Blog – Grade 5C

Room for insight

English

Speeches and effective leadership

 Students viewed a range of speeches and considered:

  • What are the important elements of a speech?
  • How can we make them effective and memorable?
  • Will a speech or tone differ according to the intended audience? 

Students reflected on why a leader needs to be a good communicator.

Olafur Eliasson: Kids are speaking up for the environment. Let’s listen | TED Talk

Adjectives

Students continued with their novel study ‘Oliver Twist,’. They identified adjectives and explored common verbs to enhance their communication skills. 

Hindi

During their Hindi classes, students did ‘कविता पठन’ with the poem ‘एक बूँद कविता’. They identified new words from the कविता and wrote meanings. During their हिंदी दिवस activities they did आशुभाषण on various topics. They did an activity based on grammar concepts – संज्ञा, सर्वनाम, क्रिया और विशेषण. They also played games like: मुहावरों का खेल and sudoku based on मात्रा अभ्यास.

Math

The week commenced with some fun activities based on divisibility rules. Students collaborated in groups and practiced word problems based on number operations. They brainstormed and shared various strategies for quick calculation. Properties of numbers were reinforced with audio-visual presentations.

Unit of Inquiry

Governments facilitate the functioning of society:

Students researched in groups to identify ways in which governments facilitate the functioning of society. They learned that the Government of India has three pillars – legislature, executive, and judiciary. They inquired into the structure and functioning of each of these sections of government. 

Students used 5Ws and 1H strategy to frame guiding questions to enquire about the Indian constitution. 

  • What does the constitution mean?
  • Why was there a need for the constitution of India?
  • Who was involved in its drafting?
  • Where was it signed?
  • When did it come into effect?
  • How does it impact the lives of citizens?

Reference links:

Significance of Constitution in India | Shikara Academy

Meaning and Significance of the Indian Constitution | Law column.

The impact of governance on different sections of society:

An integrated session led by DPSI subject specialists highlighted the transdisciplinary nature of inquiry and gave students an insight into how governments positively impact society in the fields of art, dance, sports, and ICT. Further, collaborative inquiries led to an understanding of the impact of governance on health, education, defence, infrastructure, and underprivileged sections of society.

Reference links:

Government schemes

Happiness Curriculum

French

Students gained knowledge of vocabulary relating to house and furniture. They learned how to describe their house and bedroom using adjectives. They practiced writing sentences using conjunctions such as et, aussi (and, also). In the subsequent week, they exhibited their oral skills with presentations about their house.

Spanish

Students recapitulated the concept of conjugation of verbs and learned to make sentences. Later, they practiced writing sentences in their journals using the correct form of AR-ER-IR ending verbs.

Visual Arts

Students reflected on their Manjusha artworks. They were introduced to Lino cut printing technique with an audio-visual presentation. They gained an understanding of the printing process and started to make a layout for printing.

Performing Arts

Music

Students learned to sing ‘Demons’ by Imagine Dragons wherein they sang individually with appropriate intonation and articulation. They also drew a grand staff on the board to strengthen their theoretical understanding.

Dance

Students commenced full body exercises with 21 Surya Namaskar and started to explore 4/4-time signatures. They delved into the possibilities of creating new movements based on improvisation exercises.

ICT

Students shared their prior knowledge about research skills. They learned the difference between primary and secondary research through a list of sources. Primary sources such as forms, autobiographies, and reports, and secondary sources such as biographies, newspaper articles, and textbooks were considered. Students were also familiarized with several strategies for effective research. During an integration session, they understood the importance of UIDAI- the Unique Identification Authority of India. They also learned about the features and uses of Aadhar cards. Students were acquainted with the Digital India campaign and how the government is using technology for effective governance.

PHE

Students practised bodyweight exercises in which they gained knowledge about the term body weight and free weights exercise, which means body exercises performed without apparatus. They worked on maintaining the correct posture while performing exercises. Students are currently learning various flexibility exercises.

Library

“One book, one pen, one child, and one teacher can change the world.”

– Malala Yousafzai

With the belief that there is nothing as powerful as education, the world celebrates Literacy Day every year on the 8th of September. Literacy is required for one’s social and personal development. Students discussed the importance of literacy for individuals, society, and communities. They also inquired about the literacy rate across the five continents. Students were encouraged to explore and read books by new authors. They were reminded to read mindfully, keeping in mind the vocabulary, fluency and implicit information from the text.

SEL

Students reflected on the journey of Rani Rampal, the youngest player on the national women’s hockey team. She participated in the 2010 World Cup at the tender age of 15. Students connected with the complex emotions felt by Rani Rampal during her childhood days. Her story left an impression on students. It helped them understand the importance of self-discipline and self-management skills in their lives.

Nutrition Week

Mr. Sparsh Phutela, MYP, and DP educator and member of the DPSI nutrition committee, delivered a session to develop student awareness of the journey of five fruits from farm to table, promoting consumption of seasonal and local produce. As a follow-up, students reflected on the session by creating posters to spread awareness about how one can minimize food wastage.

Aravali Bachao 

A visit from the ‘Aravalli Bachao’ NGO gave students an insight into the fragility of the Aravalli ecosystem and the importance of recycling waste.

Science Symposium

Students attended the Science Symposium held by MYP students and got a glimpse into scientific vocabulary, science experiments and the life of some eminent scientists. They were inspired and motivated by the confidence and enthusiasm of the MYP students. 

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It is fun to learn…

English

Students displayed their understanding of nouns and their different types using Frayer’s model. They strengthened their understanding of the application of common and abstract nouns with drill exercises.  

Letter writing – Formal & Informal

Students discussed and analysed various aspects (purpose, elements, and structure) of informal and formal letter writing, using the visible thinking routine Think/Pair/Share. Keeping in mind the usage, format, and language, they drew out similarities and differences between formal and informal writing.

They discussed the criteria and a checklist for writing a formal letter. They used it to write a letter based on one of the given topics. Students also attempted a spell bee activity to strengthen their vocabulary.

Hindi

During their Hindi classes, students identified new words from the story ‘शेर और लड़का’. They wrote meanings and framed sentences with some of these words. They also answered questions from the story. Students improved their spellings by correcting incorrect spellings (अशुद्ध वर्तनी के लिए शुद्ध वर्तनी). They also did a sorting activity where they categorized words based on gender. (स्त्रीलिंग और पुल्लिंग शब्द).

Students also did group discussions on given topics. They demonstrated their social and communication skills during this task.

बालश्रम सही है या नहीं?

शिक्षा सभी बच्चों का मूल अधिकार है ·        

सरकार के दायित्व एवं भूमिका

Math

Students brainstormed on various strategies to solve word problems based on number operations. This helped them understand the importance of both process and product in solving any problem.

They also recapitulated the concept of Data Handling and reflected their understanding of the same using Bar graphs. The assessment for learning was conducted using the ‘Dinner Menu strategy’ where they needed to have all the starters, choose their main course, and decide if they wished to have dessert or not after going through the menu. The questions were in order of increasing difficulty as per the menu. Starters – easy, Main course-application based, and Desert – challenge questions requiring higher order thinking. Students were engaged throughout the task and thoroughly enjoyed it.

Unit of Inquiry

Types of government systems

Students worked in groups to research different types of government systems using the 5W and 1H strategy

  • What are the key features?
  • What are the rights/responsibilities of citizens?
  • When is a new government formed/elected?
  • Why is this government beneficial (or not) for its citizens/society?
  • How is a new government formed?

The following links helped the research –

Each group then presented their understanding of the chosen government system to their peers. They noted the key points individually in a collation sheet.  

Analysing government systems through graphs in Math and drawing inferences

Students gathered pertinent information related to different types of government systems around the world. They plotted this data using a bar graph. Visual representation helped them to analyse the information and draw meaningful conclusions. 

Map marking – government systems across the world

Students enhanced their map-marking skills and spatial awareness by marking the government systems prevalent in different parts of the world on a political world map.

Guest speaker session

A guest speaker session was held in connection with the ongoing unit on government systems.

Parents of Kimaya Athawale (student of DPSI), addressed the Grade 5 students about the government systems in Maldives and Bahrain through their personal experience of having lived in these countries. They were able to add a new perspective to what governments do to facilitate the functioning of society and the impact of governance.

It was an informative and engaging session and students gained new perspectives about the functioning of a presidential democracy and hereditary monarchy – the advantages and limitations to residents of these countries.   

French

Students learned vocabulary related to clothes. They were able to describe clothes with the help of colours, paying attention to the agreement of gender and number with nouns. They used their creative skills to design brochures for an imaginary boutique.

Spanish

Students worked in groups to sort sentences into formal and informal conversations. To enhance their speaking skills, they paired up to create formal conversation dialogues and presented them to their peers.

Visual Arts

Students completed their pattern drawing from Manjusha Art. They went on to work on composition in Manjusha Art using the patterns they learned during the class. They have now begun colouring it.

Performing Arts

Music

Students learned different musical terms such as staff, time signature bars, and bar lines. They also understood their usage in music. Students also enjoyed singing ‘Demons’ by Imagine Dragons individually.

Dance

Students integrated body exercises with various rhythm patterns. Contraction and extension of the spine were also rehearsed. They identified elements of dance from a dance performance and presented a lyrical dance routine on the song Dynamite.

ICT

Students were apprised of the importance of being safe and responsible online. They were shown a video presentation where they made real-life connections and promised to follow online etiquette. They discussed different ways of keeping themselves digitally safe such as – the use of strong passwords with alpha-numeric and special characters, installing antivirus on the laptop, and not divulging private information on the Internet. To strengthen the concept of Internet safety, students played an online game ‘Inter land’ which is an adventure-packed game that gives hands-on practice of the key lessons of digital citizenship and safety.

PHE

The rules and regulations of football were discussed with students. They performed different football dribbling drills to enhance dribbling skills and ball control. They played matches to equip themselves with the related skills and strategies of the game. In Tennis, students showcased forehand strokes and related specific exercises to strengthen muscles.

Library

Students browsed through a variety of magazines like Tinkle, National Geographic, Nandan, and Champak in the library. They inquired about different types of articles and their key features. They understood that magazines cater to special interests and provide more recent information than books. They also immersed themselves in reading fictional stories, comic strips, and informative columns from these magazines.

SEL

The class was divided into four groups. Each group was given a real-life scenario based on respect, social courtesy, and ethical norms. Students expressed their understanding through illustrations and role plays. They were able to understand the importance of adapting one’s behaviour to build and strengthen relationships.

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Moving on…

English

Students were introduced to note-taking. They gained an understanding about the importance and ways of note-taking. Cornell note-taking strategy and sketch noting were discussed in class. An audio-visual presentation was shared with students to help them identify the key elements of note-taking. Based on the same, students co-created a checklist for note-taking.

To enhance fluency, vocabulary building and comprehension, students were engaged in the loud reading of the novel – Oliver Twist.

Students were introduced to oral and visual presentation skills. They compared two audio-visual presentations and drew out the similarities and differences focusing on the effectiveness of presenting the information.

https://www.slideshare.net/jmarc38/bees-an-example-of-a-bad-powerpoint-presentation

https://www.yout-ube.com/watch?v=akep5RMpc24

Hindi

During Hindi classes, students read a Hindi story ‘शेर और लड़का’. They identified new words from the story and underlined/highlighted them. They wrote the same in their journals to build vocabulary and framed sentences to understand their application. Students also attempted a spell bee using new words from the story.

Math

Students solved questions and word problems based on number operations in their journals. Various strategies were shared by students with their peers for quick mental calculations. Students were encouraged to write statements while solving word problems. One of the strategies shared with students was – STARS strategy

Stop – do not rush with the solution.

Think – take your time to identify the operation indicated. Look out for the math vocabulary.

Act – calculate your answer

Review – recheck / review

Statements – do not forget statements

Students worked in groups to share and discuss the different strategies they used for quick multiplication.

Unit of Inquiry

Transdisciplinary Theme – How we organize ourselves

Central Idea: Governments facilitate the functioning of society.

Lines of inquiry:

  • Types of governments (Form)
  • What governments do to facilitate the functioning of society (Function)
  • Impact of governance on society (Causation)

Students watched a presentation on early man and his evolution over time, to reflect on the need to live in an organised community. Students shared their prior understanding –

  • Early man first gained an understanding about himself – how best to survive
  • Once he had learned to fulfill his basic needs – he wanted to explore his surroundings and environment
  • This led him to want to make connections – expressing through language, art, music, etc.
  • As the community grew – a need was felt for a structure that would help facilitate the smooth functioning of a community.

Students brainstormed and discussed questions such as:

  • What is a community?
  • Can we exist alone?
  • What is the need to come together?
  • Do we need a leader in a community? Why? 

Students came up with words like government, governor and governance. This was followed by a class discussion based on these thought provoking prompts.

  • Can a community exist without a government?
  • What do you think is the use of having a government?

Students were introduced to the framework of the unit – Transdisciplinary theme, central idea, and lines of inquiry. They were engaged in the framing of inquiry questions and used the strategy ‘Question sorts’ to categorise questions as open-ended or close- ended, and less relevant or more relevant questions.

French

Students wrote class commands in their journals along with the questions that they use frequently in the classroom. ex- Puis-je aller aux toilettes? (Can I go to the washroom?), Excusez-moi madame est-ce que vous pouvez répéter? (Excuse me, ma’am, could you please repeat?). In subsequent lessons, they learned vocabulary related to clothes.

Spanish

Learners were introduced to formal and informal conversation. They did a role play in class to demonstrate their understanding of greeting someone formally and informally. They also learnt how to introduce themselves and differentiate between formal and informal dialogue. They practised the greetings with their peers and teachers.

Performing Arts

Music

Students learned about intonation and its impact on singing where they all explored different pitches and sang a particular note maintaining pitch accuracy.

Dance

Students commenced whole body exercises with various rhythm patterns followed by a lyrical dance routine on the song Dynamite. They recapitulated elements of dance during a class discussion. Contraction and extension of the spine were also rehearsed.

ICT

Students reiterated the features of the online app – Microsoft Forms. They learned to add and check responses, collaborate and share the link of their forms with others. To apply their learning of the tool, students created a form and a quiz on a topic of their choice.

PHE

Students worked on their kinaesthetic movements while performing stretching and balancing exercises. They continued playing football, wherein they focused on circuit training to improve overall motor skills. They also learned kicking and ball dribbling. Students were also introduced to tennis, where they learned about grip and racquet movement. In swimming lessons, students learned about body positioning. Rules and regulations to be followed in the swimming pool were also discussed.

Library

Students gained understanding of citation, plagiarism, and academic honesty. They looked over the information page in the books to better grasp the idea of academic integrity, which instructs them on how to behave as responsible students by not claiming credit for work that was done by others. They gained insight about the terms – author, illustrator, collaborator, publisher, place of publication, year of publication, copyright, and ISBN, which helped them expand their vocabulary.

SEL

An activity was conducted where students expressed their understanding of respect and relationship. They used the Visible Thinking Routine of ‘Colour, Symbol & Image’ to share their views, ideas and opinion about respect and relationship. They also gave justification for their choice of colour, symbol and image. This activity helped them explore different perspectives on how to show respect and why it is important for any relationship.

Class senate process: Students had an opportunity to participate in the class senate election this academic year. The entire process empowered them to understand the inner workings of the process, which started out with self-nomination, and articulation of learner profiles/qualities required to become an efficient leader. Thereafter, shortlisted candidates enhanced their thinking and communication skills by presenting a speech to their peers.

Students understood the importance of voting and how every vote counts. The right to vote modelled to the young learners, that they have an agency to shape the future as they put their votes in the secret ballot. This served as a platform to foster social-emotional learning as students experienced a wide range of emotions regarding the outcome of the election, instilling in them the characteristic of being resilient.

Celebrations: Students witnessed special assemblies on Independence Day and Janamasthami, wherein they gained information about their significance.

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Let’s begin…

English

Students were engaged in various ice breaking activities where they had an opportunity to get to know each other better. They created a Bio Bag where each student was given a paper bag. They labelled the outside of the bag with an aspect of their visible identity – what others see just by looking at them. Inside the bag, students wrote about their invisible identity- characteristics people will find about them once they get to know them. 

Formulating Essential Agreements- Class discussion on the importance of having agreements was initiated. Students discussed, what should be kept in mind while formulating them. Different areas in school- (journal, washroom, dining hall, corridor, material handling, peer interaction, lift etiquette etc) were under focus. 

Students also set goals for the new academic year keeping in mind expectations from the current academic year. Students reflected on the

collaboration strategies/visible thinking routines/engagements that they enjoyed and that contributed to their understanding of a concept.

Students revisited grammar concepts through a class activity. They  used the ‘word/phrase/sentence’ strategy to identify five nouns from their surroundings, added an adjective and an article to create a phrase and used these phrases to make sentences. 

Hindi

During their Hindi classes students introduced themselves through a wordwall.net spin game activity. They participated in an ice-breaker activity conducted by teacher with a PPT of पहेलियाँ. Students were asked to speak a few sentences about favorite famous personalities (प्रसिद्ध व्यक्तित्व) that they like. They discussed the शिक्षार्थी रूपरेखा (IB Learner profile) and then identified a learner profile attribute showcased by their favorite personality.

To enhance their thinking skills, they wrote Hindi words on board related to each IB Learner profile attribute. They discussed about आवश्यक सहमति (essential agreements) for their classroom. They wrote स्वर-व्यंजन according to their वर्ग and learned उच्चारण of पंचम अक्षर.  Students also appeared for a benchmarking assessment. Students also attempted a picture sequencing activity where they sequenced some picture cards, made a story based on the same and presented it to their peers.

Math

The session began with engaging team building activities.

One of them was ‘find the target number’ where the students worked in groups to find the given target number using mentioned digits and any of the four operations. Learners were asked to think of one or more strategies and justify their answers. They shared their ideas with their peers and then with the whole class.

Students revisited Place Value systems with a classroom engagement. They practiced a variety of sums based on number systems (place value and rounding off) in their journals. They also attempted a benchmarking assessment to showcase their knowledge of Math concepts from the previous grade.

Unit of Inquiry

Commencing a new academic session, it was important to get students to refresh and build on skills learnt previously and consolidate their understanding of PYP essential elements. We started with discussing the learner profile attributes – what they mean and how they help develop  lifelong learners. Students then articulated that understanding by expressing their creativity using words and images.

They also shared where and how they had displayed these attributes in their lives, using specific examples e.g. ‘I am open-minded as I appreciate food across cultures, and am willing to try everything once.’  What it meant to be internationally minded. Students expressed their understanding of the term which is at the very heart of IB education. The terms diversity, equity and inclusion were highlighted and discussed.

Students were familiarised with some school systems listed in their diary – how it plays an important role in communication between school and home. Discussion on cyber safety was done. Students then reflected on this critical aspect by sharing how they can stay safe online . 

French

The session began with self-introduction which was followed by a game. Students were given some instructions in French and they had to follow those in the classroom. The IB Learner Profile was discussed for students to identify their profiles and communicate the same to their peers. They also created their own ID-cards in the language.

Spanish

Students of grade 5 introduced themselves in Spanish through the game of ‘Chainlink’ where they discussed their similarities and differences. They were introduced to some classroom instructions. They applied their knowledge of Spanish language to give  instructions to their peers. 

Visual Arts

Students discussed essential agreements which should be followed  in the art room. They discussed the significance of ‘International Tiger Day’ and made posters on the same theme. They drew different patterns of tiger skin. Later, they were introduced to different government organizations that are taking initiative for preserving Indian traditional art and learned about the traditional art of Bihar. 

Performing Arts

Music

Students were introduced to a new song named “Hall Of Fame” wherein each one was asked to sing and focus on intonation and articulation to improve their singing.

Dance

Students of grade 5 commenced basic exercises with various rhythm patterns followed by an introduction to a lyrical dance routine on a song – Dynamite. Contraction and extension of spine were also introduced. As an integration to their current unit on ‘governance’ students discussed the role of government institutions in nurturing performing arts.

ICT

ICT class began with the discussion on essential agreements which will be followed during the classes. Students were introduced to Microsoft Forms that can be used to create surveys, quizzes and polls. They learnt about the features of the tool to create a form, add questions and images, rearrange and delete questions, collect responses and share the others.

PHE

Students discussed essential agreements which will be followed on and off the field. They performed different body strengthening exercises to develop muscle strength and neuromuscular coordination. They also played badminton where they focused on rallying partners to improve their overhand clear and forehand drive skills. Students also learned about knock out matches and their rules.  

Library

Students of Grade 5 learned about Academic Integrity which is one of the essential aspects of IB learning. The IB program encourages students to inquire and think critically and creatively. It also gives independence to students to use various sources such as the Internet, books, newspapers, magazines, and people around them for their research work. For their library session, students learned about plagiarism, collusion, duplication of work, and how to cite their sources and create a bibliography to avoid plagiarism. They also listened to the story named ‘The Empty Pot’ by Demi. They learned that it is better, to be honest than to cheat, and that honesty will bring real rewards.

SEL

An introductory activity was conducted where students shared the meaning of their names, their favourite character from a movie or a book and their observations about the environment in Gurgaon. Students were then asked to unscramble the letters – Pcrtese, (respect) and lspreaointhsi (relationships); a class discussion followed. The next session was about social awareness skills that helped students understand ethical norms and responsible actions. Different situations were given and they shared their understanding of respect, social courtesies and relationships through the ‘Thumbs up and Thumbs down’ activity.

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