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Transdisciplinary Theme: Who We Are Grade 4 SY 2020-21

Central Idea: Humans experience physical, social, and emotional changes throughout adolescence that shape identity.
Physical, social, and emotional changes (Change)
Factors that contribute to well-being (Change)
Actions have consequences (Responsibility)
Knows: ● physical changes
(Knowledge/content) ● emotional changes
● social changes
● factors that contribute to well-being
● well-being practices
Science Overall Expectations Living Things (9-12):
Understands: The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and relationships between and among them, and with their
(Key Concepts/Big Ideas) environment.
● Students will identify parts of a system, and gain an understanding of increasingly complex cause and effect relationships.
● Students will examine change over time, and they will recognize that change may be affected by one or more variables.
● Students will examine ethical and social issues in science-related contexts and express their responses appropriately. They will use their learning in science to plan thoughtful and
realistic action in order to improve their welfare.
● Students will communicate their ideas or provide explanations using their own scientific experience and that of others.

Science Conceptual Understandings Living Things (9-12):

● Living things have distinguishable structures and systems that affect how they live.
● People’s choices and actions can impact their well-being.
● Changes in the environment can impact the survival of various living things.

PSPE (9-12): Identity

An understanding of our own experiences and feelings and how they shape us; the recognition of strengths, limitations and challenges as well as the ability to cope successfully with
situations of change and adversity; how the learner’s concept of self and feelings of self-worth affect his or her approach to learning and how he or she interacts with others.
Conceptual Understandings
● The physical changes people experience at different stages in their lives affect their evolving identities.
● Being emotionally aware helps us to manage relationships and support each other.
● A strong sense of self-efficacy enhances human accomplishments and personal well-being.
● Coping with situations of change, challenge and adversity develops our resilience.

PSPE (9-12): Active Living

An understanding of the factors that contribute to developing and maintaining a balanced, healthy lifestyle; the importance of regular physical activity; the body’s response to exercise;
the importance of developing basic motor skills; the importance of nutrition; understanding the causes and possible prevention of ill health; the promotion of safety; rights and the
responsibilities we have to ourselves and others to promote well-being; making informed choices and evaluating consequences, and taking action for healthy living now and in the future.
Conceptual Understandings
● There are physical, social and emotional changes associated with puberty.
● Understanding our limits and using moderation are strategies for maintaining a safe and healthy lifestyle.

PSPE (9-12): Interactions

An understanding of how an individual interacts with other people; behaviours, rights and responsibilities of individuals in their relationships with others, communities, society and the
world around them; the awareness and understanding of similarities and differences
Conceptual Understandings
● An effective group can accomplish more than a set of individuals.
● An individual can experience both intrinsic satisfaction and personal growth from interactions.
● Individuals can extend and challenge their current understanding by engaging with the ideas and perspectives of others.
 English Overall Expectations Oral Language - Listening and Speaking (Phase 4):
Learners show an awareness that language is a vehicle for negotiating understanding; and for negotiating the social dimension.
Conceptual Understandings
● Taking time to reflect on what we hear and say helps us to make informed judgments and form new opinions.
● Thinking about the perspective of our audience helps us to communicate more effectively and appropriately.

English: Written Language - Reading (Phase 4):

Learners show an understanding of the relationship between reading, thinking and reflection. They know that reading is extending their world, both real and imagined, and that there is a
reciprocal relationship between the two. Most importantly, they have established reading routines and relish the process of reading.
Conceptual Understandings
● Reading and thinking work together to enable us to make meaning.
● Checking, rereading and correcting our own reading as we go enables us to read new and more complex texts.
● Identifying the main ideas in the text helps us to understand what is important.
ATLs:
Do: Research:
(Skills) Information-literacy - Formulating and planning
○ I am aware of what I want/need to find out and I can ask questions to drive this inquiry.
○ I can predict the steps that I need to take in an inquiry and use these to make a plan.
Evaluating and communicating
○ I can identify patterns and relationships from data and information I have gathered.
Self-management:
Organisation - Managing self
○ I can use technology effectively and productively.
Self-motivation
○ I used my initiative.
Thinking:
Critical - Forming decisions
○ I can draw conclusions and make generalizations.
○ I can create, develop, and defend solutions using supporting information.
Transfer - Application in multiple contexts
○ I can connect and combine knowledge and skills for use in different situations, in and outside school.
Reflection
○ I can respond to questions about something that I have been exposed to or experienced.
○ I can identify my strengths and areas for improvement.
Reflection - Metacognition
○ I realize that people learn in different ways and I know the way I learn best.
Social:
Intrapersonal - Self-control
○ I can regulate my emotions, thoughts and actions.
○ I can make fair and equitable decisions.
Intrapersonal - Emotional Intelligence
○ I am aware of what triggers different emotions in me.
○ I can empathise for others when they have either positive or negative experiences.
Interpersonal - Respect
○ I care for the needs of others.
○ I have an open-mind and understand the power of appreciating difference through practicing respect.
Interpersonal - Supporting others
○ I do my best to help them to succeed.
○ I speak up for the rights and needs of others.
○ I use strategies to prevent and eliminate bullying.
Interpersonal - Social intelligence
 ○ I am aware of how my actions impact a group.
○ I practice and encourage cooperative behaviours when working in a group.
○ I vary the roles that I take on when cooperating or collaborating.
Interpersonal - Resolving conflict
○ I am able to react reasonably to challenging situations.
○ I listen carefully to others.
○ I can express my needs clearly and calmly to help rectify a disagreement.

IB Learner Profile Attributes:

● Principled - We take responsibility for our actions and their consequences.
● Inquirer - We know how to learn independently and with others.
● Balanced - We understand the importance of balancing different aspects of our lives: intellectual, physical, and emotional to achieve well-being for ourselves and others.

Science Living Things Learning Outcomes (9-12):

● explore physical changes in the adolescent body
● identify physical changes in the adolescent body
● explain the need to act responsibly with regards to his or her health
● recognise that humans go through stages, and that puberty is just one stage

PSPE Learning Outcomes (9-12): Identity

● examine the complexity of their own evolving identities
● recognize, analyse and apply different strategies to cope with adversity
● identify causal relationships and understand how they impact on the experience of individuals and groups
● use emotional awareness and personal skills to relate to and help others
● identify how their self-knowledge can continue to support the growth and development of identity

PSPE Learning Outcomes (9-12): Active Living

● identify and discuss the changes that occur during puberty and their impact on well-being
● recognize the importance of moderation in relation to safe personal behaviour.

PSPE Learning Outcomes (9-12): Interactions

● reflect critically on the effectiveness of the group during and at the end of the process
● build on previous experiences to improve group performance
● independently use different strategies to resolve conflict
● work towards a consensus, understanding the need to negotiate and compromise

English: Oral Language - Listening and Speaking Learning Outcomes (Phase 4)

● listen appreciatively and responsively, presenting their own point of view and respecting the views of others
● listen for a specific purpose in a variety of situations
● understand that ideas and opinions can be generated, developed and presented through talk; they work in pairs and groups to develop oral presentations
● explain and discuss their own writing with peers and adults
● begin to paraphrase and summarize
● organize thoughts and feelings before speaking
● use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
● use oral language appropriately, confidently and with increasing accuracy
● verbalize their thinking and explain their reasoning

English: Written Language (Reading - Phase 4) Learning Outcomes

● read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals
● distinguish between fiction and non-fiction and select books appropriate to specific purposes
 ● use reference books, dictionaries, and computer and web-based applications with increasing independence and responsibility
● know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail
● Science
Integrated subjects: ● English
● PSPE
Pre-Assessment:

Inquiry Cycle Support Target Activity Extension

Tuning ● What do I know?
In ● What do I want to
know?
● How do I know it?
LOI 1: Physical, social, and emotional changes (Change)
LOI 2: Factors that contribute to well-being (Change)

Kids Health articles have accessibility Change

options (change text sizes, printable text, ATLs: Research (evaluating and communicating), Thinking (critical - forming decisions)
and audio or read-aloud).
Language is student-friendly and written We will be posting different articles from the Kids Health website in Google Classroom for
for younger students in particular. students to learn about themselves as they are going into puberty.
Students have the option to choose which Self-Esteem Articles
ones they want to read and take notes. Shyness (for kids)
Self-esteem (for kids)
Peer Pressure Articles
4T PAC students to complete kids health How cliques make kids feel left out
articles in small groups with AC teacher Self-esteem (for kids)
including Q3 highlighting and Empathy Articles
summarizing support within a google doc. How cliques make kids feel left out
Gossip (for kids)
4S students to have lunch or after school Saying you’re sorry
summarizing small group support as Getting along with teachers
needed. Conflict Resolution Articles
Talking about your feelings
Getting along with teachers
Getting along with parents
Getting along with brothers and sisters
Saying you’re sorry
Taking charge of anger
Train your temper
Boys Puberty Articles
Your changing voice
Boys and puberty
I’m growing up
Girls Puberty Articles
I’m growing up -- but am I normal?
All about periods
Getting your period at school
Pads and tampons
Breasts and bras
TCRWP Reading integration: Nonfiction note taking - Students will take down notes from chosen
articles and synthesise the information from different articles.
Assessment(s): Tier 1 Tier 2 Tier 3
F ●What questions Provocation:
i can I ask?
n ●What resources
d
can I use?
O
u ●What can I do to
t learn more?

Polleverywhere:
Boys were separated from girls.

4T and S students will be supported by Lesson 1: ( Central Idea)

Ms. Nisha and AC teacher. The brainpop Brainpop:
video will be viewed together and a Adolescence
shared google doc for notes will be used. Burning Questions
Ms. Vivian- the Brain- add link
Lesson 2: Whole group content Lesson 2 : Brain questions ( LOI 1)
accessible- spelling support to be Discuss what are traits of living and non-living
provided via technology and 4S AC
teacher to provide scribe for student C
Lesson 3
Puberty: Brain pop ( LOI 1)
Venn Diagram ( boys and girls)
Followed by Burning Questions( link above)

Lesson 4: Read Alex’s story- group discussion- short paragraph

Ms. Vivian- emotional changes- video ( LOI 2)
4T and 4S Reading Comprehension and Short article on BO- 4SB- Acne
note taking support (pre-placed graphic
organizer 3 column in google docs) Answer more questions

Lesson 5- LOI 2-
Factors that contribute to well being-
Who are you? What are the factors that helped you become who you are?
Self esteem and shyness focus.

Lesson 6-
4T and 4S peer pressure and clique Peer pressure article in reading/
articles shortened to include only the first Responsibilities at home- data
and last pages. Q3 summary support in
break out small groups Lesson 7- Split groups ( first one)
-Girls- Getting to know you( most exciting part of this unit/ most scary)
-Establish ground rules
Girls- Always Video
Boys - Always Video
Began Girls/ Boys slides shows
Padlet dyslexia typing support (scribe) Girls padlet for questions- Grade 4 Girls Squad

Students investigate -> consequences and actions

at home
 Read- Clique article

Look at actions and consequences: How to respond in either situation.

Lesson 8: Break out sessions- Anatomy of reproductive organs, and discussion. Girls prep for
practice sessions with needed materials.
Sent videos home in the interest of time- and covered material.
Also, a solid resource for families to have.

Lesson 9- Read article- Talking with parents about feelings

Seesaw- What we learned during our unit.

Lesson 10 Join session-

Finish slides, use materials

Lesson 11- Meet with Girls to share how Boys are developing as well.

LOI 1: Physical, social, and emotional changes (Change)

LOI 2: Factors that contribute to well-being (Change)
LOI 3: Actions have consequences (Responsibility)

Change
Responsibility
ATLs: Research (formulating and planning), Transfer (application in multiple contexts), Reflection
LP Attribute: Inquirer
Talks with Mr Granda and Ms Liza with Ms Miskat and Ms Shabab

We will have an open conversation among the students where they can discuss openly or ask
questions about the changes in their bodies: hair growth, menstruation (and how to care for
yourself during this time), physical growth, and other questions students might have during this
time.
Assessment(s): Tier 1 Tier 2 Tier 3

S ● How can I sort LOI 1: Physical, social, and emotional changes (Change)
o the
r LOI 2: Factors that contribute to well-being (Change)
information?
t
● What
LOI 3: Actions have consequences (Responsibility)
O
u connections
t can I make? Change
● Do I have new Responsibility
questions? ATLs: Research (formulating and planning), Transfer (application in multiple contexts), Reflection
LP Attribute: Inquirer
Reading to Sort: Students chose articles with which to practice using a text structure to help them
see how the articles were organized. Students were able to use text structures to help them take
notes effectively, deriving a main idea and details from the text to find meaning in their readings
on adolescence, changing relationships with family and friends, and how choices have
consequences.
 Assessment(s): Tier 1 Tier 2 Tier 3

G ● Who is my LOI 1: Physical, social, and emotional changes (Change)

o audience?
F LOI 2: Factors that contribute to well-being (Change)
● How can I
u
show what I
LOI 3: Actions have consequences (Responsibility)
r
t learned?
h ● What ideas Change
e help me do Responsibility
r more? ATLs: Research (formulating and planning), Transfer (application in multiple contexts), Reflection
LP Attribute: Balanced
Gazipur Trip:
Students placed in small groups with mixed
abilities.
WIth Gazipur Cup, sports competitions, swimming and drama activities, students actively used
and reflected on Finding Out articles. Students were responsible for their choices. Choices
consisted of working together with their team to compete in Gazipur Cup, be on time for meals,
keeping their rooms tidy and sleeping and waking up on time.

Assessment(s): Tier 1 Tier 2 Tier 3

M ● Did my LOI 1: Physical, social, and emotional changes (Change)

a thinking
k LOI 2: Factors that contribute to well-being (Change)
change?
e
● What would I
LOI 3: Actions have consequences (Responsibility)
C
o do differently?
n ● How did I learn Change
c best? Responsibility
l ATLs: Research (formulating and planning), Transfer (application in multiple contexts), Reflection
u
s LP Attribute: Inquirer
i Gazipur Trip:
o
n
Students enjoyed the freedoms of choice but felt the responsibility that came with those
s freedoms. Students saw how their choices led to different scenarios and chose accordingly.
Students had opportunities to learn in many ways, including through structured play via sports
games, free play, swimming, drama and spending time together.

Assessment(s): Tier 1 Tier 2 Tier 3

T ●How can I take LOI 1: Physical, social, and emotional changes (Change)
a action?
k LOI 2: Factors that contribute to well-being (Change)
●Can I improve
e
my learning?
LOI 3: Actions have consequences (Responsibility)
A
c ●What am I
t passionate Change
i about? Responsibility
o ATLs: Research (formulating and planning), Transfer (application in multiple contexts), Reflection
n
LP Attribute: Inquirer
Gazipur Trip:
Students were given an option to choose Some students noticed areas to work on, like keeping their rooms tidy. Others described a new
their roommates. confidence in that new knowledge afforded them, making them feel ready for their development
in the coming years. Metacognitive skills were present in the skits, in their choices on how they
played with each other, and in their written reflections. Students enjoyed the trip and came back
with a lot of real world and academic experiences.

Assessment(s): Tier 1 Tier 2 Tier 3