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.


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.


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


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.


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.


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


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


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.


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.

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