metric scavenger hunt, or calculating distance along a hiking trail, planning a schedule for themselves, planning a layout for their room. It was encouraging to see students develop their approaches to learning while social skills were developed as the supported each other in their learning and took group decisions to maximise learning from the activities.  

Students enjoy learning by doing, and a Math assembly using manipulative resources was an ideal strategy for maximising learning while also having fun. Grade 4D hosted such an assembly on February 27, 2020. The learning spaces inside the classroom and outside were organized into 6 stations that allowed students to explore

1.  Shape by shape – a board game involving manipulating the best fit for different shapes on a board.

2.    Critical thinking questions – students applied their critical thinking skills for analysing rather than just solving them.

3.    Fraction manipulative pieces were used to understand equivalency and for addition of fractions.

4. Student game station – Some of the games created by students as part of their summative assessment on number operations were placed at one station. Students enjoyed these learning experiences created by their peers.

5.    Hopscotch ladder – a hopscotch ladder had been made outside the classroom. Students  enjoyed hopping on this ladder to help them easily convert between different units of measurement – a perfect example of learning by doing.  

All  students from Grade 4 enjoyed this assembly as was evident in the positive feedback they gave their  peers from 4D – the host class.  

Hindi  

Ab initio

During their Hindi lesson, students shared their thoughts on road rage. They used their critical thinking skills and made a comic strip. Students enhanced their communication skills while sharing their thoughts with others. Their reading skills were also assessed with use of  reading resources.

French

Students chose tasks to include in their portfolio for the Student-Led Conference. They voiced their opinions and took ownership. They enhanced their thinking skills (application), communication skills (listening and speaking) and social skills (supporting and cooperating with peers).

Spanish

Students learned the connectors through a text on ‘My family’. They read a text and identified the connectors and also made sentences in the target language. Students also worked on choosing tasks to include in their portfolio for the Student-Led Conference.

ICT

Students integrated their learning from the unit of inquiry as they chose a scenario of conflict. They had the choice to select one tool out of two alternatives given to them (Storyboard That or Book Creator). Students applied their thinking skills and created a comic strip to resolve a conflict that depicted a local or global level issue with the tool of their choice.

Visual Art   

As an integration to their unit of inquiry on conflict and resolution, students connected to their inner thought and conflict of mind to create a list of their personal feelings. They started developing their ideas using the recordings of their feelings to create a layout in Salvador Dali’s surrealist style. 

Dance

Students focused on creating a freestyle dance routine individually after their research and reflection activity based on the videos they watched in class. In groups they started choreographing a dance routine.

 Music

Students created their songs on peace against conflicts and presented them in groups. They also researched about different musicians who inspired people towards peace. Students understood relevance of music in maintaining peace and order.

Physical education

The students started practising cricket. The students learned the basics of cricket like proper stance while batting and right technique of bat swing. They also practiced throwing at the wickets to improve their ground fielding.

Library

Students celebrated American children literature author Megan McDonald’s birthday ( February 28). Her series on Judy Moody which follows the humorous adventures of a third-grader is much appreciated and loved by children. The author also received Garden State Children’s Book Award for this Younger Fiction series. Students engaged in various activities like Judy Moody word searches, Judy Moody Paragraph Hunt in the books and reading of other books by author Megan McDonald.

Peace and conflict

Unit of Inquiry

Students began their new unit on conflict resolution. In groups, they analysed images and quotations related to different kinds of conflict. They understood that conflict arises and disturbs peace because of some needs not being fulfilled. Students expressed their first understanding of conflict on the learning continuum. Going ahead, they also created their own hierarchy of needs and compared these with the established hierarchy of Maslow. They learned to identify different types of conflicts. They were able to point out that conflict occurs not only between people, it may also occur with nature or even with one’s conscience. Further, they investigated various real-life case studies (local to global perspective) in groups to identify types of conflict, their causes and impact. They expressed their understanding using various visual thinking routines like fishbone diagram, explanation game. 

English

During English lessons, students inquired into different types of written communication like messages, letters, emails, thank you notes. They analysed the differences between them and sorted them into formal and informal letters. Students brainstormed the elements of a formal letter and created a format and checklist for the same. They applied their understanding of the format and wrote a formal letter. Students further created a 

self-assessment and peer checklist to edit and assess their work. English lessons were integrated with the unit, students analysed stories on peace and conflict to identify the types of conflict and reasons for it. They also wrote a formal letter to their Principal / Form tutor reporting instances of bullying in school/bus/playground resulting in conflicts.

Math

Students were excited to participate in a learning opportunity in the classroom – called the “Flipped Classroom” – a teaching practice that reverses instructions and is internationally recognized as a tool that caters to a more individualized learning experience, and challenges students to become more resourceful learners. Students had the choice to watch any presentation out of the three alternatives given to them to understand the calculation of elapsed time. 

Students then grouped themselves in class according to the strategy they had chosen, and presented their understanding to the rest of the class. This activity helped consolidate the learning of elapsed time for the entire class and gave students a sense of ownership of their learning.

Weblinks shared for calculating relapsed time :

Number line strategy

T-chart strategy

Z-strategy

Students expressed their understanding of time through a formative assessment where they analysed a flight schedule to convert time from 24 hour clock to 12 hour clock and calculated the duration of a flight.  The following resources can help consolidate their learning:

converting between 12 and 24 hr time

Students then started with the concept of measurement of length/weight/capacity. They expressed their prior knowledge through an activity. A measuring tape, a beaker and a weighing scale were kept on a table. In groups, students estimated the measurement of different objects from daily life – cabbage, bag of potatoes, a bottle of water, a piece of cloth (dupatta), a packet of masala, a juice box etc. and recorded their estimates in a table

and then they measured the actual weight/capacity/length and compared these with their estimates. 

Hindi

Students watched a presentation on road rage to enhance their listening skills.

They spoke about sadak rosh ki ghatnaein and wrote about four types of ‘sangharsh’ (conflicts). They spoke and wrote ‘sadak rosh se bachne ke karan avam upay. 

They listened to the story ‘bus ki Yaatra’ and wrote vyaktivachak avam jativachak sangya shabd. They attempted their summative assessment to express their understanding.

Ab initio

Phase 1-

To enhance their reading skills, students read Hindi library books and newspapers. Students also got to know the meaning of conflict through a visible thinking routine – tug of war. They illustrated their thoughts and made a comic strip on road rage. Their knowledge of spellings was assessed with a dictation.

French

 Students were given the choice to decide tasks for their Student-Led Conference portfolio and grade level assembly. They voiced their opinions and took ownership. They enhanced their thinking skills (application), communication skills (listening and speaking) and social skills (supporting and cooperating with peers).

Spanish

Students learned the uses of verb Ser in Spanish. They learned how to apply the verb in different situations keeping in mind the acronym DOCTOR (description, occupation, characteristics, time, origin and relationship) which facilitated them to understand it better. Students also worked on their Student-Led Conference and created their e-portfolios recording their skill development learner profiles displayed during their learning. 

ICT

Students were introduced to the app – Storyboard That – which is an online storyboard creator that helps visually communicate ideas and concepts to quickly narrate a story. It is an innovative tool designed with a simple drag and drop interface along with hundreds of scenes, characters and text bubbles to fill the storyboard’s frames. Students created a comic strip to resolve different types of conflicts using Storyboard That.

Safer Internet Day was celebrated to promote the safe and positive use of digital technology for children. Students shared suggestions on how to stay safe online and took part in various activities.

Visual Art    

Students inquired on Surrealism and analyzed paintings of Salvador Dali, the most influential surrealist artist of the 20th century. They critiqued Dali’s work and expressed their understanding using “I notice and I wonder” strategy. Students researched and gathered information on Salvador Dali to gain knowledge on his technique, style, and concept.

Dance

Students focused on creating a freestyle dance routine individually after their research and reflection activity based on the presentations they watched in class.

 Music

In the class students learned about finding peace through music to resolve conflicts across society, they had a group discussion and they also listened to songs like “Imagine” by John Lennon and “knocking on heaven’s door” by Bob Dylan , Black or White (Michael Jackson) in order to know how music and songwriting played important role in bringing peace in society. They presented their ideas through which they spread peace through their music. 

Physical education

The students continued with their practice and enthusiastically participated in  various track and field events (50, 100mtr and relay) and March past for the Inter house Athletic MeetThey displayed fierce competitiveness while participating in different races to win points for their respective houses.

Library

Students watched a demo on how to use library catalog for searching books using library software ‘Destiny’. Students searched books with keywords, title and author name. After searching books online, students successfully located the same book on the shelves too. This activity helped them in searching for library books independently.

Space explorations continue….

Students inquiring about the space agencies and their future space missions

Unit of Inquiry

During the unit of inquiry classes, students displayed international mindedness by inquiring about  different space agencies in India and across the world (local to global perspective). They researched about the major achievements and the future space plans of these agencies. In continuation, they understood how space exploration has evolved by plotting the major events of space exploration as a timeline. Students thought about the pros and cons of space exploration using the De Bono’s yellow and black hats. Students completed their formative assessment as a tug of war activity on the topic ‘Space exploration is a waste of money’ to weigh its impact on several aspects. They wrote the first draft of their understanding,received feedback to write a revised draft. As a culmination to the unit, they attempted the summative assessment expressing their understanding of the central idea. They could exercise a choice of medium (power point presentation, book creator, etc.) to display their understanding.

English

Students read a passage where they analysed the importance of subject verb agreement. They wrote the rules of subject verb agreement by examining a few examples. To enhance their communication skills, students listened to an audio clip and answered a few questions about life in space.

Math

Students created a game  as part of their summative assessment to express their understanding of number operations. They had planned the game during the winter break, and created the same in class using recycled material. They also tested their game by playing it with some of their peers.

For the concept of time, students expressed their prior knowledge using the strategy of ‘alphabet key’. They expressed their knowledge of time using as many letters of the alphabet as they could. They framed a sentence or described a situation with the words they wrote. They then shared their understanding with the class thus collating a list of terms.

The Facilitator also discussed the various aspects of time – the notations on the clock, terms related to telling time – quarter to, quarter past, half past, etc., the significance and use of 12 and 24 hr time.

Hindi

To enhance their reading skills students read Hindi story ‘Bandar aur magarmachh’.They learned and highlighted the uses of ‘viraam chinha’. To enhance their speaking skills they narrated the same story in the form of a samvaad. To enhance  writing skills, students wrote the samvaad for’Bandar aur magarmachh’. Students completed their formative assessment on ‘viram chinha’.

Ab initio

Grade 4 B,C,D ab initio

Phase 1- Students developed their self-management skill through language games which enhanced their Hindi learning too. They also practised Hindi reading.
Phase 2- Students revised ‘Ref and Paden’ (रेफ और पदेन) र के रूप (different forms of ‘r’ in Hindi) जैसे -सर्दी, वर्षा, ट्रक, ड्रामा, प्रकाश आदि. Reading skill was  assessed too.      

French

Learners voiced their opinion in form of a group discussion wherein they shared what they wish to add, change or improve in their French language room. Taking ownership, they used creativity to set up their reading and games corner. Through a poster students displayed their understanding of academic integrity. They labelled various classroom objects and enthusiastically played games like hopscotch and guess the number to revise concepts done in the previous term. They reflected on their learning and shared their Aha moments too.

Spanish

Students recapitulated the concepts related to interrogative words and verb ‘ser’ and cleared their doubts. Students also expressed ideas for creating games to enhance their language learning as a part of student agency. Students attempted to create colored slips of professions and nationalities to match them with their corresponding pronouns and verb forms.

ICT

Students learned about a new app Avatar Maker that creates an avatar cartoon photo – which is a graphical representation of any character. They learned to create a character of themselves in a simple and easy way where they chose different customization options like choose colour, change hairstyles, hats, glasses, mouth, eyes, clothes and more. Students downloaded and saved their avatars. 

Visual Art

Students inquired into surrealism art and noted down its essential elements. They also observed some visuals of the same. They have now started creating a mind map to create their work on surrealist art.

Dance

Lessons began with recapitulation of form .Students have been afforded agency to choreograph a piece to showcase during the upcoming Inter-house athletic meet.

Music

The students learned how to create a tune using staff notations. They also created a melody  by marking the notes of the melody on the staff.

Physical Education

Students continued with their unit on Athletics where they continue to practise for the upcoming inter-house athletics meet. Some of the events planned are –  50 mts and 100 mts flat races and relay). They also practised march past during their PHE lessons.

Library

Students reiterated the  essential agreements in the Library to ensure adherence to norms during library lessons. Students were free to choose any two genres  to read during the week. They have been engaging in playing games that aim to hone their reading capabilities too

Exploring the mysterious universe……

Class assembly led by grade 4 B on art and architecture of ancient civilizations

Field trip to the National musuem

Reading,researching and collating information on celestial bodies

Creating 3 D shapes using NETS

Unit of Inquiry

Students viewed visual presentations, read books about the big bang theory and shared their understanding by identifying a colour, a symbol and an image that they best associated with. Students researched about meteors, galaxy and comets using various sources – books, iPads, and web links. They collated various facts about the celestial bodies and presented the information to their peers thus enhancing their communication skills. They watched a visual presentation about various celestial bodies in the universe. Students shared their prior knowledge about planets. They created a solar system in the class and individually researched and shared information about the planets while their peers took notes. Students brainstormed as to why Pluto was named a dwarf planet after reading newspaper articles and viewing a visual presentation about the same. They expressed their understanding through a visual notetaking strategy. Students conducted an activity on rotation and revolution of the earth and were able to differentiate between these phenomena. They explored various phases of the moon and then presented their understanding through a hands on activity using Oreo biscuits. They moved on to inquiring about what exploration means as a precursor to studying different ways to approach space exploration. They reflected on a newspaper article about space exploration, thus making real life connections.

English

Students began writing a biography of an astronomer / astronaut of their choice. They also listened to a poem relevant to the current unit and organized their understanding using the visual, auditory and kinesthetic senses.

Students expressed their prior knowledge of verbs and explained their understanding of regular & irregular verbs. While they engaged in the novel study of ‘At least a fish’, attention was focused on usage of verbs in different tenses.

Students learned about various styles of writing – letters, autobiography, biography and summary and were able to differentiate between them. They delved deeper to understand the essentials of journal writing. They began reflecting on their unit of inquiry learning in their journals.

Math

Students started with the concept of 2D and 3D shapes. They expressed their prior knowledge by observing images of some civilizations and identified 2D and 3D shapes they could observe in the structures. Later, the teacher placed the models of some homes as examples of real world objects and the students classified the observed shapes into cube, cuboid, sphere, pyramid, and cone and listed their properties in a table. Students learned how to create solid shapes from the nets. They were then given a centimeter grid paper on which they placed the different solid shapes they created – imagining the space as a room of their choice – They placed the shapes as per appropriate size – a dining table, a sofa set, a showcase for decorative items, a bed.

Students then began with the concept of division and subtraction. After expressing their prior knowledge, students practised division sums, to reinforce the method of long division.

Hindi

To enhance their listening and speaking skills students completed their F.A Quiz on ‘Sindhu Ghaatee Sabhyata’. They wrote an informal letter ‘Vanbhoj par apne mitraa ko aamantran’. Students listened and answered various questions in Hindi. Further enhancing their speaking skills students discussed about space (antariksh) and expressed their understanding of the same. To enhance their reading skills they read a play ‘Antariksh ki sair’ and presented a role play on the same. They wrote about saur mandal ke grahon ki vishestaaien to enhance their writing skills.

Hindi ab initio

Phase 1 – Students revised all vyanjans and maatraa done previously in  class. In order to enhance their reading and speaking skills, students read a story ‘हाथी और हिरनी’ (haathi aur hirnee) .

Phase 2-  In order to enhance their self-management skills, students watched a picture and shared words from that picture with their peers within given timeline. They also read new words from flashcards and enhanced their vocabulary.

French

A prior knowledge assessment was conducted through a think- pair-share activity wherein learners first identified the question words individually, then paired up with a buddy to share the question words from the presentation shown to them (link below). They displayed the attribute of being thinkers and developed their creative thinking skills. They enhanced their communication skills by listening, speaking and writing the question words, and thus displaying the attribute of being a communicator.

French video

Spanish

Students recapitulated the concept of verb SER and the listed professions and nationalities in Spanish. Students created dialogues in pairs based on their understanding as a part of the activity, wherein they displayed their social and communication skills.

Students also learned about the solar system in Spanish as a part of integration with the unit. They learned the names of different planets in Spanish and their similarities with days of the week.

ICT

Students started exploring  Paint 3D which is a built-in creative application that allow users to create professional or fun creative projects by combining 2D and 3D tools. Students used various tools like brushes, shapes, text and effects to create 2D as well as 3D objects. They learned the use of 3D view tool to toggle between 2D and 3D view. Students constructed solar system using 3D shapes and labelled the planets using 3D text.

Visual Art

Connecting to the art space, students explored the negative and the positive space of an artwork. They observed a short video on M.C. Escher, an artist who created art based on pattern and visual illusion. Students discussed the role of perception in the interpretation of positive and negative space. They are in the process of creating artwork to display the balance of positive and negative space.

Music

The students completed an assessment on their understanding of the treble clef staff notations and note values. They also practiced singing and playing Christmas carols.

Physical Education

The students started with their new unit on athletics. They were briefed about the rules and regulations of the track and field events and understood how to take start, turn and finish.

Students also started practicing for the upcoming inter house athletic meet

Library

Students read and explained Carson Ellis’s award winning picture book ‘Du Iz Tak?’ The picture book about a group of bugs who discovered a new sprouting plant, watched it grow and change through the seasons made interesting reading.

What made this book so unique was the use of imaginative and made up language by the author. The reader had to infer the meaning of the dialogues. Students thus worked on their interpretation and decoding skills. Students are in the process of preparing a book using translanguaging. They have worked on their story and characters during library time under teacher’s guidance and are using a checklist to ensure they have a reference point for putting together a literary work.

Exploring universe…..

Unit of Inquiry

Students continued with their unit on civilizations, they applied their knowledge of the excavation process and were involved in a digging activity. They collected, analyzed and validated the evidences that was found. This engagement helped them to strengthen their understanding of the steps involved in an archaeological dig. They further learned about radio carbon dating, a technique used by archaeologists to determine the age of an object.

Students attempted a summative assessment during which they assumed the role of a travel agent for a particular civilization of their choice. Their task was to design an attractive advertisement through a poster or a brochure highlighting important aspects and contribution of their chosen civilization to the modern world. They estimated the cost and duration of the trip. They also marked the civilization on the world map. Students displayed the learner profile of being knowledgeable while completing this assessment.

Students started the new unit on space exploration by reading and analyzing a newspaper article related to space and universe. They discussed the article  and framed factual, conceptual and debatable questions based on the articles. They displayed their critical thinking skills (transfer) as they shared their prior knowledge about space and universe. Students read and critically analysed the main idea of this unit (through the central idea provided by the teacher) and expressed what they thought would be the learning from the unit and how they would demonstrate it.

English

Students appreciated and learned how to inculcate an attitude of international mindedness – a core value of IB education. They read books and watched a visual presentation about the same. They reflected using De Bono’s thinking hats strategy – they discussed the objectives of international mindedness and the benefits of being an internationally minded person.

Students completed an assessment on summary writing skills by summarizing a fictional story.  They were introduced to biography writing and read various samples of biographies. They brainstormed the essentials of the biography writing genre and noted down the key features in their journals.

Math

Students engaged in a think-pair-share activity to derive the formula for area and perimeter. Each group was given a centimetre grid paper on which they drew 3-4 squares and rectangles of different dimensions. They calculated area and perimeter by counting the squares inside the shape and added the total of the 4 sides respectively (applying the knowledge that area is space enclosed inside a closed shape and perimeter is the boundary).

Students then discussed and tried to derive the formula for area and perimeter, as they realised that it is not feasible to count squares for larger spaces/figures.

Students developed their research skills through this activity – information literacy (formulating and planning) as they were aware of what they needed to find out and could select appropriate tools/sources to help them derive the formula for area/perimeter.

Students also practised solving sums by applying the formula to calculate area and perimeter of a square and a rectangle, given the length/breadth/side.

Students exercised a choice of whether to apply the formula or to draw a shape with given dimensions and then count the squares or add the total length and breadth to calculate area and perimeter respectively. 

On completion of the concept, students reflected on their understanding of area and perimeter by placing themselves in any one of the quadrants below based on their confidence of understanding. Based on their placement in the quadrant, they chose to teach a peer or learn from a peer – to consolidate their own understanding.

Others do, I watch   I do, others help  
I do, others watch   I do, others learn  

Students competed in a class quiz on area and perimeter. The teams were made as per house colour. Participation in the quiz served a dual purpose – students developed a competitive spirit and were able to revise the concept. Students may attempt this quiz again at home using the link below

Quiz on area and perimeter

Hindi

Students wrote questions and answers from ‘Sindhu ghaatee sabhyata’ kavita thus enhancing their writing skills. They learned gintee from 1 to 40.

To enhance their listening – they listened to spell words, and then wrote sentences. They read an informal letter ‘pita ka patra putri ke naam and enchanced their reading skills.

Ab initio

Grade 4- B, D

In order to enhance their reading and speaking skills, students read a story ‘हाथी और हिरनी’ (haathi aur hiranee).They learned new vocabulary from the story and were able to form simple and meaningful sentences. They also revisited संज्ञा (sangya) and were introduced to grammar concepts like विशेषण (adjective) through characters from the same.

Phase 2- In order to enhance their reading and speaking skills, students read a story ‘फूटा घड़ा’ (phoota ghadaa). They learned new vocabulary from the story and were able to frame simple and meaningful sentences. Their knowledge of spellings was assessed through dictation.

Phase 1- Students revised all vyanjans and maatraa which they have done inside the class. Their reading skills (ee maatra) were also assessed.

French

The objective of the French lesson was to peer-assess the homework on adjectives. It encouraged learner involvement and participation as they discussed and became reflective by correcting their peer’s work under the supervision of the facilitator. They developed their thinking skills by applying their acquired knowledge. They were caring and appreciative towards their peer’s achievements.

Spanish

Students learned a new concept of subject pronouns in Spanish and understood their differences from English pronouns which would help them to make their use with the verbs’ conjugations. 

Students also extended their knowledge of ordinal numbers till 20 in Spanish and learned their uses with nouns and how the gender gets changed with gender of nouns

ICT

Students constructed a virtual structure of civilization using different blocks of grass, stone, wood etc. in Minecraft. They effectively used inventory tool and built a detailed structure. They added a sign board representing the name of their structure.

Visual Art

Going further in gaining an understanding of different civilizations, students chose a civilization and researched clay artifacts of their chosen civilization. They learned the different clay techniques and explored clay modeling and the use of clay tools to create an object of beauty or utility from civilization of their choice

Music

Students revised note values and clapped and tapped along a rhythmic pattern. They also learned how to read notations on the lines and spaces of the treble clef. 

Physical Education

Students started their new unit in football. They practiced dribbling skills where they practiced dribbling with their right feet as well as left feet. They also practiced dribbling around the cones and through the cones in zig-zag manner.

Library

Students were given information on DDC (Dewey decimal classification) system. The Dewey Decimal System is a system to put books in order by subject. It is the standard way of categorizing books in libraries across the world. Students learned how the DDC plays a vital role in categorizing books and arrangement of varied resources of a library . They were also acquainted with the various categories of books that come under 000, 100, 200 and so on.

Social-emotional learning

Mindful self-perception 

Reinforcement of the concept of kindness and resilience was undertaken through role plays. Students were able to understand and differentiate between kindness, compassion and resilience towards self and others and this helped to internalize the same, both in classroom settings and outside school.

They made real life connections by playing a kindness game that entailed listing of three positive traits about any peer in the class. Students were encouraged to pen down their story on kindness and resilience which was later shared in class. 

The next activity focused on building self-confidence. Students reflected on the areas they excel through a self-actualization strategy of self-talk with a peer. Some students needed encouragement to think deeper and recognize their areas of strengths. The peer support and encouragement helped them to do so.

Last week of October

Students playing the math game and working in groups in the tuning activity of area and perimeter.

Students making the tools involved in the archaeological process.

Unit of Inquiry

Students continued to gain knowledge on the current unit on civilizations. To enhance the learning, they inquired into archaeological processes and the steps involved in collecting, analyzing and validating evidences. They explored the role of archaeologists in discovering ancient civilizations.

Taking their learning further, they analyzed the steps and tools involved in the excavation process.

A formative assessment was conducted wherein students applied their understanding and knowledge of a chosen ancient civilization and reflected on its characteristics, contributions and

Influence on the modern world.

English

During Englishlessons, students created a checklist of the essentials of summary writing. They summarized the experience of the annual day same using the five finger retell reading strategy .

Math

Students inquired into why area is calculated in terms of square units with a group activity. Two groups were given cut outs of equal sized squares and the two others had cut outs of equal sized circles. The groups used these to measure the surface of their table. The students using the squares could count them and state the area of the table top exactly. The students using the circles realized that they could not cover the table top completely without leaving any gaps – thus understanding why circles (or any other shape) could not be used as a standard unit for measuring area.

Students reflected on the above activity using the strategy ‘I used to think…..Now I think’ to express how their thinking has changed.

Students also framed their success criteria for the concept of area and perimeter which they will revisit at the end of the concept –

  • I can differentiate between area and perimeter
  • I can calculate area and perimeter
  • I can apply area and perimeter as appropriate in given situations.

Students learned to play a math game – buzz. They participated enthusiastically in the game which reinforces the multiplication tables and application of divisibility rules.

Hindi

To enhance their listening skills students attentively watched a video of ‘Sindhu ghatee sabhyata’. After watching the visual presentation they discussed and presented a visual imagery of what the  Sindhu ghatee sabhyata could have looked like. Link to the presentation –

Sindhu ghaatee sabhayata

Ab initio

During their Hindi lesson, students watched a video ‘सिंधु घाटी की सभ्यता और विनाश’ sindhu ghaatee sabhyataa and attempted listen and tell. They also discussed Indus valley features and the reason for its destruction. Students enhanced their communication and critical thinking skills with these activities.

French

Students gained cultural knowledge about French festivals of their choice. Through link strategythey listed what they knew about the topic, inquiredcollaboratively, made notesof their learning and later shared their knowledge. They also differentiated between reliable and unreliable sources with the support of facilitator, hence enhancing their research skills (ethical use). They developed their self-management skills by performing the tasks in an organized manner within the given time frame. As a closing activity, they created a Venn diagram showing similarities and differences between festivals of France and India thus enhancing their international mindedness.

They reflected on their learning by choosing a strategy – highlight- lowlight, rose-bud-thorn, reflect and sketch.

Spanish

Students learned numbers from 50 to 100 to extend their knowledge of cardinal numbers. They also engaged in recapitulation of the numbers learnt to assess their prior knowledge. 

Students were also introduced to the ordinal numbers and were explained the difference in use of both types.

ICT

Students explored different controls in Minecraft and learned how to use inventory tool. It contains different types of stones, furniture and many other blocks which helps in building a virtual world. Students are in the process of constructing a civilization in groups to showcase different aspects of a civilization.

Visual Art

Students created their print advertisement using key elements to display their understanding. They reflected on their artwork and learner profile attributes. Students observed images of artefacts from different civilizations and reflected using the step inside thinking routine – how they perceive it, what they know and how they want to create it.

Music

The students integrated music knowledge with the unit of inquiry as they learned about the history of the genres of music and when each genre evolved. They also created timelines to mark the evolution of various musical instruments.

Physical Education

Students completed the integration sheet on ‘Civilization’ – they identified the sports played in the ancient civilization and sports played in modern times. Further, they compared the similarities and differences between the sports played in the ancient civilization and in modern times. 

Social-emotional learning

Students gained a deeper understanding of kindness, compassion and resilience through activities like role plays.They were sensitised to incorporate them as practices in daily life.  As a follow up activity called the three jars of kindness, compassion and resilience will be placed in each class. Students will be encouraged to pen down and write their story on kindness, compassion and resilience which will be later shared with their peers. 

A journey of civilizations

Inquiring and researching about the various civilizations

Sharing our findings on Indus valley civilization

Unit of Inquiry

Students continued their learning journey into ancient civilizations as they researched the Indus valley civilization. They focused on characteristics like town planning, art and architecture, religion, culture, trade, daily lives, inventions and the reasons for decline. They further inquired into different ancient civilizations around the world pertaining to their social, economic and cultural ethos thereby enhancing their knowledge and understanding. They collaborated and presented information about the Roman, Chinese, Inca, Greek and Persian civilizations using posters, PPT and book creator.

Students examined the influence of these civilizations on the modern world. They reflected upon the practices that have given rise to modern day systems like urban town planning, standardized weights and measures, trade, number system and calendars.

English

English lessons were integrated with the Unit of Inquiry when students presented their research work on chosen civilization as a ‘take and talk’ activity. A spell bee was conducted to strengthen vocabulary. They brainstormed the essentials of summary writing and used the ’big 5’ strategy to summarize their work. They also watched a video on summary writing which was followed by a classroom discussion and note taking. The link is given below:

 Math

Progressing with the concept of measurement, students engaged in a discussion about the units of measurement used in past civilizations. They differentiated between standard and non-standard units of measurement through an activity which helped understand why non-standard units are not an accurate way to measure.

In groups, students measured the length of their table using their hand-span and the length of the classroom using their foot span. They observed the variations in their answers, thus concluding that this is not an accurate way of measuring.

Students got a glimpse into the advanced and standardized tools of measurement used in the Indus Valley Civilization which demonstrated the precision in measuring, even without the use of standard tools.

Link below:

Students also expressed their prior knowledge about area and perimeter using the think-puzzle-explore strategy. Some guiding questions aided them

  • What do you think you know about area and perimeter?
  • What questions or doubts do you have? What would be interesting to find?
  • How would you explore these puzzles? Whom could you ask? Where would you get more information?

Hindi

Students read the mukhya samachar and presented in groups in class, thus enhancing their reading-speaking skills. To enhance their speaking skills they spoke about means of communication and the pros and cons of smart phones. To enhance their listening and writing skills they were given a spell bee.

Ab initio

Phase -1:

Students discussed about the given picture and wrote words related to them, thus enhancing their critical thinking skills. They also revised vyanjans and few maatraa (आ,इ,ई)

Phase 2:

Students discussed the given pictures and wrote sentences, hence enhancing their critical thinking skills and speaking skills. They also revised vyanjans and maatraa. Their knowledge of spellings was assessed with a spell bee activity.

French

The objective of the French lesson was to self-assess work on grammar and vocabulary.  It encouraged learner involvement and participation as students discussed and reflected by correcting their own work under the supervision of the facilitator. They developed their thinking skills by applying their prior knowledge.

Spanish

Students recapitulated the concept of interrogative words and practiced presenting this to others in Spanish as a part of a class activity. They also watched a video based on the introduction of self and others while learning to ask and answer questions.

They reflected upon their learning and understanding so to correct their errors.

ICT

Students were introduced to Minecraft to enhance their creativity, problem-solving, self-direction, collaboration and key life skills.

Minecraft allows players to build using a variety of different blocks in a 3D procedurally generated world that requires creativity from players. The other activities in Minecraft include exploration, resource gathering and crafting. Students used creative mode where players are given limitless resources to build whatever they can imagine. They learned the movements, breaking and placing of blocks, control of mouse and keyboard to build anything they could imagine.

Visual Art

Students are in the process of completing their print advertisement. They used the elements of advertisement and created their print advertisement in mixed media.  They also reflected on their artwork.

Music

In their music classes they researched about music genres and learned when and why each genre of music was developed. 

Entering the world of Civilizations

Students seen discussing about the artefacts
Creating a timeline
Sharing our research work

Unit of inquiry

Students were introduced to the current unit on civilization under the transdisciplinary theme- ‘where we are in place and time’ – through an artifacts display in  class. They discussed the features and significance of these artifacts with their peers and made connections with different cultures. Through the ‘bus stop’ strategy, they discussed and wrote the purpose of the line of inquiries, how they would find information and the ways in which they would express their understanding. This enabled them to co-construct the unit with their mentors. 

The History of Civilization

Students brain stormed  key words of the central idea to create a definition of civilization. 

They watched audio visuals and wrote their understanding using the Connect-Extend-Challenge thinking routine – whereby they made connections and extended their knowledge of five essential characteristics of a civilization and wrote their wonderings.

They further inquired into prehistoric period and ancient civilizations that emerged from the stone ages – Paleolithic, Mesolithic, Neolithic, Bronze Age and Iron Age. They marked the civilization on a world map and created a timeline. They further investigated different aspects of Indus valley civilization pertaining to its social, economic and cultural ethos.

Indus valley civilization

Indus-valley-civilization2

English 

English lessons were integrated with the unit as students answered questions from a comprehension passage based on early civilizations. Research skills were enhanced as they researched in groups about Indus Valley civilization; they later collated and shared their research findings with their peers thus strengthening communication skills. Students were assessed on their reading skills based on a rubric. Their knowledge of spellings was peer assessed through a ‘Spell bee’ activity.

Math 

Students analyzed certain word problems in groups and devised strategies which would help them to solve any word problem accurately – e.g. cut out any unnecessary information, underline the important numbers, circle the key words in the question etc. Students are being encouraged to apply these strategies while solving word problems.

Students were then introduced to the concept of a timeline and certain notations associated with them – BC and AD and the alternative notation of BCE and CE used presently. Students created a timeline of their own lives – plotting important events like when they started school, when their siblings were born, etc. 

Explanation of BC and AD

They also plotted certain events from the Indus valley civilization on a timeline, thus integrating their unit of inquiry and gaining an understanding of how the civilization developed and progressed.    

Hindi


To enhance student’s speaking skills they read ‘mukhya samachar’. To enhance their writing skills they wrote new words and made sentences while addressing ‘Samachar patraa ki aatmakathaa’. They planted saplings in recycled pots thereby expressing their reflection on plantation. To improve their vocabulary a spell bee was taken.

Ab initio

Phase 1-

During their Hindi lessons students learned new व्यंजन ‘vyanjans’ and इमात्रा ‘i maatraa’. They developed their vocabulary using these maatraa. They also watched the story ‘एकता में बल’ and shared their understanding of the story.

Phase 2-

 During their Hindi lessons, students watched the story ‘Bhookhee laumadee’

 Bhookhee lomadee and did sequencing. Students enhanced their critical and thinking skill. They enhanced their reading skill through the story ‘एकता में बल’ and sorted out naming words ‘संज्ञा’ (sangya) from the same and created sentences.

https://www.youtube.com/watch?v=m-FftY2_bKo&authuser=0

Spanish

Students were introduced to the concept of media and how it influences our perception and choices as a part of integration. They were asked for different perspectives they had about media and its forms. They were given a situation wherein they were asked to create a print media of their choice that would show the elements which could help them to understand the language, culture or any aspect related to Spain or Spanish.

They were also shown some examples of the visual and print media. They are in the process of creating magazines and brochures to illustrate the concepts of the language.

ICT

Students discussed how technology has made it easier for people to access  media in many ways like television, newspapers and internet. They learned how media has evolved over time through a presentation. They enhanced their research skills by exploring the progression of media. They are in the process of recording their understanding about evolution of media using Flipgrid. 

Visual art

Students are in the process of creating their print ad using the elements of advertisement. They are learning to combine the technique of watercolors and pencil colors to create their print ad. Students reflected on their completed artwork to analyse their learning.

Dance 

Students are actively preparing for the annual day celebrations.

Music

Students were assessed on their understanding of note values. Each student was asked to play different note values on the bongos. They also created their own rhythmic patterns using different notes.

Physical education

The students continued with their unit on Swimming. They were given drill workout indifferent strokes like freestyle, backstroke and breaststroke to improve their understanding of stroke correction and technique.

Second week of September

Social emotional learning lesson

Unit of Inquiry

Students discussed the influence of media on their choices through a tug of
war activity. They expressed their opinion as to whether media had a
positive or negative influence on their decision making. Using data
analysis, they interpreted the impact of media on popularity of brands by
interpreting the case study on the popular instant food brand Maggi. They
were also given a brief idea of the various professions associated with the
field of media. Students were formatively assessed on how media helped them
make responsible choices. Two guest speaker sessions were held wherein
parents from grade level involved in professions relevant to media apprised
students of netiquettes and how to be responsible digital citizens. Students
showcased their understanding of the unit by creating posters & audio visual
advertisements on various social media platforms as part of their summative
assessment.

English



Students attempted a formative task on persuasive writing on a topic of
their choice. Students distinguished between countable and uncountable nouns
and watched the following video to understand the use of this part of
speech.

Countable and uncountable nouns
<https://www.youtube.com/watch?v=sCTnesjej8g>

They understood the differentiation between genders in grammar. They watched
TED talk videos and discussed ways to speak effectively and convincingly to
persuade others. They identified different parts of a newspaper as well and
documented their learning in the process journals. Their knowledge of
spellings was peer assessed using a spell bee activity.

Math



Students made real life connections by estimating the sum of various items
from advertisements in newspapers. They calculated and then compared the
estimated and the actual cost. Thus they were able to identify situations
where estimating numbers can prove to be advantageous for preparing a
reasonable budget. Students progressed in their learning of the operations
of addition and multiplication. They made informed choices in applying
different strategies to multiply numbers. The array method, the lattice
method evoked student interest and enthusiasm. Students then reflected using
the strategy ‘I used to think…..Now I think’ to express how their confidence
in multiplying large numbers has developed.

Math was integrated with the Unit of Inquiry as students understood the
impact of visual representation on analysis of data for easy and
effective use. Students observed the link below to understand how graphs
(pie chart, line graph and bar graph) helped interpret the influence of
social media on the Maggi crisis.

<https://simplify360.com/blog/wp-content/uploads/2015/06/Maggi-1.jpg>
Interpretation of Maggi crisis of 2015 through graphs

Hindi



Standard

To enhance their vocabulary skills, students wrote ‘Vilom Shabd’. They made
posters to create awareness on the effects of smartphones and wrote slogans
to speak their mind. Reading ‘Samachar patraa ki aatmkathaa enhanced their
fluency ‘. A spell bee was taken too.



Ab initio

Phase 1-

On the occasion of Hindi Diwas, marked on 14 September, students discussed
sustainability and the Gandhian philosophy. They learnt few vyanjans with
‘आ’ मात्रा (aa maatraa)

Phase 2-

On the occasion of Hindi Diwas, marked on 14 September, students discussed
sustainability and Gandhian philosophy. They engaged in a tug of war
activity on the advantages and disadvantages of a smartphone. They also made
a poster to depict the impact of the technology on human life.

French



Through a Gallery walk, students were exposed to different advertisements in
French. Then they shared their first and second understanding using ‘Share
a sticky note’ strategy. This classroom engagement allowed them to be
actively engaged and they developed their thinking skills (applying prior
knowledge). Later, they collaborated in small groups to create an
advertisement using their choice of media (print/ audio-visual), hence
promoting student agency. They collaboratively created the success criteria
for the advertisement, hence enhancing their social skills (respecting and
supporting others)



Spanish



Students learned to write a letter in Spanish, wherein they were introduced
to how to start and end a letter.



Students wrote letters on colored sheets to their parents, family members
and friends about their likes and dislikes. This activity helped them build
their social and communication skills by sharing information and supporting
others in their tasks.



ICT



Students learned to differentiate between real and fake news. They were
shown a video to understand the important elements which will help them to
differentiate between real and fake news. Students used their thinking
skills and attempted a quiz based on the identification of fake news.
Students analyzed and shared their understanding using a Padlet link.



Students learned about different types of social media. They discussed the
rules to stay safe online and to be a good netizen. Students enhanced their
research skills by exploring online about cyber safety. As an integration of
ICT with UOI, students are making a pamphlet to spread awareness on the
usage of social media.



Visual Art



Students created layouts for print advertisements by applying their
knowledge of elements of an advertisement; they also wrote creative taglines
for their product. They are in the process of creating their final artwork
using the elements of print ad – focusing on brand, logo, typography,
stylized font and colour schemes. Students are using a combination of
watercolours and colour pencils.



Dance



Lessons were focused on development of kicks and back bend walk where
students practiced different combination of specific steps. Students
understood the difference between performing arts and visual art during a
discussion. They also got to know the different stage positions used in
choreography.



Music


The students played various notes on the bongo. After gaining knowledge
about note values, they were able to listen to a rhythm and play it back on
the bongo. Some of the students also were able to create their own rhythmic
patterns.

They sang ‘I Love My Teacher’ ( <https://youtu.be/Ymu2Aqt5GHg>
https://youtu.be/Ymu2Aqt5GHg) for their teachers on teachers’ day.

The students also integrated with the unit of inquiry where they learned and
discussed how music is made popular through media. They created jingles to
promote products.



Physical education



Students continued with their unit on swimming. They were given workout in
25 meters and 50 meters in different strokes like freestyle, backstroke and
breaststroke to improve their endurance and speed.



Library



This year the summer assignment challenge aimed at developing analytical and
thinking skills. Students undertook an extensive and meaningful assignment
and presented insightful reflections based on The De Bono’s hats thinking
strategies for the stories they read.

Winners of the summer challenge celebrated their victory on September 3,
2019 by dressing up as favourite characters from their respective stories
and went on a character parade to instil the love for reading across school.

Students enjoyed their celebratory ice cream and attention. The school takes
pride in awarding winners with an interdisciplinary certificate of
appreciation that applauds their efforts


Social-emotional learning



The aim of the session conducted this week was to enable students label
their feelings, sensations and thoughts through engaging activities like
mystery emotion game. Children identified emotions in the flashcards
presented to them, enacted them while their peers guessed the emotions .
Children later shared the feelings associated with those emotions. The
emotions which were identified this week were anger, disgust, joy, surprise
and nervousnes

Exploring the world of media

Unit of Inquiry

Students observed various advertisements and the different marketing techniques used to persuade the target audience. They brainstormed on the role of media in defining beauty. Certain advertisements with social messages were shown to students and they expressed their understanding of the same.

They were assessed on their persuasion skills as they advertised a few products.

English

During English lessons, students were introduced to onomatopoeia through a video and listed the onomatopoeic words. They read poems related to onomatopoeia for better clarity. They also discussed the various sections a newspaper is divided into and understood their purpose. The Unit of Inquiry was integrated with the English lessons where students attempted a listening comprehension based on a radio advertisement.

Math

Students continued reinforcing the concepts of number systems – understanding of large numbers in the Indian and International number systems, expanded form of numbers, rounding off numbers to different places. Students expressed their understanding of these concepts through a tic-tac-toe formative assessment. This strategy integrated student choice in the assessment as they could choose a particular row/column/diagonal for the sums they wanted to attempt.   

Students were introduced to the game of Sudoku – a logic based, number-placement puzzle. The objective was to fill a 9×9 grid with digits such that each column, each row, and each of the nine 3×3 subgrids . Some benefits of doing a Sudoku are understood to be- improvement in memory, stimulation of the mind, reduction in the chances of developing Alzheimers by keeping the brain active. The strategy of solving a Sudoku was explained and students enjoyed completing a Sudoku in class. 

Some links were shown to introduce the students to Sudoku

https://www.youtube.com/watch?v=kvU9_MVAiE0e

https://www.sudokukingdom.com/

Students then expressed their prior knowledge about the operations of addition and multiplication and articulated their confidence about these operations. 

Hindi  

Standard

To enhance their listening and speaking students discussd ‘Sanchaar ke saadhan’. To enhance their viewing skills they watched a video ‘Smart phone se bachchon ko nuksaan’

https://www.youtube.com/watch?v=hJKfyNtccXc&t=21s  

Students wrote about ‘Mobile/internet ke prabhaav avam dusprabhaav’. The students also read hindi kavita ‘Akhbaar’.

Ab initio

(4A)During their Hindi ab-initio classes, students revised all maatraaswhile engaging in different activities. They also read a short story to enhance their reading skills.

(4 B,C, D)

Grade 4-ab-initio (D,C,B )

Phase 1

During their Hindi lessons, students watched a video ‘हाइडी कीकहानी’ https://www.youtube.com/watch?v=5Jj5MNBtIME.They attempted ‘Listen and tell’ and a visual imagery activity. They enhanced their thinking and communication skills by retelling a story. 

Phase 2

Students wrote a reflection about the story and revisited all the maatraas with the help of sentences.

French

Students created questions from the responses they received about the topic ‘introduction’. They practised the role play with their peers, hence enhancing their communication and social skills. The role-play videos were later peer-assessed. This task helped them develop the attribute of being ‘knowledgeable’ as they learnt how to formulate questions and were reflective after receiving feedback from their peers and facilitator.

Spanish

Students learned to frame questions while using the different interrogative words in Spanish. This concept enabled them to ask questions and present to others efficiently. The activity made them more communicative in the langauge. Students really could use their thinking, social and self-management skills while asking a question to their peers about their preferences.

ICT

Students were introduced to Microsoft Publisher, which is a graphic design application. Its emphasis lies more on page layout and design and less on word composition and formatting. The publisher provides easy-to-use and less expensive publishing options and is ideal for creating logos, business cards, branded calendars, brochures, pamphlets and newsletters. Students are learning pamphlet and brochure making by adding pictures, shapes, arranging and aligning text in a blank page. They are using built-in templates which help in making the software auser-friendly tool. Students displayed their creativity while making a pamphlet to advertise the product of their own choice where they used a variety of tools available in Publisher.

Visual Art

Connecting to print media, students discussed and reflected on various elements required to create a print advertisement. Elements like visuals, graphics, brand, logo, typography, tag lines, catchy slogans, and target audience were discussed. Students wrote their understanding of the elements in their UOI journal. Students are in the process of creating a product design.

Dance

Dance lessons  focused on development of kicks and back bend walk where students practiced different combinations of kicks and 

backbend walkovers. Students understood the difference between performing arts and visual art during a discussion. They also got an insight into the different stage positions used in choreography.

Music

The students clapped various note values. They also created their own grooves and played them on the bongos. 

Physical education

The students continued practising swimming. Students were briefed about the upcoming inter-house swimming meet. Studentsparticipated in an intra-class events like 25 metre freestyle and 25 metrebackstroke .

Library

The world humanitarian day is observed every year on August 19. This day is observed annually to pay tribute to the humanitarian aid workers who endanger their lives for service and the aim is to rally support for the people affected by crises across the world.

It is also dedicated to all the women who involve themselves in every aspect of crisis response.

The day was marked in the library with a  discussion about the countries that are currently in need of humanitarian aid. Students were  shown a poster that displayed the reason for celebrating this day and some suggestions on what they could do to contribute to this day by helping someone in need or even feeding a poor person.

Social-emotional learning

During the second session, children were given booklets made of recycled paper which had three blank faces on them. After listening to various situations, they had to identify and draw emotions showcased in the story thereby enabling them to identify and become aware of emotions.