Week 30th

4th March-8th
March 2023)
PYP 5
Weekly Overview
How we express ourselves

UNIT OF INQUIRY PYP Exhibition

Central Idea: People use different ways to express their Learning Engagements:
ideas and thoughts Finalizing central idea,
Line of inquiry: Digital citizenship and our responsibility lines of inquiry and key
towards media concepts for the PYP
Subject Focus: Media studies Exhibition
Learning Engagement: Working on the pages 1-
Learners generated digital news content in various 2 of PYP Exhibition
formats, including posters, videos, and news reports, to booklet
cover a specific school event.
Learning Outcome: Learning Outcome:
Investigate how the media informs, persuades, deceives, Participate in collaborative
influences and alters our perceptions learning, considering
Vocabulary: news. report, byline, paceline, reporting, multiple perspectives and
broadcast working with peers to co-
construct new
understanding

english
Learning Focus:
Speaking and Listening
Learners used oral language with increased vocabulary to present
their portfolios, e folios and inquiry board display, showcasing the 1. Describe the sudden change in
IB learner profile ‘Communicator’. weather as mentioned in the
Reading for Comprehension: Title page and back cover of ‘Soda text.
Explosion-a true science mystery’ to predict features of the new 2. How did the writer react to the
reader unexpected event, and where
were they positioned during
New Vocabulary: Media Literacy
the storm?
copyright, broadcast, critical reading, slogans, effective
3. According to the diary entry,
communication, story board, script, voiceover
what made the writer believe
My ON Reading and Task:
that it was a hurricane, and why
Read Chapter 1 of the book ‘The Case of soda explosion and was it considered unusual for
answer the questions on MyOn reading and writing log (questions Lake Michigan?
are written here) 4. What evidence does Ellie
Learning Outcome: present that challenges the
Use an increasing vocabulary and more complex sentence authenticity of the hurricane
structures with a high level of specificity story on Lake Michigan?
ead a wide range of text confidently, independently and with
understanding
 maths
Learning Outcomes:
Use fractions, decimals and percentages
interchangeably in real- life situations.
Model percentages.
Convert between fractions, decimals and Mathletics Task:
percentages. Kindly note that the
Learning Engagement: Mathletics tasks have
Learners have concluded the conversion been uploaded for this
between fractions, decimals and week. The task
percentages. submission time is
This week learners were introduced to next Monday.
calculate a certain portion of a quantity Happy Learning !!
(percent of a number).
Vocabulary:
off, discount, percentage change (increase/decrease)

Learning Focus:
Coding
Learners explored the use of ‘wait until’ ‘sensing’ and ‘sense touching’ blocks in scratch. Understanding
when and how to use these blocks can help to organize sprites more effectively.
Learning Outcome:
Learners will be able to develop problem-solving skills as they figure out how to stop and start the
movements of sprites in the program. How to better control the flow of the program. They learned how
these blocks are used in game development.
Vocabulary:
stop all, wait until, condition, sense, touch
Robotics
Learning Focus:
Learners learned blocks in Edscratch to activate infrared sensor blocks
Learning Outcome:
Learners will be able to understand how infrared sensors work and how they can control Edison with
programming or blocks in scratch. Explore how the ‘Turn obstacle detection beam on’ block works and how it
interacts with other blocks.

Vocabulary: obstacle, beam, light, eyes

‫اردو‬
‫تفہیمی سواالت‬،‫سبق کی پڑھائی‬،‫ امال کی درستی‬،‫ نظم کی پڑھائی‬: ‫تدریسی اہداف‬

‫ اس میں آنے والی امال کی غلطیوں کی درستی کی عملی‬،‫متعلمین نے نظم کی َلے کے ساتھ پڑھائی کی‬
‫مشق کی ۔‬
‫متعلمین نے سبق ہمارے پیشے کی پڑھائی کی۔ اس کے بعدمشقی سواالت کتاب پر ہی حل کئے۔ اس کے‬
‫بعد متعلمین نے سواالت کے جوابات کاپیوں پر تحریر کئیے۔‬
: ‫اردو تقویتی پروگرام‬
‫متعلمین نےاپنے درجات کی کتابوں پر صوتیات کی مدد سے پڑھائی کی عملی مشق کی۔ تحریری کام میں‬
‫ سواالت کے جوابات کیے۔‬، ‫ مصوتے‬، ‫ جملہ سازی‬،‫ توڑ‬،‫ جوڑ‬، ‫الفاظ سازی‬
 ‫معاشرتی علوم ‪social studies‬‬
‫تدریسی مقاصد‪:‬اِس سبق کے اختتام پر متعلمین اِس قابل ہو جائیں گے کہ سمجھ سکیں گلوب پر موجود مختلف ممالک کے‬
‫درمیانی فاصلہ کس سمت میں اور کتنا ہے۔‬
‫‪Learning Outcome: Learners will be able to learn about the ‘Lines of Latitude and Lines of‬‬
‫’‪Longitude‬‬
‫ہفتہ وار جائزہ‪ :‬متعلمین کوکتاب میں سے سبق کی پڑھائی کروائی گئی۔ مشکل الفاظ کو سمجھنے میں معلمہ نے متعلمین کی‬
‫مدد کی۔ متعلمین کو تختہ سفید پر سکھایا گیا کہ خطوط طول بلد اور عرض بلد کیا ہوتے ہیں۔ متعلمین کو ویڈیو کی مدد سے‬
‫سمجھایا گیا کہ خطوط عرض بلد اور خطوط طول بلد کہاں واقع ہیں اور ہم ان کو کیسے دیکھ سکتے ہیں۔ متعلمین نے اپنی‬
‫کاپیوں پر اہم معلومات درج کیں۔‬

‫‪Learning Engagements: During this week learners learned about the lines of latitude and lines of‬‬
‫‪longitude from their book. They watched a video about the coordinates to understand the position‬‬
‫‪and time of different countries on the globe through lines of latitude and longitude. They wrote‬‬
‫‪important facts in their copies.‬‬
‫ذخیرہ الفاظ ‪Vocabulary‬‬
‫درجہ ‪ ,degree‬خطوط ‪ ,lines‬قطب شمالی ‪ ,north pole‬قطب جنوبی ‪ ,south pole‬عرض بلد ‪ ،latitude‬طول بلد‬
‫‪longitude‬‬

‫اسالمیات ‪iSLAMIYAT‬‬

‫ہفتہ وار جائزہ‪: Learning Focus/‬‬

‫متعلمین نے ارکاِن اسالم کے بارے میں سیکھا۔ متعلمین نے جانا کہ ایک مسلمان کی زندگی میں‬
‫رمضان المبارک کی اہمیت اور فضیلت کیا ہے اور انہوں نے روزہ کے آداب جانے۔ متعلمین نے رمضان‬
‫اسمبلی کی تیاری کی۔‬
‫‪The learners learned about the pillars of Islam. They also learned about‬‬
‫‪the importance and benefits of Ramadan. They also practised for the‬‬
‫‪Ramadan assembly‬‬

‫تدریسی نتائج‪:Learning Outcome/‬‬

‫متعلمین رمضان المبارک کی اہمیت اور فضیلت جان سکیں گے اور اس کے آداب جان سکیں گے۔‬
‫‪The learners will be able to learn about the benefits and significance of‬‬
‫‪fasting in the life of a Muslim‬‬

‫‪:‬ذخیرٔہ الفاظ‪Vocabulary/‬‬
‫عقائد ‪, articles/‬حفاظت‪,safety /‬نازل ‪revealed/‬‬
 art mandarin
Learning Engagement: Learners Learning Focus: Use of 有 and没有 in
developed an understanding of sentences by revising basic structures
perspective in visual arts through drawing and incorporating these terms to
Perspective is the art of representing three- express possession.
dimensional objects on a two-dimensional Learning Outcome:
surface to give the right impression of their Learners will be able to learn how to
height, width, use 有 and 没有 in constructing
depth, and position about each other. sentences. Enhanced understanding of
basic sentence structures to express
possession. Ability to accurately
Strand: Creating
describe ownership or absence of
possession using these Chinese terms.
Learning Outcome: Become increasingly
Vocabulary:
independent in the realization of the
creative process
有 (yǒu) - to have; there is/are,没有
(méiyǒu) - to not have; there
isn't/aren't,笔 铅笔
(bǐ) - pen, (qiānbǐ) -
Vocabulary: illusion of depth, linear pencil, 笔盒 书包
(bǐhé) - pencil case,
urdu
perspective, one-point perspective, line of (shūbāo) - school bag, 电脑 (diànnǎo) -
horizon, vanishing point. computer

P:E
Drama Learning Engagement: Save the King
(game, focusing on teamwork)
Learning Focus: This activity promotes collaboration,
Role-play: Emotions communication, leadership, and problem-
This is the act of pretending to be solving skills.
somebody else, of taking on a role. There are positive and negative outcomes
The role may be from a script or a for taking personal and group risks that
character you have created. can be evaluated in order to maximize
enjoyment and promote safety.
Strand: Creating
Strand: Active living
Learning Outcome:
Learning Outcome: Learners value and Identify potential personal and group
develop imaginary roles or situations. outcomes for risk-taking behaviors.
understand the need to act responsibly to
Vocabulary: drama, set, characters, solo help ensure the safety of themselves and
performance, supportive character others.

Vocabulary: tag, leadership, collaboration

 music Nazra
Learning engagement/s to understand:
Reading with phonics surah Al-zariat
Learning engagement: makkia (Ayat # 1 till 60) and sura Al-tur
- Introduction to the A minor, C major, F major, and makkia (Ayat # 1 till 49) and surah al-
G major chords, emphasis was placed on proper
najam makkia (Ayat # 1 till 62) from Para
finger placement for harmonious transitions.
Number 26
-Learners watched videos of various artists ‫متعلمین کو قرآن کریم کی سورۃ الذریات مکیہ آیت‬
showcasing their skills to inspire and motivate their ‫ تا‬1 ( ‫) اور سورۃ الطور مکیہ آیت نمبر‬60 ‫ تا‬1( ‫نمبر‬
musical journey.
) 62 ‫ تا‬1 ( ‫ ) اور سورۃ النجم مکیہ آیت نمبر‬49
Learning outcome: Explore different artistic ‫ میں سے تالوت کروائی گئی‬26 ‫سپارہ نمبر‬
presentations that are/ were innovative and their Learning Outcome:
implications. Ability to read, recite with fluency,
correct pronunciation and rhythm
Vocabulary: notes, harmony, chords
Vocabulary:
‫منشور‬/manifesto، ‫ شاعر‬/poet
,‫صبر‬/patience
‫صفحہ‬/Page
urdu

Leader in me
Learning Engagement:
Understanding Think win-win:
Habit 4
Connecting Habit 4 with real-life
situations
Strand: Interactions
Learning Outcome:
Identify individual strengths that can
contribute to shared goals
Vocabulary:
abundance, positivity, problem-
solving,
mentality
 atls
Transdisciplinary
Writing Prompt:
Zombies Reporter Spookiness
Learners imagined they were reporters amid a zombie outbreak! It
helped bring some spookiness to the learner's daily writing journal
with this fun prompt. Learners strengthened their writing skills, all in
the spirit of zombies.
Learning Focus: Communication and Research skills
Learning Outcome:
Learners will be able to: (Literacy) write a variety of text for different
purposes and audiences.
(Media Literacy) communicate ideas and information using different
media and platform.

Vocabulary: horde, descended

 Task to be
UNIT OF INQUIRY Task
done on

Reflecting on Learning
canva or MS
Words and
upload on
managebac

Task: (to be done online and uploaded on

Canva)
Being reflective, answer the questions
given below to consolidate your learning
What learner of the previous unit of inquiry ‘How we
profile and ATL express ourselves’ in a paragraph. Word
limit 80-100 words
skill, I
Learning outcome:
sharpened? Identify how their self-knowledge can
How? continue to support the growth and
development of identity

What challenged
me during this
transdisciplinary
theme?

What is the best

learning that I take
from this unit?
How this learning
help me in the
future?
 ‫معاشرتی علوم گھر کا کام‬
Social Studies Task
:‫دنیا کا سفر‬
‫عائشہ دنیا کے مختلف ممالک میں گھومنے گئی۔ متعلمین اپنی تحقیقی‬
‫ کاغذ پر‬A4 ‫صالحیت اور ذیل میں دیے گئے کوآرڈینیٹ کو استعمال کرتے ہوئے‬
‫لکھیں کہ عائشہ کون سے ممالک میں گھومنے گئی۔ متعلمین ان ممالک میں‬
‫سے ایک کا نقشہ بھی بنائیں۔‬
Trip around the world:
Ayesha had a tour across the world, using your research
skills and coordinates provided below write the names of the
countries she visited. Learners also need to make a map of
one of these countries.(Do this task on A4 paper)

Coordinates:
1) 54° N, 15° E
2) 35° N, 104° E
3) 37° N, 95° W
4) At which coordinates she could find UAE