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Provocation activity- https://docs.google.com/document/d/18HpBztsw1KmS34IGeQlQ4YWf8DVix734Ig9rtZY0WlE/edit#heading=h.jtt117n4u7k4

Students were provoked through a drama, where our facilitators taught our students about kindness, and standing up against bullying. Theme- Who We Are, Culture's major focus was on teaching our students humanity.

The students inquired about the drama and understood the importance of being principled.

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The concept 'Culture' aimed to develop open-mindedness and caring IB profiles within the learners with an action to show humanity. Students understood the cultural diversity and how one should accept the differences.

The provocation drama also aimed to target vision statement keywords like compassion, curiosity and confidence to stand against wrong. Apart from this, students learned the concept 'connection' as how we are connected to each other via different communities and cultures.

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PYP 2, Choithram International organized an educational field trip to Rajwada Palace in Indore for the theme- ‘Who We Are’ with the big idea- ‘Culture’ to investigate the cultural diversity expressed through its architecture. The palace features a unique blend of Maratha, Mughal, and French styles. Through this engaging visit, students not only enjoyed the experience but also developed their research skills by exploring the history of the Holkar dynasty and the rich cultural heritage of the region, embodying the IB learner profile attributes of being inquirers and knowledgeable.

Students explored different cultures from local to global levels. Provocation drama, Field trip, teaching resources, assignments helped them connect locally and globally with traditional and foreign cultures. They were given agency to research and understand the cultures of their choice and share with their peers.
SDGs; 'Gender equality', 'Partnership for goals', and 'Reduced Inequalities' supported international mindedness.

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Students collaborated with PYP 3 students and exchanged their knowledge on different cultures. PYP 2 students invited PYP 3 students to be their audience for a fashion show depicting different cultures.

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1. Students were given the agency to select the mode of presentation for different tasks.
2. Extra time was given to the students who needed support.
3. Mother language support was given to the students who needed help with comprehending the questions.
4. Assessment language was made easy for the learners.
5. Choice in assignments was also given.

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Students were given the assessments related to real life connections. They worked in peer groups and showed cultural diversity through a venn diagram. They showed differences and similarities in their beliefs and values by selecting different cultures.

Students participated in fashion show, where they presented their chosen cultures from local to global level. This was a summative assessment, where students were given agency to choose, connect other subjects through dance, drama, music, sports etc.

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Students developed a conceptual understanding of "adaptation" through a combination of exploration, observation, and critical thinking. By observing animals in their natural habitats or through educational resources, students learned how physical features, behaviors, and physiological traits help species survive and thrive. Engaging in discussions and comparative studies deepened their understanding by encouraging them to analyze why certain adaptations are advantageous in specific environments. Through these experiences, students not only grasped the diversity of adaptations but also appreciate the intricate balance between organisms and their habitats, fostering a holistic understanding of adaptation in the natural world.

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Starting locally, students explored their own surroundings—such as parks, gardens, or nearby ecosystems—to observe firsthand how local plants and animals are adapted to their habitats. This approach allows them to recognize specific adaptations like drought tolerance in plants or burrowing behaviors in small animals.

Taking a global perspective, students explored extreme environments like polar regions, deep oceans, or arid deserts. They compared adaptations across continents and understand how organisms survive in harsh conditions with limited resources. This global view helped students appreciate biodiversity and the universal principles of adaptation, such as thermal regulation in cold-blooded animals or migration patterns in birds.

Through this progression from local to global contexts, students gained a deeper appreciation for the interconnectedness of habitats and adaptations worldwide.

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1. Students were given the agency to select the mode of presentation for different tasks.
2. Extra time was given to the students who needed support.
3. Mother language support was given to the students who needed help with comprehending the questions.
4. Assessment language was made easy for the leaners.
5. Choice in assignments was also given

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Formatives - Diorama Habitat was the task conducted with open given  choices to suffice the needs of the learners.

Case studies on habitat loss , SDG booklet , thinkers key ,Poster Making were few assessments were well planned and gave learners opportunities to share their understanding of the concepts, demonstration of skills and also take a voice, choice and ownership of their learning.
Research projects enabled students to develop and demonstrate a number of research skills.

Summative Task : Invention Key
Invention is the key that unlocks the potential of thinkers. In order to create a new animal thinkers manifested their creativity and problem-solving abilities. Students innovated by identifying challenges, imagining possibilities, and applying their knowledge and skills to develop a new animal out of waste products.

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Learners of PYP 4 collaborated with each other and other PYP classes as a reflection on SDG 14-15 Life on Land and Life below water. They also played game "HEADS UP" wherein they showed picked flashcards on different animals and plants to other groups to identify and write their adapatations in given time. This engagement helped them to develop their social skills.

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Provocation : Learners were shown and given different situations like :

1. What if there is no electricity for a day?

2. what if you are left in a desert for long time? how will you survive?

3. what if you are left in a snow?

Learners came up with solutions to these questions to understand the term adaptation and survival.

There were few inquires which came up in the mid and end of the unit like:
1. What does it mean when an animal is extinct?
2. What is a mammal? Reptile? Amphibian?
Students inquired how the rights and responsibilities of themselves and other living things
connect to the struggle to share the available and finite resources within a habitat and the
communities that are related to that habitat. Students made connections between the destruction
of the habitats and how it affects our lives such as water and air pollution and man’s responsibilities
toward habitats.
Students inquired how the rights and responsibilities of themselves and other living things connect to the struggle to share the available and finite resources within a habitat and the communities that are related to that habitat. Students made connections between the destruction of the habitats and how it affects our lives such as water and air pollution and man’s responsibilities toward habitats.
Students demonstrated higher thinking skills through explaining and predicting changes that
would occur if a habitat was changed. For example, polar region ice cap is melting away and impacting the polar animals.

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In teaching the theme "Who We Are" with the big idea "Choices" to grade 1 students, an inquiry-based approach was utilized to explore how their choices impact their well-being. We began with discussions, storytelling, and mind mapping to introduce the concept of choices

Students organized their findings through group discussions and visual aids like charts and role-playing activities

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In teaching the theme "Who We Are" with the big idea "Choices," our approach emphasized developing a deep conceptual understanding among grade 1 students about how their choices impact their well-being. Students then gathered information from guest speakers, research materials, providing concrete examples of how various choices affect their health and well-being. This information was organized through group discussions, visual aids, and role-playing, helping students analyze the effects of beneficial and harmful choices.

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For the theme "Who We Are" with the big idea "Choices," we emphasized understanding the impact of choices from a local to a global perspective. A significant component of this learning experience was the students' performance of a nukkad natak (street play) on the theme of SDG 2: Zero Hunger. This activity allowed them to explore the global issue of hunger and its local manifestations. Through the nukkad natak, students conveyed the importance of making choices that support global food security and sustainability, helping them understand their role in addressing global challenges.

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In exploring the theme "Who We Are" with the big idea "Choices," we emphasized the importance of effective teamwork and collaboration. The unit's activities were designed to foster these skills among grade 1 students.

A key activity was the salad-making project, where students worked together to create healthy salads. This hands-on experience required them to collaborate on tasks such as washing vegetables, cutting ingredients, and mixing the salad. Through this activity, students learned to share responsibilities, communicate effectively, and support each other in achieving a common goal.

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In addressing the theme "Who We Are" with the big idea "Choices," we focused on meeting the diverse needs of all grade 1 students through differentiated instruction. To accommodate varying learning styles, we incorporated a mix of visual, auditory, and kinesthetic activities. For instance, storytelling and discussions catered to auditory learners, while mind mapping and visual aids supported visual learners. Hands-on activities like the salad-making project addressed kinesthetic learners, allowing them to engage through action. During the nukkad natak (street play), students were assigned roles and responsibilities that suited their abilities, allowing each student to participate actively and confidently.

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Provocation: Learners were given different situations like:

1. Look and Identify how living things are different from each other.

2. Arrange in order the stages of life from being in a mother's womb to an elderly person

3. What makes you, you?

4. How are you different from others?

5. What makes you special?

These questions led them to come up with the Big Idea and words for the Central Idea of the theme.

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During the theme learners explored and gathered the understanding about

The way human body works

Meaning of Cell, tissue and organs  and organ systems

Functions of vital organs and organ systems

Physical traits - Inheritance from parents

Character traits and values that define us

Mental and Spiritual health

Ways in which we can take care of our body and mental, social, emotional self

Impact of our behaviour, choices and actions on our identity

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Title- Little Singham and the Case of the Mystical Organs

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By watching different videos and stories and discussing inner body and character traits, exposure to the guest lecture based mental, physical, emotional and social health choices, learners were able to make connections with different areas and understand the impact of choices on their identity. They were also able to relate how our actions may cause local to global impact and bringing hood health and well-being all round. They were able to make connections of positive health choices with their family members and to larger communities in the world. Connecting to SDG Goal 3, “Ensure healthy lives and promote wellbeing” around the surroundings learners created awareness and follow some self practices.

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he theme acted as platform for not only connecting the young and dynamic learners of PYP 3 to their peers through various learning engagements like group tasks, discussions etc but also connecting them with the outside world through surveys and guest lecture on health and dimensions of health.

Learners worked in groups to discuss and share 9 choices they should make to keep themselves healthy (Keeping in mind emotional, physical, social, spiritual and mental identity) and arranged their outcomes/preferences in a diamond ranking

Learners created 5 workshop stations for PYP 2 learners as part of their theme-end assessment to showcase the action that should be taken for holistic development.

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Students of PYP 3 were provided with  a range of resources with an emphasis on learning how to learn.
The formative and summative tasks were planned, keeping in mind the student's interest and their  profiles.

Audios,videos ,wellness corner,collaboration with PYP 2 students helped to meet the learning needs of all the students.

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Formative Assessment 1 : Organ Explorer Kit: Learners had to create an Organ Explorer Kit by selecting one vital organ (Lungs, Heart, Brain, Liver, Stomach, or Kidneys) and preparing various components to help others understand it. This included a 3D model or detailed drawing of the organ, a function card with a simple explanation of its functions, a human body map marking the organ's location, a fun fact sheet with interesting facts, and an educational activity or game about the organ's role. They then presented the kit to the class, explaining each component and demonstrating the activity or game.

Formative Assessment 2:Identity Box: Learners made an Identity Box that has an inside and outside. The outside of the box was about their appearance and the things you like to do. The inside was about who they are, their feelings, memories, values, habits,  (like love, friendship, laughter, etc.).

Formative Assessment 3:  Diamond ranking: Learners worked in groups to discuss and share 9 choices they should make to keep themselves healthy (Keeping in mind emotional, physical, social, spiritual and mental identity) and arranged their outcomes/preferences in a diamond ranking

Summative Assessment : Wellness Workshop: Learners were divided into groups to plan and set up various activity stations for PYP 2 as part of a Wellness Workshop. The stations were: "I Can and I Will," which focused on writing and manifesting affirmations related to personal goals; "Health and Hygiene," where they discussed the benefits of nutritious food, avoiding junk food, and brainstormed simple exercises; "Level Up," which aimed to boost confidence through public speaking and positive interactions; "Too Blessed to be Stressed," where they practiced deep breathing or mindfulness techniques for stress management; and "Let the Organs Talk," where organs communicated and collaborated to solve issues they faced.

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As it is said that the charity begins from home, with this thought in mind PYP 5 learners have started practicing the rituals which are good for their well-being as well as of their parents. They want to go for some body fitness program thereby designing the daily routine chart - Happy Self Journal and following it. They calculated the height of Parents and the BMI of their parents as well and guided them accordingly.

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Provocation- Learning stations were set up with different things and one important part was missing. They were supposed to think how it would work.
Students thought and shared about -How does a system work? (Critical Thinking skills-Identify obstacles and challenges, Balanced -Profile).

Further Research the answers to the questions:

What do you understand by the word system?(Thinker)

Where do you find systems in your daily life? (Reflective)

How does a system work? (Function)

What do you understand about the word-organ system?(Reflective)

Tuning into and finding out:  Different body systems by exploring through videos, visiting library -books, biology lab and Guest lectures.

Sorting out: They investigated and sorted the difference between healthy lifestyle choices for living a better life by reading various comprehension passages and a book on mindfulness.

Going further: Be a Nutritionist - The food exhibition gave them the opportunity to understand the ways of consuming different food items in fulfilling their bodies' nutritive requirements.

Making connections with other subject areas by diving deep into visual arts, dance, music and sports to think for their and others well-being.

Thus through these different stages they were able to take thoughtful action of designing their day plans of healthy living and by creating a Happy self-journal.

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Learners explored the concept of Function and got to know the role of various body systems and their interconnectedness. Then they use the concept of Change to understand the different aspects of health and well-being during adolescence and the basics of genetics. They even explored the role of a balanced diet, healthy lifestyle and exercise. They have shown Responsibility and were balanced towards their health and emotions for their well-being.

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The enthusiastic learners of PYP 5 conducted an insightful assembly on "Who We Are," focusing on Well-Being by collaborating with classmates as a reflection of their learning about SDG 3 good health and well-being. This event aligned with our IB and school mission statements, emphasizing holistic development. Students shared their learning journey, highlighting how their choices impact well-being.

They demonstrated their understanding through yoga asanas, underscoring physical and mental health. They showcased their creative talents by singing "You Raise Me Up," and presented a video on self-wellness, reflecting individual practices for maintaining well-being. The assembly also featured Sanskrit slokas for mental peace and positive affirmations to foster a positive mindset and self-confidence. This helped them to develop their social skills.

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Students of PYP 5 were provided with a range of resources with an emphasis on learning how to learn.
The formative and summative tasks were planned, keeping in mind the student's interest and their profiles. According to their learning needs open-ended tasks were planned to ensure that the learning needs of all students are catered.

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Formatives
'Step inside the body' was a task conducted with open ene choices to suffice the needs of all the learners. They were provided sufficient resources related to body systems and their functions.

Be a nutritionist'- PYP 5 students had a fantastic experience as Master Chefs in a fun-filled fireless cooking session. They enthusiastically prepared items like sandwiches, salads, shakes, chocolate rolls, peanut and corn chat, mango chia juice, and sprouts, sharing their nutritional values. This activity helped them learn valuable life skills, such as measuring, counting, and following instructions, while also expressing their creativity through presentations.

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The theme started with a provocation activity in which facilitator showed a display of All About Me and asked the students to share their thoughts what the first thing came in their mind after seeing the display. The main focus of the activity is to introduce them about their self identity.

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In the theme WHO WE ARE students explored about the concept "Identity" through various activities . Students have made their self portrait with the help of different materials provided by the facilitator. During this they have explored about their own culture by participating in the activity "Tradition Parade" by sharing their native food and teaching their greetings to the peers about them as well. They have also learnt that culture also play an important role in when it comes to "Identity"

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Students of EY1 were provided different resources during this theme. They have completely given voice , choice and ownership to learn about them through different ways like hands on activities , Outdoor Play etc.

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Formative Assessment - 1

Task -  Matching Body Parts with Related Objects.

Learners has to identify that which body parts are used to do the particular task. Different objects were kept on the table like books, speakers , laptop etc. Now one by one they have to relate it with the body parts which is used to do the particular task . During this activity learners showcased their Self management Skill and Thinking Skill .

Formative Assessment - 2

Task - My Likes and Dislikes - In this engagement facilitator have made two columns one was like and another was dislike. And she has provided some clipart like dancing , reading books , swimming etc. And asked them to segregate as per their likes and dislikes . During this activity learners has also explored about the likes and dislikes of their peers as well.

Formative and Summative - 3

Task - "Tradition Parade" - During this activity learners came in their cultural attire . They shared their native food and make their peer learn greetings in their native language. The main aim of this activity is to make students aware about their and own culture. Students also got the opportunity to know more about their peers.

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Learners are exposed to the concept of identity through the game "Me and We"

‘Me’- Pick a hand puppet of a girl/boy and pretend and present yourself.

‘We’- Choose another puppet ( assume of your family member) and share actions you do together.

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Prior Knowledge

Task - Me and We

‘Me’- Pick a hand puppet of a girl/boy and pretend and present yourself.

‘We’- Choose another puppet ( assume of your family member) and share actions you do together.

Formative Assessment 1

Pretend Play on Roles and Responsibilities

Task: 1 - Choose any one family member and get dressed like him/her. Share his/her role in your life.

Task: 2 - Me and My Buddy

Choose your buddy, Record and Compare the data ( activity done in the scrapbook), and share how your buddy is similar and different from you.

Formative Assessment 2

Situational Talk:

Task: 1 - Choose any 3 pictures of your choice depicting different situations and share your Do’s and Do n’ts.

Formative Assessment 3

Task - “My Mystery Box” Learners will get a turn to choose an item from the Mystery Box and must give it to a friend instead of keeping it. Explain why he/she chose to share that specific item with that friend.

Summative Assessment

The facilitator will ask learners to pick chits with the names of their classmates. Each learner will then spend a week with their chosen buddy. Following this, they will reflect on their experience and share what they have learned from each other.

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The guiding concept was identity, Learners gained knowledge on the local level as well as on the global level. They made connections to understand better the causes behind the similarities and differences between themselves and others and identified similarities and differences between cultures and costumes.  Some videos have been shown to the kids from other countries like "Scotland and Korea" to learn more about their lifestyles. Also during the character parade, they dressed up as Indian characters as well as from other countries.

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Learners have watched a short clip on “Simple Acts of Kindness" and reflected their understanding through discussions and drawing form.

They have enjoyed the "Germs Experiment" and explored the importance of hygiene in our daily lives.

Learners were actively involved in the discussion on values, exploring the meaning of values through various items presented there. They tried to guess the prices of each item and found out why some things and expensive and which quality in our selves will make us valued.

"Is it a 6 or a 9?: The number 6 was placed on a table. The class was divided into two groups and each group stood on opposite sides of the table so the number looked like a 6 to one group and a 9 to the other. The group on one side was able to see a six, the other side was able to see a nine. Now they switched sides, standing on the opposite side of the table to see the paper from the other group's perspective. Now what number does each group see?
Teaching children to try standing on the other side of the table and seeing the situation in a different way can help them understand how others are feeling and open ideas to new ways of dealing with it. Seeing other perspectives is a core skill in building empathy and feeling more compassion toward other viewpoints.

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They were divided into pairs and asked to describe their similarities and differences.

The facilitator asked learners to pick chits with the names of their classmates. Each learner spent a week with their chosen buddy. Following this, they reflected on their experience and shared what they have learned from each other.

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During the theme "Who we are", the concept was "Identity", EY 3 took the inquiry-based approach to explore the concept. Provocation took place with the  provocation question:

1. What makes you special, and how do your friends or family help you feel that way?

2. Can you think of something you like to do with your family that you enjoy with your friends?

3. How do you act when you’re playing with your friends compared to when you’re at home?

4. What are some things you and your friends like to do together that make you feel happy?

5. Do you have a favorite thing that your family does that you want to share with your friends? What is it?

6. How do your family and friends help you learn new things about yourself?

7. When you think of your favorite things, are they the same as your friends or different?

8. What makes your family unique, and how is it similar to what makes your friends special?

These questions provoke deep thinking and exploration, encouraging students to reflect on how their relationships and communities influence their self-identity.

Learners are exposed to the concept of identity through the game "Me and We"

‘Me’- Pick a hand puppet of a girl/boy and pretend and present yourself.

‘We’- Choose another puppet ( assume of your family member) and share actions you do together.

Open-ended tasks has been given to

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A sensory play-based learning environment in the early years allows learners to explore and inquire about themselves in a natural and engaging way. Through hands-on activities, they discover their preferences, such as their favorite color, favorite type of play, and how they enjoy interacting with different materials. This approach fosters self-awareness and curiosity, making the learning experience both enjoyable and meaningful for young children.

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In this activity, learners explored different phases of growth, from being infants to how they look today. This reflective journey aligned with the central idea of the theme, "Identity changes as we grow and develop," helping them understand the concept of growth and how their identity evolves over time. Through this process, they gained a deeper insight into the natural progression of life and development.

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Effective teamwork in children positively impacts their development by enhancing communication and social skills, boosting confidence, fostering critical thinking and problem-solving abilities, instilling responsibility and accountability, cultivating resilience and patience, and facilitating peer learning.

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A variety of assignments are designed to meet the diverse needs and requirements of all students. Learners are encouraged to express their voice, make choices, and take ownership of how they wish to reflect on their learning.

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Assessments are designed to be real-life based and interdisciplinary, catering to the holistic evaluation of the learner. They provide various opportunities for students to express themselves, allowing for the assessment of their physical, mental, social, and emotional growth.

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Taking kids on a virtual tour to Norway and learning about its culture is a great way to broaden their horizons. By creating Norwegian flags and discussing interesting facts about the country, We are not only helping them understand global perspectives but also fostering creativity and curiosity.

Showcasing global-to-local learning, like this, is important because it helps students connect what they learn about the world to their own communities. Understanding different cultures, such as Norway's, helps them appreciate diversity and promotes empathy, tolerance, and a global mindset.

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The classroom implemented various differentiation strategies:

1. Student Agency: Students chose their presentation modes, fostering engagement and creativity.

2. Extra Time: Additional time was given to those needing support, ensuring equity in learning.

3. Mother Language Support: Students received help in their native language for better comprehension.

4. Simplified Assessment Language: Assessments were written in accessible language to cater to all learners.

5. Assignment Choices: Students had options in assignments, encouraging interest-driven learning.

Resources were varied, and both formative and summative tasks were designed around students' interests and profiles, ensuring that all learning needs were met effectively.