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Woods exploration table
Sensory table
Art center

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Using recycling materials (instead of blocks all the time)

Looking at unit books

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Students have a visit from a storyteller and puppet show. They talk in groups about how these performers use different voices.

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 Students regularly addedtheir answers and new discoveries to the displayunder each teacher question. 

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 Students regularly addedtheir answers and new discoveries to the displayunder each teacher question. 

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After reading a range of stories and books, students plan the features of their puppet characters. In groups, they create the dialogues for a puppet presentation

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While rehearsing, students will try different tones, speed and volume of voice and will decide on the best vocal image for their characters, stories and poems.

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Experiments, painting, colour song,

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In games situations, groups are presented with a problem with their game play and asked to discuss ways to fix it. They then try their solution in the game and discuss again to see if it worked. 

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In games situations, groups are presented with a problem with their game play and asked to discuss ways to fix it. They then try their solution in the game and discuss again to see if it worked. 

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In games situations, groups are presented with a problem with their game play and asked to discuss ways to fix it. They then try their solution in the game and discuss again to see if it worked. manage to make a game plan and possibly alter it in order to improve the success of the team. 

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In games situations, groups are presented with a problem with their game play and asked to discuss ways to fix it. They then try their solution in the game and discuss again to see if it worked. manage to make a game plan and possibly alter it in order to improve the success of the team. 

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In games situations, groups are presented with a problem with their game play and asked to discuss ways to fix it. They then try their solution in the game manage to make a game plan and possibly alter it in order to improve the success of the team. 

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In games situations, groups are presented with a problem with their game play and asked to discuss ways to fix it. They then try their solution in the game manage to make a game plan and possibly alter it in order to improve the success of the team. 

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In games situations, groups are presented with a problem with their game play and asked to manage to make a game plan and possibly alter it in order to improve the success of the team. 

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In games situations, groups are presented with a problem with their game play and asked to manage to make a game plan and possibly alter it in order to improve the success of the team. 

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In games situations, groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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In games situations, groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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in games situations, groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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in games situations, groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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n games situations, groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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n games situations, groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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n games situations, the evidence of understanding is clear when groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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n games situations, the evidence of understanding is clear when groups manage to make a game plan and possibly alter it in order to improve the success of the team. 

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Creating art work in response to a book such as collage, experimenting of different art techniques

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Creating art work in response to a book such as collage, experimenting of different art techniques

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 Students engaged in a variety of interactivewebsites exploring ‘Function machines ’ and crackingcodes. 

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 Students engaged in a variety of interactivewebsites exploring ‘Function machines ’ and crackingcodes. 

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Students may choose to bring information about their religion, traditions and rituals they preserve in their families. They may prepare a drawing, a graphic organizer (e.g. t-chart, Mind Map®) or a brief text to present to the class.

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Create a designer animal to suit a novel habitat; Listen to reading samples and fill in a table with the headings“living thing”, “adaptation” and “how the adaptation helps the living thing survive”; Create a labelled diagram of theadaptations of successful students; Document a time the student needed to adapt to a new environment;Camouflage simulation with students hunting different coloured toothpicks in the grass; Watch the PlantAdaptations video,define the term “adaptations” and give some examples; Complete a concept definition map foradaptation; Respond to a comic with a sweating mammoth saying he can’t wait until the next ice age; Read aboutthe how only 2 of every 100 froglets survive and hypothesize about the characteristics that enable the survivors tosurvive.

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Create a designer animal to suit a novel habitat; Listen to reading samples and fill in a table with the headings“living thing”, “adaptation” and “how the adaptation helps the living thing survive”; Create a labelled diagram of theadaptations of successful students; Document a time the student needed to adapt to a new environment;Camouflage simulation with students hunting different coloured toothpicks in the grass; Watch the PlantAdaptations video,define the term “adaptations” and give some examples; Complete a concept definition map foradaptation; Respond to a comic with a sweating mammoth saying he can’t wait until the next ice age; Read aboutthe how only 2 of every 100 froglets survive and hypothesize about the characteristics that enable the survivors tosurvive.

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Trip to the local natural history museum. Students write and draw about the following halls: Ancient Mammals,Ancient Reptiles, Mystery of Animals, Function of Plants and Evolution of Plants. 

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Trip to the local natural history museum. Students write and draw about the following halls: Ancient Mammals,Ancient Reptiles, Mystery of Animals, Function of Plants and Evolution of Plants. 

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Students discuss and document in their journal their personal adaptations to a new culture and environment. 

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Students discuss and document in their journal their personal adaptations to a new culture and environment. 

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Students articulate central idea and lines of inquiry, concept questions with PYP coordinator

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Students discuss and document in their journal their personal adaptations to a new culture and environment. 

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Students discuss and document in their journal their personal adaptations to a new culture and environment. 

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Prepare presentations to present your project

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Light table to explore with different materials

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Light table to explore with different materials

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Research a particular animal, focusing on their own questions that go back to the concepts, lines of inquiry andteacher questions. Create a descriptive writing piece so their classmates can guess which animal they chose. 

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Research a particular animal, focusing on their own questions that go back to the concepts, lines of inquiry andteacher questions. Create a descriptive writing piece so their classmates can guess which animal they chose. 