Transdisciplinary Theme: Who We Are

Central Idea: The interactions among human body systems that contribute to health and
survival.

Lines of Inquiry:
● Line 1 How body systems work
● Line 2 Interdependence of body systems
● Line 3 Looking after our body systems

Key Concepts: Function connection and responsibility

Related Concepts: Systems,Interdependence,Health
Subject focus-
Science strand/s-Living things
Social studies strand/s- NA
PSPE- Active living
IB Learner Profile: Caring,Balanced
Approaches to Learning: Skill – Self Management, Thinking Skills Sub skills- States
of mind (mindfulness, perseverance, emotional management, self-
motivation,resilience)2. Reflection/metacognitive skills ((re)considering the process of
learning)

UNSDG – Good health and Wellbeing

Leadership capabilities -

Grade - Plan for the first week

 Day 1 - 3/4 Monday Day 2 - 4/4 - Tuesday Day 3 - 5/4 - Day 4 - 6/4 - Day 5
Wednesday Thursday Holiday
Unit of Inquiry Unit of Inquiry Unit of Inquiry Unit of Inquiry

Learning Engagement: Learning Engagement: Learning Learning

Provocation Prior-Knowledge Engagement: Engagement:
Task: Teacher will put a Assessment Unfolding Central Connection of Lines
provocation corner for Task: Idea of Inquiry with Key
models of Different 3-2-1 strategy Task: concepts
body systems. Students Teacher will give Task: Discussion on
will observe and try to Questions: the cut outs of the Lines of Inquiry and
identify the organs Name any 3 Body central idea Its connection with
names and will share organs you know statements, the Key concept
about their functions if write functions of any students need to Read each line of
they are aware about 2 body organs arrange them in inquiry and try to
them. order to frame identify the key
share one question you and unpack the concept which can
Questions: have about the body central idea. be connected to it.
What do you see? system.
How does it work? Questions: Flash card activity-
Where do we find Learning Outcome: What are the Flashcards of lines
them? Sorting out the organs keywords of the of Inquiry and Key
related to a particular central idea? concepts (Group
Learning Outcome: system What does each task)
Sorting out the organs key word mean?
Understand the What is the big Questions:
related to a particular Share your
functioning of organ idea of the central
system understating about
systems. idea?
Understand the the line of inquiry?
Learner Profile What are the
functioning of organ Learning
Attribute: keywords of Line of
systems. Outcome:
Knowledgeable inquiry?
Understand the
Learner Profile big idea behind Which key concept
Attribute: ATL: Thinking Skill- suits best to the
central idea
Inquirer Reflection given line of
ATL: Learner Profile inquiry?
Research Skill Assessment tool: Attribute:
Assessment tool: Checklist Inquirer
NA ATL:Thinking and Learning Outcome:
Research Skill Understand the
connection
Assessment tool: between lines of
NA inquiry and Key
concepts
 Learner Profile
Attribute:
Thinker
ATL:
Thinking skill
Assessment tool:
NA
Language:
Learning Engagement: Learning Learning
Learning Engagement: Engagement: Engagement:
Prior-Knowledge Nouns
Assessment- Frayer's Concrete and Introduction of
Model Task: Abstract Nouns Gender Nouns
Task: Nouns Read the given story
and Identify common Task: Task: Identify the
Frayer's Model and Proper Noun in common -gender
journal Introduction noun and neuter
Questions: through workbook gender noun from
Questions: What is a common exercise the given
noun? paragraph
What is a Noun? How What is a proper Home Task:
Many types of Nouns noun? Workbook Home Task:
do you know? Share What is the difference Practice Exercise Workbook Practice
few Examples and Non- between a common Exercise
Examples of Noun Questions:
and proper noun?
What is a concrete Questions:
Can you share a few
noun? What is a common
examples of common
Learning Outcome: What is an gender noun? Can
and proper nouns?
● Use graphic abstract noun? you share a few
organizers to Can you share a examples?
Learning Outcome:
plan writing, for few examples of What is a neuter
● View visual
example, Mind concrete and gender noun? Can
information
Maps®, abstract nouns? you share a few
and show
storyboards. understanding examples?
Learner Profile Learning
by asking
Attribute: Outcome: Learning Outcome:
relevant
Thinker and ● View visual ● View visual
questions and
Knowledgeable informatio information
discussing
ATL: n and and show
possible
Thinking Skill show understandi
meaning
Assessment tool: understan ng by asking
Learner Profile
Anecdotes ding by relevant
Attribute:
asking questions
Thinker and
relevant and
Knowledgeable
questions
 ATL: and discussing
Thinking Skill discussing possible
possible meaning
meaning Learner Profile
Attribute:
Learner Profile Thinker and
Attribute: Knowledgeable
Thinker and ATL:
Knowledgeable Thinking Skill
ATL:
Thinking Skill

Math

Learning Engagement:
Provocation
Task:

Questions:

Conceptual
Understanding:

Learning Outcome:

Learner Profile
Attribute:

ATL:

Assessment tool:

PYP Exhibition:

Learning Engagement:
Provocation
Task:

Questions:
Conceptual
Understanding:

Learning Outcome:

Learner Profile
Attribute:

ATL:

Assessment tool:

Additional Language: Additional Language: Additional Additional

Telugu Telugu Language: Language:
Learning Engagement: Learning Engagement: Telugu Telugu
Provocation Diagnostic Test Learning Learning
Task: Task: Questions: Engagement: Engagement:
పుణశ్చరణ : వర్ణమాల Task: పుణశ్చరణ : Task:
Questions: Conceptual గుణింతపు గుర్తు లు పుణశ్చరణ : దిత్వాక్షర
1.వర్ణమాలలో ఎన్ని అక్షరాలు Understanding: and గుణింతములు మరియు సమ్యుక్తా క్షర
ఉన్నాయి? Questions: పదాలు
2.ఏ-ఏ అక్షరాలను అచ్చులు 1.కింది గుర్తు లను Questions:
అంటాము? Learning Outcome: మీరు ఎప్పుడైనా 1.కింది గుర్తు లను
3.హల్లు లు అని ఏ అక్షరాలను Learner Profile చూసారా? ఏమంటారు ?
అంటాము? Attribute: 2.గూడు పదంలొ “ 2.ఒత్తు లు ఎన్ని రకాలు ?
Thinker డు “ శబ్ధంలోని అవి ఏవి ?
ATL: అక్షరం ఏమిటి ? 3.దిత్వాక్షర ఒత్తు లు
Learning Outcome: Assessment tool: 3.అచ్చుల గుర్తు లు అనగా ఏమిటి?
students will be able to Rubrics ఎలా 4.ఒక హల్లు కు వేరొక
understand the ఉపయోగపడుతాయి? హల్లు ను కలిపి రాసే
difference between Conceptual ఒత్తు లను ఏమంటారు?
vowels r and consonant Understanding:
letters Conceptual
Understanding:
Learner Profile Learning
Attribute: Outcome:
Thinker Students will learn Learning Outcome:
ATL: Thinking skills to identify initial Students will
consonant sounds indicate awareness
Assessment tool: and the letters of consonant
that represent sounds and letters
those sounds. by responding with
a physical
 Learner Profile movement.
Attribute:
Additional Language: Thinker Learner Profile
Hindi ATL: Research Attribute:
Additional Language: Learning Engagement: skill , Thinking Thinker and
Hindi Provocation skill Reflective
Learning Engagement: Task: ATL: Thinking skills
Provocation मात्राओं का अभ्यास बारह खड़ी
Task: द्वारा Assessment tool: Assessment tool:
वर्णमाला का अभ्यास Additional
Questions: Questions: Language:
१ वर्णमाला में कितने वर्ण है १ मात्राएँ किनके साथ मिलकर Hindi
२ कौन कौन से वर्ण स्वर कहलाते है शब्द बनती है ? Learning
? २ मात्राएँ स्वर की होती है या व्यंजन Additional Engagement:
३ सयुक्त व्यंजन क्या है ? की होती है ? Language: Provocation
४ व्यंजन क्या है ? Conceptual Hindi Task:
Conceptual Understanding: Learning दो अक्षर, तीन अक्षर वाले शब्द
Understanding: मात्राएं Engagement: Questions:
वर्णमाला (स्वर ,व्यंजन ) Learning Outcome: Provocation लेखन अभ्यास
Learning Outcome: मात्राओं का ज्ञान बारहखड़ी के द्वारा Task:
वर्णमाला का ज्ञान कराना कराना संयुक्त और द्वित्व व्यंजन Conceptual
Understanding:
Learner Profile Learner Profile Questions: दो और तीन अक्षर के शब्द
Attribute: Attribute: १ संयुक्त व्यंजन क्या है ? Learning Outcome:
Thinker Thinker २ द्वित्व व्यंजन क्या है ? मात्राओं और वर्णों से नए शब्द
ATL: Thinking skills ATL: Thinking skills ३ दोनों में क्या अंतर हैं? बनाना सीखेंगे

Assessment tool: Assessment tool: Conceptual Learner Profile

Anecdote Anecdote Understanding: Attribute:
संयुक्त व्यंजन , द्वित्व वयंजन Thinker
Learning ATL: Thinking skills
Outcome:
सयुंक्त, द्वित्व व्यंजन की Assessment tool:
समझ विकसित करवाना Anecdote
Learner Profile
Attribute:
Thinker
ATL: Thinking
skills

Assessment tool:
Rubric

Drama Music : PE Dance

 Learning
Learning Engagement: Learning Engagement: Engagement:
Provocation and Discussion on
discussion about Provocation Essential Learning
importance of art in life Task: agreements and Engagement:
and essential Provocation Discussion on
agreement , class rules. Questions: Task: Utilizing our Essential
Task: Write your body to make agreements and
understanding on how sounds and Provocation
the body is useful to Conceptual rhythm patterns Task:Fitness For
develop a creative Understanding: Game Activities to
understanding. Questions: make them
Questions: 1. What understand the
1. What are Learning Outcome: sounds can interconnectednes
the you make s of the body
physical Learner Profile with our systems
skills Attribute: body? Questions:
essential 2. Benefits of 1.why do we need
to the ATL: singing to warm up before
perform and playing activities?
er? Assessment tool: percussive 2.How do I stay
2. Why is movement motivated to work
the body s? out?
importan 3. Which 3.What body
t in body systems are used
acting? system will when Running?
3. Is body involve
importan while Learning Outcome:
t to singing? 1.identify realistic
express goals and
individua Conceptual strategies to
ls Understanding: improve personal
feeling? Learning fitness
Outcome: 2. understand the
Use the interdependence
Learning Outcome: voice and of factors that can
sharing knowledge and body to affect health and
thinking in other create well-being
perspective. musical Learner Profile
patterns Attribute:
Learner Profile balance and caring
Attribute: Learner Profile
Balanced and Attribute: ATL:Self
knowledgeable Inquirer management skills
ATL: Thinking and ATL:
communication skills Research and
communicating
Assessment tool: skills
Assessment tool: