Peek into 4A…

Duration: November 14 – 25, 2022

UOI (written by Ananya Singh and Ritvik Amit Mehta, 4B)

To tune into the new unit, we did an activity to identify the correct transdisciplinary theme for the unit on body systems based on the unit details provided to us.

To understand the conceptual lens ‘interdependence’ we observed the objects kept in the exploration corner to predict the conceptual lens. Using the visible thinking routine ‘Sketch to stretch’ we illustrated our understanding of the conceptual lens. Each one of us drew an example of interdependence and wrote about it. We could relate and connect our understanding of interdependence with the human body. We took our understanding of the word ‘interdependence’ forward and made connections with the previous unit on ‘Ecosystem’. In groups, we reflected on the following questions-

  • Does interdependence have a role in the food chain & food web? If yes, how?
  • Do you think there is interdependence between producers and consumers? How?
  • Can body systems sustain themselves or are there any factors affecting them?
  • What are we humans dependent on?
  • When we talk about health, what factors is it dependent on? Is it only dependent on food or other factors like flora and fauna?

We framed the central idea using some words given to us. We referred to the checklist for framing the central idea. After unpacking the unit details, we came up with our wonder questions and framed the success criteria using ‘I can’ statements.

We started with the digestive system where we observed the pictures of organs related to the digestive system and placed them appropriately in the right order. We observed the visual representation of the parts and functions of the digestive system followed by the class discussion. We read the book “Human Body – Fact Scope” and took notes in our UOI process journal. Thereafter, we drew and labelled the diagram of the digestive system and made a flowchart to show the journey of food through the digestive tract.


Human Body System: Digestive System 3D Model/Anatomy

Human Body: Digestive System

English (written by Ananya Singh and Ritvik Amit Mehta, 4B)

We observed various samples of travelogues to understand what a travelogue is. We understood the key elements of the travelogue. We worked in groups to create a checklist for essentials of travelogue and shared the same with other groups. Using the checklist created by us, we wrote our first travelogue in groups. Topics given to us were:

  1. Annual camp to Sariska
  2. Travel to an interesting destination 

 Travelogue Sample: Trip to Japan

We read poems and identified poetic devices used in them. We learned about a new poetic device called “personification” and understood how poets use personification to create mood and meaning. We constructed sentences by giving human-like qualities to non–living objects.

We read a poem and made connections with our body systems. We identified the poetic devices used in the poem and answered questions related to the digestive system. We also read a newspaper article to enhance our comprehension skills and identify the figurative speech in the news article.

Newspaper Article: How gut health impacts overall health

Math (written by Ananya Singh and Ritvik Amit Mehta, 4B)

We practiced multiplication sums using the box method, lattice method, and long algorithm method. We applied our understanding of multiplication to decode day-to-day problems and solved multiplication word problems in our journals. 


Integrating with the current unit on inquiry, students reflected on picture prompts related to physical well-being, mental wellbeing, emotional well-being, and social well-being. After brainstorming they established a connection between overall well-being and body systems. They also watched a visual presentation and understood 5 ways to enhance well-being which are to connect, to be active, to notice, to learn, and to give. Further, they were encouraged to take responsibility for their own well-being for the overall development of their physical, mental, emotional, and social well-being.

Video Link: Five Ways

Hindi (written by Ananya Singh, 4B)

We started the week by reading the poem “कर लो पर्यावरण सुधार” and wrote a descriptive paragraph explaining the poem in our own words. We enhanced our comprehension and writing skills. As a part of the prior knowledge assessment, we wrote a paragraph on ‘मेरा प्रिय मित्र’. Thereafter we wrote a paragraph about our best friend and his/her good qualities. Then our teacher read an exemplary paragraph ff ‘मेरा प्रिय मित्र’ for us to understand how a good paragraph is written. We then read, improvised, and wrote the second draft of the paragraph. We learned a new paragraph writing strategy called the ‘Hamburger’ strategy. We read a paragraph called ‘चिड़िया घर की सैर ’.. We highlighted the parts of the paragraph according to the hamburger strategy.

Hindi ab-initio

Students were introduced to vyanjan ‘ब, स, न, ल, घ, र’. They were shown images of objects beginning with these vyanjan to promote their vocabulary development. Students practiced writing vyanjan in their journals.

Learners participated in a read-out-loud activity. They identified the naming words from the story. They were shown flashcards of a story to identify nouns and construct sentences with them. Students also did the comparison between a few letters like स और श, त और ट, and च और छ.


The students learned about major cities in France. They explored more about what is there inside the city and what is not: like- boulangerie, école, parc, cinéma, théâtre, plage, mer etc using an expression <<Il y a>>. They compared and contrasted the differences between their own city and French cities. In the subsequent lesson, learners inquired about the direction of the cities on the map of France. They learned how to ask for complete addresses and tell their own address.


At the beginning of the week, students were introduced to the verbs related to their daily routine activities. To apply their understanding, they shared the timings of various activities done by them at home. In the subsequent week, they learned how to write dates in words. They watched videos of famous Hispanic festivals and wrote the dates on which they are celebrated in their journals.


Visual Arts (written by Ananya Singh and Ritvik Amit Mehta, 4B)

We learned one of the traditional art from Madhya Pradesh called ‘Gond art’. We drew 6 basic patterns of Gond Art. We also learned about the history of Gond art, through a small documentary. We created artwork and drew different animals and mammals using Gond art patterns. `We drew the diagram of the digestive system and labeled it in the art class as a part of the unit work.


Students learned the concept of tempo and time signature wherein they learned the functioning of time signature and tempo by playing a small pattern using tempo and time signature. They also learned the basics of conducting music.

Dance (written by Ananya Singh and Ritvik Amit Mehta, 4B)

We started the class with some energizing exercises like a jumping jack, spot running, etc. These exercises were beneficial in giving us a good start to the class. We also created a dance routine on the song name wolves. The dance routine was creative and was based on beat, tempo and rhythm. Overall, the class was a lot of fun and we enjoyed it. The class was brought to closure with peaceful, cool-down activity.

PHE (written by Ananya Singh, 4B)

We started our class with specific warm-up exercises. We practiced Zumba movements on music and worked on coordination. During tennis class, we practiced forehead serve along with backhand hits.

ICT (written by Ritvik Amit Mehta, 4B)

We were introduced to the app Paint 3D.  We explored various tools and features of the app. We learned about the magic select tool and the 3D doodle tool in Paint 3D. Using these tools, we constructed 3D models of the digestive system and labeled different parts of it using 3D text. We also learned how to save the project file. 


Books are incredible things. They tell stories of superheroes and faraway lands, magical fairies and wicked witches, dragons, princesses, pirates, and more. During the last library class, we covered what exactly makes up a book. To assess students’ understanding of the books that they read every day, they attempted a quiz to identify the different parts of a book like, the spine, the cover, the author, the illustrator, the title, the content page, the index page, and the glossary. The quiz included the questions like: 

  • What is the page at the back of the book with words and their meanings called? 
  • What is the person who draws pictures in the book called?
  • What is a glossary?
  • What information does a blurb have and many other questions like these?

In an extension of the same, students were divided into groups to design their own books. 

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