Thursday, June 25, 2020

How We Express Ourselves 2020-21

Imagination is a tool for extending our
 ability  to  think,  create  and  express.

Lines of Inquiry   
  • Ways we demonstrate our imagination and creativity (form)
  • Role of imagination and creativity (function)
  • Uses of imagination and creativity (perspective)

Transdisciplinary skills 
Communication Skills
Self-management skills
Social Skills
Communicator, Open-minded

As a provocation learners watched story The Dot. Then they attended in a question/answer session on what all of them can draw any drawing using the dots. They made different things using the dot and shared their creativity.


In Prior knowledge checking session they worked on concept Map on keywords Imagination, create, think and express. They jotted down their immediate responses in the map.
Learners made a painting using primary colour only. Facilitator took an interview and found out how the colour made them feel. Here learners made connections between imagination and their emotion.

This learner drew a picture using three primary colors and described which color indicates what. Red color indicates stop or danger. yellow color indicates 

Learners unpacked the central idea. They watched video clips related to the central idea and shared their understanding with the whole class and put their points related to that. After that with some clues they found out the central idea.

Learners will find out lines of inquiries, concepts, related concepts, skills and Learner profiles through clues and teachers questions and will discuss each other.
Learners will be able to demonstrate their imagination and creativity through the following video clips.
Learners will brainstorm about the differences between imagination and creativity.
Their thinking ability will be provoked by a few questions and they will debate on that.
Learners will write the differences between imagination and creativity using a T-chart/venn diagram.
Learners demonstrated their understanding of imagination and creativity through Frayer Model

Learners will make some creative materials by using their imaginations.

Guest speaker session

Formative assessment 1: Learners set different stations in the classroom (For instance literary station, creating station, problem solving station). Learners  chose according to their wish and  solved problems based on imagination.


Learners are presenting themselves in the Formative Assessment-1


Introducing 2nd lines of inquiry- The role of imagination and Creativity:


Learners were writing their understanding by watching the following video clips 

Learners made their learning contract and presented in front of the whole class.

Learners  understood the benefits of creativity through the following video clip 

Learners  read the following article and gave feedback.


They created a 3-D sculpture incorporating collage and painting, showing their design and discussing their choice of color, shape and line.

Formative Assessment 2: Learners will present their understanding of role of imagination and creativity through Just A Minute Session.

Assessment Tool: checklist


 Learners will make chart on use of imagination and creativity.


Think-tac-to learning engagement on use of imagination and creativity.

Learners will watch a movie Jumanji. and will be able to write a short reflection on their understanding of how application of imagination can help create new things.

Formative Assessment 3: Learners will create an imaginary person/creature that would live in your imaginary world.

Learners will be given some scenarios from community, from society and the world regarding the existing problems and learners will express their ideas on how to solve it) They will create a 3-D sculpture incorporating collage and painting, showing their design and discuss their choice of color, shape and line.

 Assessment Tool: Checklist


Learners will have some scenarios. They will choose any one scenario and then will come up with an imaginative solution. (Traffic Congestion, Pollution, Climate Change……)

Learners may choose to present their understandings using a booklet/ ppt /role play/project display or info graphs.

Assessment Tool: Rubric

Unit Reflection


Sunday, February 16, 2020

Blog Grade -3 , Red

How The World Works

Central Idea:
The energy can be converted, transformed and used to support
human progress.
Key Concepts:
Form, Function,Responsibility
Related Concepts: Conservation, Transformation

Lines of Inquiry:
  • Different forms of energy sources (Form)
  • Uses of energy ( Function)
  • Sustainable energy practices (Responsibility)
Inquirer, Knowledgeable
Commitment, Confidence, Curiosity
TD Skills:
Research Skills
Thinking Skills
16.02.2020 😃😃
An engaging and energetic activity has been  planned for learners. 4 stations has
been created on some games such as  solve the math and write the answer ,
skipping rope and hopping game etc. Learners act enough energetically and
at last  they became tired. Then some questions asked to get the word “energy”
from them. After that, they showed their understanding of how energy is
important for working. Some true/ false statements kept in the corridor.
Learners participated in ‘take a stand’ learning engagement.
Afterwards, learners discussed  on how energy has changed and appeared
to this span of time and how it is being used. 

In English Class, learners were provoked to talk about energy related topic, learners
wrote unit related words integrated with unit of information -


Learners discussed about energy .Here they improved their communication skills. 

They thought a lot after all they are good thinker. 


In UOI class Learners jotted down the points that they knew about energy,
what were the 3 new things they learnt but at last they wrote about their
confusion within a point. Afterwards, they watched a video on energy its
forms and sources.  

Learners took note from videos. they enjoyed the class as these were the
new things that they learnt.

In reading class, learners got the reading materials on ‘Energy’ and learners solved
accordingly. They took time to solve it but they learnt many
new things about energy from the given reading
materials. They used their research skills and curious attitudes. 

In Math class, learners participated in GEO board learning engagement.
They were provided mathematics manipulates resources. They made different types of angles using the board.
Learners were super enthusiastic while using the Geo board. 

Tuesday (18.02.20)

Today learners unpacked the central idea.
In UOI Class learners unpacked the central idea . Learners got the words of the
central idea and participated in a rotate table activity to create a concept map.
Then they will get the words of the CI in pieces of
paper and they will try to make a central idea from their understanding.
They enjoyed the work. 
At the end of the class, they shared their own CI. They used their
communication and
self management skills and today they improved their Respect attitude. 

In English, learners watched the following videos. 

Inquiring through mathematics , learners got a task sheet 
and they found out the properties of angles.


Learners matched  the lines of inquiry with the central idea. Learners inquired into the central idea
and they matched the LOI and found the key concept as well. (Group work) Students shared their
findings and used color code to connect the lines of inquiry with the central idea. Learners  discussed
which part of the LOI connects with the central idea.

They used colour code.

Learners were very happy after finishing the work so that at the end they made a commitment and showed their 'THUMBS UP"😊😊😊😊😊😊

They made the connection between Central idea and lines of inquiry 😀😀😀😀 .

After that they solve a task sheet related with energy.

In language class learners watched the following videos-
Learners had  a copy work on conversations and imaginative
play dialogue writing ; Strategy - ( Choice Menu) 

Make a conversation between you and your friend about anything.
Your friend is going to a picnic.You make a call and talk to him/her.
Make dialogue between you and your friend.
You, your sister and your parents are going on a family tour.
Make dialogue among you and your family members

In Math class, teachers checked the prior knowledge on Shapes.
They were provided the math
manipulative resources to the learners and they 
identified the name of the shape and got the types of shapes. 

Thursday (20.02.20)

Learners made a question about their unit and pasted the question on
‘ Burning Question Wall’.
At a time learners answer the first 3 questions of teachers from their unit board.
Teachers followed the ‘Umbrella Strategy’.

In language class learners  listened to this audio clip regarding some
feelings and they wrote the adjectives used to describe feelings in their copy.
Answer : 
1. hungry, 2. sick, 3. angry/ irritated 4. happy, 5. thirsty,
6. sleepy, 7. hot, 8. sad, 9. cold, 10.


Learners attended in handwriting competition. They sang a song of Australian national anthem.

Learners were singing the Australian National Anthem ,before that they practiced in the classroom .


Learners had many questions so that they made a question and put on the question wall.


Learners had a discussion on the forms , sources of energy.
They will also discuss about the renewable and nonrenewable energy.
They will watch videos 

Afterwards, they were divided into groups.
They  had a hot potato activity in which energy group was divided
with one of the part of energy; Form, sources, renewable, nonrenewable
and they wrote down whatever comes to their mind regarding that topic.

Learners learned the properties of different shapes through participating in the class discussion, and they were risk taker to come to the board and to demonstrate their understanding.

Learners  sat for an “Energy detective worksheet” where they  noted down what
they knew about energy, listed down some items that use energy, why do they
use energy and what are the sources of them.

Tuesday (25.02.20)
Learners  listed at least 10 major forms, sources, renewable and
nonrenewable energies using google in their tab.  
Afterwards,they  observed a few objects and they 
depicted what form of energy that thing or object possesses and did oral presentation.


Learners watched some videos on the transformation of energy and collected data. They researched on the form of energy and found out what the energy came from   with example and at last they wrote the source of information.

Learners  watched a few videos on how one energy was being transformed or converted
to another source. They  listed down two kinds of energy sources, human made and natural
and in it they listed down the sources of energy. 

In English class Learners got the reading materials on 'Energy'.
 They enjoyed the silent reading class. They learnt about the transformation of energy.

It's a silent reading session... They were active and enjoyed the reading materials. 💚💚💗
In Mathematics, learners had a group task to exhibit their knowledge on triangle.4 groups will be given the half of a chart paper, and 6 small pieces of papers.
Learners  acted on form of energy research in which they found  out what the
energy forms were with example and they wrote  down the source of information in library class.

Thursday (27.02.20)

Learners  went through a reading material on energy transformation
and completed the given tasks.In English class Learners 
learnt how to use dictionary. They were provided some
task sheet and they did it by taking the help from the dictionary.

Learners wrote poem on energy, its their taking action. 



Learners showed how transformation and conversion takes place.

Learners described the synonyms of the given words. Learners got some words on the table and they wrote one  synonym and one antonym through the Table Mat strategy. 

Learners reviewed all the shapes they learned.They were shown a model video on how they can make 3D shapes with paper.
Learners made different 3D shapes in groups.
They formed groups by random grouping strategy.


Learners looked into the process of conversion of renewable and non-renewable energy.
They went through different videos first and then they observed images of different
sources of energy and told why those are renewable and why not.

Learners looked into the process of conversion of
renewable and non-renewable energy.
They went  through different videos first and then
they observed images of different sources of energy
and told why those are renewable and why not.

Learners described the synonyms of the given words.
They were provided with A3 size paper work in 3 groups .
They discussed in groups and found synonyms and antonyms.
Learners can take help using their Tablets.  

Making Group

Postbox strategy was followed to make a group.
In the box there were 8 rhyming words as each group has
8 members like cat mat sat bat hat pat 

Learners continued making 3D shapes in groups.
They shared the responsibilities of making particular
shapes among themselves so that each of
them could contribute to the group task.


Learners were divided into two groups to perform the dichotomous energy key task.

Learners were divided into pairs . 
Then they had a discussion among themselves and completed the task.
Learners practised skim and scan in reading.
Learners were provided some library books and they read
and  did skimming and scanning  (Group wise) 

After that - 4 concepts were provided to 4 table and learners solved using  Round Robin strategy.

Learners summed up their learning on shapes in the ‘rose, bud and throne’ reflection.
Their suggestions was appreciated to make their future learning engagement more interactive.
Learners were divided into two groups to perform the dichotomous energy key task.

Learners practiced skim and scan in reading.
Learners were provided some library books
and they read and  did skimming and scanning (Group wise) 
After that - 4 concepts were provided to 4 table and learners solved using  Round Robin strategy
Learners summed up their learning on shapes in the ‘rose, bud and throne’ reflection.
Their suggestions was appreciated to make their future learning engagement more interactive.


Learners worked on a Think-tac-toe learning engagement. 
They were divided into groups of 5.
They chose tasks horizontally, vertically or diagonally
and prepare acts or tasks asked in the learning engagement.

Learners practiced reading and worked on Oral language
to communicate during classroom activities, conversations and imaginative
play  (role play, dialogue) 
Learners will get books from library
Learners learned about proper,improper and mixed fractions and the conversion of it.
They jotted down their ideas about fraction in a chart paper to exhibit
their prior knowledge on proper and improper fractions.

Learners gave a final touch to their tic-tact-toe learning engagement.They were prompt to take challenges and enthusiastically finished all the tasks.

Learners described the transformation of energy (Viewing and presenting)
They observed some objects and will find out what energy transfer and transformation took place.

Learners had a class discussion on the proper, improper and mixed fractions followed by board work.
Learners watched a video on proper and improper fraction to make their learning engagement
more interactive.


Formative Assessment 1

Learners performed different tasks organized in 5 stations.
(explore it- watch it, research it-read it-assess it). 
They will be divided into 5 groups. they will take turns and do the tasks in the different tables.


Learners found the machines or objects around the classroom and tried to find out 3 examples of energy transfer, transformation and conversion with examples .

At this station, learners watched a short video explaining energy transformations.they shared their ideas and showed it in the chart paper.

This station provided students with a one page reading about energy transformations. There were 3 follow-up questions that the learners answer to show reading comprehension of the subject.

The research station allowed learners to find out how they got energy by transforming one into the other. Learners asked to draw 5 gaps in a row. Then they draw/wrote 2 sources of energy to be filled in the gaps. Learners found out the internal energy that can lead the first form of energy changes and end up producing the last energy form. 
The assess it station is where learners will go to prove mastery over the concepts they have learned.  Here a  machine  kept on the station. Learners told the entire transformation of energy from one to the other.

Learners prior knowledge was been assessed.
Learners were provided reading materials and they found the mistake , facilitator followed umbrella strategy . They wrote in a small piece of paper,at last learners combined all of their works and put it on the umbrella.
Learners discussed in their group , here they improved the social skills and they respect to each other.

Learners became open - minded too as they respect each other's suggestion.

 Learners did this work in a disciplined manner as they already improved social skills.

 Learners used color code group strategy .


Learners celebrated learners' profiles. They were open minded where expressing
their profile and everyone turned out to be a keen observer that moment about their
friends' profile!

Learners got 6 images in their groups , they went to different stations and did inquiry to find the hidden spelling.
Grouping Strategy- color code
Strategy- Round Robin Learning Engagement

 Facilitator helped them to get the spelling.

 Learners were excited to finish the work on time as they wanted to improved their self management skills.

End of the class , learners jot down their spelling and present it in well mannered. The presentation was really awesome. Learners showed their attitude of creativity. 

Learners enthusiastically participated in "rotate table" learning engagement to
exhibit their understanding of equivalent fraction.

Thursday (12.3.2020)
Learners participated in 'Sleuth Learning Engagement', they become an inquirer and
caring at the same time while answering others' queries.

Learners learned about the transformation of improper fractions into mixed fractions! Everywhere 'Transformation!"



Learners were working on Six Thinking Hats" where they  look into  at problems from different perspectives, but one at a time, to avoid confusion from too many angles crowding their thinking.
Six Thinking Hats strategy - was created by Edward de Bono

They read and found the answer accordingly.

Learners enthusiastically participated in "round robin" learning engagement to
exhibit their understanding of mixed fraction.

While inquiring through, our enthusiastic learners' prior knowledge of "Units' was
checked through a class discussion and later they learned a trick to remember the units of Mass, liquid and weight.
You can also have a look what trick they learned!

Our learning was going smooth. But suddenly something unusual happened!
That was not at all in our planning.
The world got affected by 'Corona Virus' and all the schools got shut down.....

But nothing can beat our learners' enthusiasm! After all they are IB learners.. 💪💪💪
The learning process went online, and learners' response was fabulous! 
They just proved 'When life throes lemons at you, how to make lemonade out of it!"

Scroll down to have a look at their remote learning engagement 😀😀

Learners attended in Formative Assessment. 
All learners worked on the same google doc or the page
They wrote their understanding and their name in brackets. 
They are going to publish this in a newspaper to create awareness at the end of the unit. 

Learners went through some videos and they made a jingle using energy related
words to spread awareness in the local community on saving energy.


Learners attended in formative assessment. They worked in the same google doc . Learners wrote their understanding on uses of energy and they wrote their name in brackets.

Learners learnt how to convert the units of mass

They watch the shared links .Here are the links-


Learners conducted an Experiment to see how efficiently machines have efficiency. They turn on the machines such as torch light, flash lights, toys etc. They wrote a reflection on how energy helps and how energy efficiency can be created.

They sent the image via whats app. 

One of the learners observed and wrote a reflection. 

Learners converted the unit of mass .
They wrote in the shared doc.
They inquired in the given links and shared their finding.
 ( )

Learners drew a logo/poster / sign .Capture a picture and send via whats app / mail the image or uploaded it in the google class.



Learners did an inquiry about the importance of sustainable energy practices.

Learner sent the image via whats app

Learners exhibited their understanding of units of volume through solving word problems.

They followed the following link-

Learners  exhibited their understanding of units of volume through solving word problems.
They played a game and at last took a screenshot or photo of their score, showed on the screen and share with us in whats app .

Learners were happy to share their learning.

Learners exhibited their understanding on sustainable energy practices. 

Learners will exhibit their understanding on sustainable energy practices.
Learners wrote it in home and shared via 'whats app'

Some are submit in google class.


Energy Efficiency Home Audit 

Learners participated an home audit and they found the items like ac, water tap to stop the waste of energy. 

Learners were happy too do home audit

 The distance learning engagement made our little learners IT expert as worked in google class room. 

Even though they wrote reflection

Learners chose a recipe and wrote it in the shared doc.They learnt the procedural writing. Different learners wrote different recipe. 


Learners watched the video and discussed during a live session. 
Afterwards, they listed as many energy conservation technique as much they can.
Then, the ones they started doing, they highlighted/wrote in Green, 
the ones they  planned to do they highlighted/wrote in Yellow, 
and the ones they  suggested to anyone, 
they highlighted/wrote in purple. 

Learners exhibited their understanding of number patterns.
They explained the logic behind their pattern.
At last, learners attached the photographs of the work.

In language , learners organized the ideas in a logical sequence, 
and found the similar and opposite word and also listen to enjoy stories, 
showed understanding by responding in oral, written or visual form. 
Learners  read the story the story ' The Brilliant World of Tom Gates' . 
and did the task in the shared doc file . 

Learners were happy to write in shared doc. 


Learners selected any one of the Task sheets

and uploaded in the google class.

They worked on their responsibility. 



They inquired and got the answer at last. 

some were share via what's app.

They learnt about 3R

Learners  learnt about alphabetical patterns.
They explored it from the video attached below. 
In the shared doc file they created  own alphabetical pattern and invite  
any one of their facilitators to solve it.



Sometime they challenged their facilitator 👀👀 

They were happy to make alphabetic pattern 

Learners  attended a proofreading online class 
on Capitalization and grammatical mistakes.
Learners shared their score. 

This was the link/site

They tried .

They shared their score. 


Learners reflection on carbon footprint.
They  attached the pictures of the carbon footprint creation using a doc.
Learners submitted the reflection doc file.

They wrote their reflection

some are wrote in their home copy and shared via what's app

Some were paid more effort to make the work attractive 👌👌👌👌


Learners wrote procedural writing according to their wish.  
At first they  Make a doc file.
Then add the link to show academic honesty. 


I like to have it 👀👀👀


Learners talk about how the carbon footprint increases and decreases .
They watch the video at first.
They shared their finding from the video in the live class. They wrote their finding either in the mindmeister
or in the shared doc file.

Learners watched the videos and inquired about carbon footprint 

They share their finding via shared doc file. 

Learners described read texts at an appropriate level,
independently, confidently and with good understanding
recognize the main idea of the short stories
and be able to express feelings and opinions.
Learners attend in a quiz/worksheet/graphic organizer.

They found that what is main idea in the story. 

Some learners followed another shared links and found the answer after hearing the story. 

They shared their score. 


Learners got a brief idea on how to measure carbon footprint .
They wrote reflection on their learning through 'TAG'.

TAG Learning Engagement 

Integrated with Math


Learners, used the Choice Board strategy.This was their summative task .

Learners choice their work from the 'Choice Board'

They enjoyed to share their finding.

In the 2nd May Learners get their Unit and General comments through Google meet.

Parents really happy to get Report card via google meet as it was the new way of TPC
for them.




It was really awesome journey in the session 2019-20.

We missed our learners.

Now they are ready to face new challenges in the Grade -4.


How We Express Ourselves 2020-21

Imagination is a tool for extending our  ability  to  think,  create  and  express. Lines of Inquiry     Ways we d...