Additional  concepts: Wellbeing, Adaptation, Classification, Living and non-Living Things, Habitat, Conservation

Central Idea: There are many animals and they live in different places.

Lines of Inquiry: 

1. How we classify animals (Form)

2. Different homes for different animals (Causation)

3. Our responsibility towards the needs of animals (Responsibility)

Integration

Music:

Create a simple song about classifying animals (e.g., mammals, birds, reptiles, fish, insects).

Use simple instruments or body percussion to mimic animal sounds and environmental sounds (e.g., rain sticks for the jungle, shakers for buzzing insects).

Play a song and ask children to move like different animals (hop like a rabbit, slither like a snake, swim like a fish).

PE:

For Form, kids run to stations representing different animal groups and act out movements like hopping like a frog or flapping like a bird. For Causation, they move to habitat areas (forest, ocean, desert) and mimic animal movements like swimming or stomping. For Responsibility, they complete an obstacle course to care for animals, rescuing stuffed animals and delivering "food." In Animal Yoga, kids do poses like "Tree Pose" for forest animals and "Cobra Pose" for desert animals, promoting well-being and adaptation.

French: For Form, they will look at sorting the animal by number of legs, wings, colour etc, so incorporating what the children have learnt about numbers. The will learn the names of habitats and cold/hot to link with causation.

For responsibility they will discuss where we put our rubbish. Tidying up etc. All these will be learnt through games, song and stories.

Arabic: Arabic Major and Minor will look at linking the letter sounds to animals (phonics), they will learn the animals names and how to describe them (form). They will use their knowledge of number to count/sort animals by number of legs etc.

Arabic Major will also look at causation learning about habitats.

Additional concepts: Communication, Empathy, Creativity, international mindedness, Reflective

Central Idea: 

Stories help us connect with others, reflect, and learn about ourselves and the world.

Lines of Inquiry

An Inquiry into:

• Different ways to create and recreate stories (form), 

• Connection to stories (connection)

• Understanding different points of view (perspective)

Integration

Music:

In Music, children can create and recreate stories by making up songs or rhythms based on a story (form). They connect with the story by using different instruments to represent characters or feelings (connection). To explore perspective, they can perform the same story from different characters' viewpoints, changing the tempo or volume (perspective).

PE:

Act and Move Storytelling lets kids act out stories, like tiptoeing as Red or running as the wolf, with creative twists like hopping instead.

Emotion Movement Freeze has children switch emotions mid-movement, like running as a brave knight or tiptoeing as a scared one.

Story Adventure Obstacle Course turns a story into a physical journey, climbing “mountains” or crossing “rivers.”

Perspective Relay explores characters' views, moving like a slow turtle or sneaky fox, switching roles for fun.

Dice of Story Moves sparks the imagination as kids roll dice to create and act out a movement-based story.

Art:

In Art, children can create stories by drawing characters and scenes from their favourite tales (form). They connect to the stories by using colours and shapes to show how they feel about the story (connection). To understand different points of view, they can draw how a character might see the world, like a tall giraffe or a tiny ant (perspective).

French:

Arabic:

Islamic:

Connection, Change, Responsibility

Additional  concepts: 

interdependence, survival, adaptation, habitats, ecosystems, sustainability

Central Idea: 

Plants and animals affect the world around them.

Lines of Inquiry: 

• The interdependence between plants and animals (connection). 

• How plants and animals change their environment to meet their needs (change);

• Our responsibility towards plants and animals (responsibility).

Learner Profile: Caring, Inquirer, Open-minded

Integration

French: La chenille qui fait des trous

The students will learn new vocabulary relating to food through the fantastic story “la chenille qui fait des trous”. They will also develop their understanding of their UOI by learning about change through the lifecycle of a caterpillar, from an egg to a butterfly. They will also learn vocabulary about animals and plants in Qatar.

German:

Music:

Art: Learn about silhouette art 

Silhouette Art technique (Create a composition of animals and plants in their habitat)

PE:

In PE, kids can explore the connection between plants and animals by moving like different animals and plants (e.g., grow tall like a tree, hop like a frog), showing how they interact with their environment. For change, set up activities where children adapt to different environments, like crawling under obstacles to simulate a burrow or balancing on beams to mimic trees in wind. To teach responsibility, create games where kids "care" for animals or plants, such as rescuing stuffed animals or planting seeds, encouraging them to think about how their actions affect the world around them.

Arabic:

Learners will focus on learning the names of some animals found in the Qatari environment, and the things that help them adapt to the environment by studying vocabulary related to that; in addition to learning about some types of plants and how they adapt to the environment, and the relationship between those plants and those animals.

Islamic:

Learners will be taught according to the regular semester plan for the stage, taking into account overlap with the unit when the opportunity exists.

Additional Concepts: Diversity, Opinion, Communication, Structure, Pattern, Similarities, Differences

Central Idea: Stories can inspire us to communicate using writing, visuals, and drama.

Lines of Inquiry: 

An inquiry into

• Structure of a story (form)

• Retelling and connecting with stories (perspective)

• Exploring various forms of retelling stories (change)

  
  

Learner Profile: Risk-taker, Communicator, Reflective

Integration

German:

Learning about Fairy Tales (Brueder Grimm), Playing Role Plays Stories, Focus on Speaking & Presenting / Listening

Specified  concepts: 

• Perspective

• Form

  Additional Concepts:

-Diversity

-communication

-structure

-pattern

French : The world of the Wolf (le Loup) . 

- Line of inquiry:

 Ways to share the stories (perspective) 

Explore the vocabulary of emotions through a French story of “Le loup qui apprivoisait ses émotions.”  Show different ways to share the story: play roles, puppets, etc 

 - Key concept: 

form.

Music: Students will be looking into how stories are told in the Arts. Eg: Opera, ballet etc... Focus on the Fire Bird (Russian Story - Open-minded)

Art: Learn about comic strip art.

Features of comic strip art: panels, speech bubbles, characters, etc. 

Adventure comic: Features continuous storytelling with action, drama, and character development.

Create a simple adventure story. E.g., A trip to the moon or an underwater treasure hunt. e.t.c

PE: Adventure Challenge

• Linking an adventure story to an obstacle course / journey of a team or individual.

• Learner Profile links through communication to solve problems / challenges. Reflection after an attempt of a challenge and how we can change our approach. Being a risk-taker to attempt difficult challenges created by our peers.

Arabic:

Learners will study the art of storytelling, learn about its elements, and then write a simple story of their own that has the same events as the original literary work.

Islamic:

Learners will be taught according to the regular semester plan for the stage, taking into account overlap with the unit when the opportunity exists.

Digital Literacy:

Telling stories through photography. Focusing on the concepts of perspective and form, learners will look at digital photography. They will learn subject-specific vocabulary before learning the skills required to frame, compose and take good quality digital images. They will also look at how and why images can be digitally altered to tell their own stories and think about how we can decide whether seeing is believing.

VR Fairytale Experiences

Form, Perspective, Function

Additional  concepts: 

Expression, Creativity, Appreciation

Central Idea: 

Art shapes our understanding and expression of feelings and ideas through unique forms and patterns. 

Lines of Inquiry: 

An inquiry into 

• Different types of patterns (form)

• Techniques and patterns in poetry (form, function)

• Self-expression through poetry (function, perspective)

  
  

Learner Profile: Communicator, Risk-taker, Thinker

Integration

French: Poems reading (La Fourmi) & writing poems

Lines of Inquiry: 

-techniques in poetry 

-self-expression through poetry

Key concepts: 

form,perspective,

German:

Focus on (creative) Writing &  Reading

Poems, writing poems, basic knowledge on poems,

Event: Poetry Cafe (presenting their German poem)

Specified  concepts: 

form, perspective, function

Additional  concepts: 

expression, creativity, appreciation

Lines of Inquiry: 

• different types of patterns
  

• techniques in poetry 
  

• self-expression through poetry

Music:

Art: Learn about how to create patterns 

Mandala Art, Arabesque Art

Arabesques : Floral patterns used extensively in architecture, ceramics, textiles, and manuscripts

Compare the similarities and differences between the two and select one of the art forms and create their own Arabesque or mandal art

PE:

• Will be linked through concepts of function and form - how the equipment is designed to suit the game.

• Learner profiles - Risk-Taker by trying new games in S&F. Being a thinker to create a strategy to defeat or put 'out' the other team.

Arabic:

Lerners will practice presenting a song in a way that expresses their understanding of its meaning. In addition, they will practice writing words that have the same rhythm.

Islamic:

Learners will be taught according to the regular semester plan for the stage, taking into account overlap with the unit when the opportunity exists.

Digital Literacy:

Animation focus - looking at patterns in animation and how small adjustments lead to moving images. Learners will use their skills to create short animations reflecting parts of the poetry they have studied.

Change - Causation - Form - Connection

Additional concepts: Fossils, History, Adaption, Interdependence Timeline, Traits

Central Idea: Fossils and inherited traits reveal how life on Earth changes over time.

Lines of Inquiry: 

• The process of fossils and what they tell us about the past (Causation, Form)

• The need for living things to change over time. (Change)

• How inherited traits are passed from one generation to the next. (Connection)

Learner Profile: Reflective, Open-Minded, Thinker

Possible Field Trip?? National Museum with Art. (??) Observation before drawing?

Integration

French:

Connections will happen conceptually - focus on FORM. Names of animals and animal descriptions (tenses: present) Native students learning about fossils etc. as in the homeroom classrooms.

German:

Topics

Animals (in danger)

Description of animals

Our responsibilities for wildlife

• Concepts:responsibility

• Specified  concepts: 

• Change - Causation 

• Additional  concepts: 

• Adaption, Timeline

Music:

Art:

Conceptual link: form & change

Fossils: observation and drawing (shading - change)

PE:

Conceptual links to be made: Net Games

Form: why equipment is designed the way in which it is. Causation&responsibility: rules. Connection: what skills are transferable from game to game?

Arabic A:

Students will learn to share and conserve natural resources, and will think about their responsibility towards planet Earth. This will be emphasized through the story “It is One Flower.” Reading and writing skills will also be emphasized within the texts of the Ministry’s book, with an emphasis on language exercises at various levels according to the students’ needs.

Arabic B

During this unit (We Share the Planet) students will learn about extinct animals in simple terms, and also about genetic characteristics and their differences between animals, and we will give examples such as skin color or eyes or the shape of the roundness of the face. In addition, we will continue to learn the alphabet, reading, writing and speaking, and we will use and employ some terms that serve the title of the unit.

Islamic:

Digital Literacy:

Data logging - how do things change over time.

Additional  concepts: 

Traditions, Culture, Communication, Stories

Central Idea: Stories inform, provoke, and make us reflect on the world around us.

Lines of Inquiry

An Inquiry into:

• The structure of stories (form)

• Values, themes and lessons from cultural stories (perspective)

• The cultural use of stories to explain the world around us (causation)

Learner Profile: Thinker,  Reflective,  Open-minded

Integration

French: We will focus on the key concept: Form. We will learn the structure of the stories, the values and lessons from cultural stories and discover many themes like emotions, routine, clothes, food, etc...

German:

Story Writing (topic:Beim Arzt) - at the doctor)

• Specified  concepts: form; perspective

• Additional  concepts: 

• communication

• Central Idea: Stories inform, provoke, and make us reflect on 

• the world around us.

• Lines of Inquiry

• The structure of stories
  

Music:

Children learn about incidental music and look at its use in Ibsen's "Peer Gynt". They learn the story "Maui Catches the Sun" and create incidental music for parts of the story and some songs from the musical.

Art: Concept: Perspective and Form -Comic strip Art 

Features of comic strip art: panels, speech bubbles, characters, etc. 

Create a comic story to tell a story from your culture or story the have read in class

PE:

Arabic A:

Students will learn more deeply about the concept of the story to understand its great role in motivating people and pushing them to benefit from the experiences of others in a positive way. The values ​​and lessons provided by the story will be highlighted through the cultural and cognitive stock that helps us understand different cultures, and the possibility of benefiting from them by simulating them to address social and cultural issues. This will be enhanced through some activities that contribute to consolidating the lines of unity among students. As well as presenting some stories and discussing their content, whether from the Ministry’s book, such as the story (Arhama) and (The White Dove), or from outside the book.

Arabic B

During the UOI, students will discover culture and traditions around the world and compare them with their own traditions. In addition, they will learn about things they like and dislike.

Students will have a wide range of words and unit vocabulary to help them finalise their final product which will be talking about their countries in terms of (name- capital- location- cities- traditional food- traditional clothes- important events and some places).

Islamic:

During the UOI, students will learn about how we express our feeling and ourselves in terms of Islamic rules and ethics and they will talk about relations, families, teachers and elders. Students will merge between the Unit of inquiry and the different Islamic book topics in different strategies and tasks in order to ensure the conscience of students about how to express themselves and giving opinion in Muslim personality based on quran and sunah and some prophet sirah’s.

Digital Literacy:

Form and causation - coding - looking at function and conditionals when programming.

Perspective - Digital citizenship - keeping things fun online - considering different perspectives when interacting with others on the internet.

Causation, Change, Connection, Responsibility

Additional  concepts: Transformation, Geology, Force, Cycles, Inventions, Progress

Central Idea: Human survival is connected to the changing nature of the Earth.

Lines of Inquiry

An Inquiry into:

• How and why the Earth has changed and is continuing to change (change)

• Impact of natural disasters caused by Earth’s changes (causation)

• Technological advances aiding human response systems  (connection, responsibility)

Learner Profile: Knowledgeable, Inquirer, Communicator

Integration

French: We will focus on the key concepts: Connection and Change. We will learn about countries, nationalities, and cities, highlighting the change in weather and cities' evolution structure and talking about people's responsibility toward continuous change. In the final project, we will connect with the class novel "Kenuke's Kingdom" through reading comprehension and oral presentation.

German:

Typical places in a city and how they change/develop over time (then vs now)

• Specified  concepts: 

• change, connection

• Profiler: Knowledgeable, Inquirer, Communicator

• ATLs: 

  Thinking Research Communication

Music:

Elegy for the arctic will be the focus of the provocation.

This will inspire the children to create their own piece of music that is linked to natural disasters:

Outcomes- Video record the children preforming and shared on Toodle.

Art: Change and composition- Learn about composition in art. Compose everyday objects and draw and shade from observation

PE:

Arabic A:

Students will focus on learning the importance of time and place in their lives by recalling the most important places for the distinctive character's history and their temporal and spatial existence.

Students will learn about the most important human migrations, and their impact on individual relationships in general, intellectually and culturally, on the one hand, and their civilizational repercussions locally and globally, on the other hand.

This will be done by studying a set of details in the Ministry's book, which contains wide consolidation spaces.

Arabic B We will focus on the basic concepts: communication and contact. We will learn about diseases and cities in general, highlight public places, and use some terms that serve time and place. We will prepare the student to be able to define himself in terms of time and place and be able to answer when and where.

Islamic:

Students will focus on exploring aspects related to place, time, history, human migrations, and the relationships between individuals and civilizations and their interconnectedness from the perspective of the Islamic vision and Islamic history. The concepts of the research unit (Where are we in place and time) will be integrated with the topics presented in the Islamic Education subject in order to establish students’ awareness of the importance of time, place, and human connections in shaping the Muslim personality and civilization, based on the sacred texts of the Qur’an and Sunnah, and by looking at positions from the Prophet’s biography.

Digital Literacy:

3D modelling - UOI link - learners use TinkerCAD to make digital models of the rafts they will build for UOI/Language. Rimer permitting, we will use the physics simulator to simulate how the rafts will work in real life.

Desert Island VR experience for Kensuke's Kingdom.

Specified concepts: 

Change - Causation - Form - Connection

Additional concepts: Fossils, History, Adaption, Interdependence Timeline, Traits

Central Idea: Fossils and inherited traits reveal how life on Earth changes over time.

Lines of Inquiry: 

• The process of fossils and what they tell us about the past (Causation, Form)

• The need for living things to change over time. (Change)

• How inherited traits are passed from one generation to the next. (Connection)

Learner Profile: Reflective, Open-Minded, Thinker

Possible Field Trip?? National Museum with Art. (??) Observation before drawing?

Integration

French:

Connections will happen conceptually - focus on FORM. Names of animals and animal descriptions (tenses: present) Native students learning about fossils etc. as in the homeroom classrooms.

German:

Topics

Animals (in danger)

Description of animals

Our responsibilities for wildlife

• Concepts:responsibility

• Specified  concepts: 

• Change - Causation 

• Additional  concepts: 

• Adaption, Timeline

Music:

Art:

Conceptual link: form & change

Fossils: observation and drawing (shading - change)

PE:

Conceptual links to be made: Net Games

Form: why equipment is designed the way in which it is. Causation&responsibility: rules. Connection: what skills are transferable from game to game?

Arabic A:

Grade 3 students will gain a deeper understanding of the importance of natural resources and the need to conserve them through a variety of activities that will encourage them to think about their responsibilities towards planet Earth. They will be motivated by reading the distinctive story “The Old Lamp” from the Ministry’s book, which highlights the evolution of the lamp as part of our history, in addition to studying fossils and how they reveal to us the evolution of life on Earth. Students will also focus on enhancing their reading and writing skills through carefully selected texts, allowing them to interact with a variety of content, with targeted language exercises that suit their needs and different reading levels.

Arabic B

During this unit (We share the planet), students will talk about their responsibilities towards the Earth and the environment and discuss ways to protect the Earth and the causes of pollution. In addition, we will continue to learn the alphabets, reading, writing and speaking, and we will use and employ some terms that serve the title of the unit.

Islamic:

Learners will be taught according to the regular semester plan for the stage, taking into account overlap with the unit when the opportunity exists.Digital Literacy:

Data logging - how do things change over time.