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.

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.

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. 

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.

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.

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

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.

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.

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

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.

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.

• 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

•  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.

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.

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. 

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.

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.

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.

‘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.

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.

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.

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.

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