Provocation of the Unit

Studying  Artifacts

Our little historical detectives studied the artifacts they found during the dig and discussed the material it is made up of and what can it be used for. Discussion was done on the difference between archaeologist and historians and their importance. For a clear understanding of the process of archaeology they were shown few videos and power point presentations on archaeology, tools used and different archaeological discoveries. It was a great session. J

Tuning In

Little Historical detectives

Today was a fun day with all our little students acting as historical detectives and digging out things from the field. This activity was to make them understand about the process of archaeology and who are archaeologists and how they work. Students were actually taken through the process of archaeology and difference between archaeologists and historians was explained to them.  They got all sort of different objects while digging the field like old jewelry, artifacts, gems, toys and many more. It was a fulfilling day for all of us with air full of excitement and inquiries.

UOI- Where We Are In Place In Time

Our new unit – Civilizations

Learning about our history……sounds interesting and fascinating. With all this excitement we have started our second Unit of Inquiry ‘Civilizations’ under the Trans-disciplinary Theme; ‘Where we are in place and time’. We tuned into  the Trans disciplinary  theme  by showing a video ‘The earliest human Migrations’ to the students followed by a discussion on the spread of human population and how people started living together. As a provocation to this unit, students watched videos of ‘Movie 10000 BC trailer’ and ‘History of world in 7 minutes’ followed by a discussion after which students wrote their reflections. Students also watched another video ‘Ancient ideas that shape our lives today’ as the tuning in of the central idea “Ancient civilizations continue to influence our world today” after which the students displayed the attribute of being “Thinkers” and were engaged in a dialogue about the importance of respecting the culture they study and how ancient world influence our lives today.

Wow…..what a start!

National Dress Day

National Dress day

National Dress day was a wonderful opportunity for the Grade 3 community to acknowledge and celebrate its diversity, making explicit one of the key features of the PYP - International Mindedness. Grade 3 sparkled today with colour through costumes, languages, food, and traditions, etc. Students and teachers were reminded of the great number of commonalities and differences we have within our school and were given an opportunity to be open-minded with others. India being diverse in itself, represented cultures of Punjab, Haryana, Rajasthan, Bihar, Lucknow, Uttar Pradesh, Bengal etc. Whereas the international stage was set by students from Belgium, Finland, Spain, Korea and Japan. Students not only enjoyed sharing their food with the other cultures but were proud of who they were. In a class ceremony students proudly shared their family values by displaying the beautiful ‘family crests’ they made. This event was in conjunction with the present unit of inquiry based on ’similarities and differences’ under the trans-disciplinary theme; ‘Who we are’.

Provocation- Second LOI

PROVOCATION to the second line of inquiry;

Similarities and differences between people

The blanket Joseph's grandfather made him is transformed into many things as the years go by: a jacket, a vest, a tie, a handkerchief--and finally a button. Gilman's modern adaptation and lively illustrations turn this favourite Jewish tale into a contemporary classic.

Students watched this beautiful story, ‘something from nothing’ by Phoebe Gilman as a provocation to the second line of inquiry; ‘similarities and differences’.

After the video we had a class discussion on how families have similarities and differences. Through the story with the students discussed similarities and differences between their family and Joseph's. Students talked about food, clothing, shelter, grandparents living in the same house as Joseph, grandfather sewing something for Joseph, etc… They also discussed things they do with their grandparents. At the end of the day students turned to their neighbour and shared with them one similarity and one difference between their family and the one in the story. 

Formative Assessment

Formative Assessment

of the first line of inquiry

Physical, Social and Emotional Characteristics

Student have begun performing their research skills in Grade 3 as they had to find out about a ‘kid’s life’ living in different parts of the world. Students chose countries of their choice for their first formative assessment– Egypt, New Zealand, Poland, Canada, USA, Armenia, Mexico, Japan, China, Russia, Korea, France, Ireland, Madagascar, England, Brazil and Germany. They read about them and then on A3 sheets organized their findings of ‘similarities and differences’ into columns of Physical, Social and Emotional characteristics. After asking a lot of questions, students are clear about their understanding on the first line of inquiry…keep it up kids J.

Session with the Councelor

‘How we are different’

Ms Tareeta Arora; the school counsellor held a discussion with the class on ‘how we are different’. She also did an activity with them where they were asked to write about things in their own lives that they don’t like and are different.

Then they were asked to make the positive statement–

“Yes I accept you and I welcome you”.