SOW G4 U5

Unit 5: Force, Motion, and Simple Machines

Central Idea:​
Understanding force, motion, and simple machines explains the basic principles of our technological advancements.

Lines of Inquiry:

1.​ Fundamental forces and motion.

2.​ Exploration of simple machines.
3.​ Applications of force.

Week 1
What do we want Resources How best will children perform? How will we know what children have
children to learn? learned?
(Evidence)

Date Learning objective Classroom activities/Sample Assessment Reflection(please add pics for evidence,
Strategies /PreAssessments/ Formative/ authentic reflection on whether learning
Summative(Projects/Assignments engagements planned were effective or
/Presentations/ End of unit not)
reflections/Surveys/
Interviews/Discussions/ Case
 studies/Report writing)
2/12 UOI: Provocation: “The “The Mystery Box of Activity Setup: Present the mystery box and Students enjoyed the provocation, they were
Mystery Box of Motion” Motion” explain: “Inside this box are clues about how excited to know how force and motion. ???
humans have solved the challenge of making
Objective: Materials Needed: things move efficiently. You’ll take turns picking
an object, but no peeking!”
To provoke students’ 1.​ A “mystery box” One by one, students pull out an item, observe
curiosity about the containing items it, and guess:
relationship between representing
forces, motion, and technological ●​ What the object might represent (e.g.,
simple machines in applications of “This toy car might show how wheels
technological force and motion help things move easily”).
advancements. (e.g., toy car, ●​ How do these objects move? Describe in
pulley system, your own words.
screwdriver,
LEGO piece 3. Thinking Routine: “Think, Puzzle, Explore” (15
minutes):
representing a
wheel and axle, ●​ Use this routine to guide reflection and
spring). group discussion:
2.​ A large chart ○​ Think: What do you already
paper or know about this object or its use?
whiteboard for (Students write or share their
recording initial thoughts.)
observations. ○​ Puzzle: What questions do you
3.​ Sticky notes or have about how this object works
small index cards or what principles it
for students to demonstrates? (Encourage deep
write their questions like, “How does this
thoughts. pulley reduce effort?” or “Why
4.​ Videos or images does a wheel make things
of modern faster?”)
technologies that ○​ Explore: How can we investigate
 use force and the principles behind these
motion (e.g., objects more? (Students suggest
elevators, cranes, ways to learn—experiments,
bicycles, videos, or research.)
vehicles).

UOI- End of unit 4 Students will recall and retell the journey Unit 4 reflection is done students were able to
reflection of Unit 4 using the template share the knowledge they got from the unit.
(Organize your thoughts,
recall key events & concepts in a logical
order)

Ch
Eng: Students book Page 82 Students read the newspaper report “Moko learners read the report and understood how
Objective: Use the Dolphin Saves the Shark.” They use to write the report on the given prompts.
Knowledge of punctuation and grammar to help them
punctuation and understand. They also practice retelling the
grammar to read with article to classmates using the language of the
fluency, understanding, report.
and expression.
Extention activity: refer
to Teacher handbook: Activity:
page 96 Students will turn to their partners and
predict what the article is about. Ask few of
them to share their predictions.
 Ask students to read paragraph 1.
Tell students that in newspaper jargon(talk) is
called a lead because it leads the reader into
the rest of the story. When the lead is
well-written, it pulls the reader into the story
and prepares them for what’s coming.
Now read the body of the story and ask
students what they think a conversation
officer does. (A conversation officer is
responsible for looking after and protecting
land areas such as mountains forests and seas,
and the animals that live in them).
Students take turns to read the report in pairs.
The listener should observe if the reader pays
attention to the punctuation in the text
Maths: Summative Printouts: Students will work on “number and place completed summative assessment and
assessment- Numbers Summative Assessment value” summative assessment students were able to
Number system
November (Level-H)
Math Summative
Assessment Number
system November
(Level-L)
3/12 UOI:Objective: Lead a class discussion: Students were excited to guess the concepts
Connecting to the Ask: “What do all these objects have in we could cover in this unit. They made a mind
Central Idea common? How do they make life easier?” map what are the concepts we can cover and
Write down students’ observations and guide what they want to learn.
them to conclude: ●​ Student Questions
“These objects apply the principles of force
and motion. They show how simple machines
lead to technological advancements.”
 ●​
Eng: Learning Writing Workshop: Year 4 Literacy - Newspaper Report Writing Students started the newspaper report and
Objective: Guided writing: Refer to the teacher handbook on page 97 and were able to meet the criteria. I need to work
Students learn the What is Non-Fiction help students to understand how and what to a little.
common features of a Writing? write in the report.
newspaper report and
recognize how this type What is a Newspaper
of writing is different Report? | Report Writing
from other writing
Maths: Objective: multiplication-problems- Students will work on Multiplication Word Few students were able to comprehend the
Students will solve 4-1.pdf problems. The teacher can print or give 2 questions and solve the problems. It was good
real-world problems questions on the board. to see Ashwika is able to do multiplication
involving with minimal help.
multiplication,
demonstrating their
ability
4/12 UOI: Objective: To https://youtu.be/1R6Mx Students will share their understanding of students understood what is force and
understand what is JpEjfs?si=3DnrqtHeVxW what pull and push are. motion.
force and motion mopUC Image
Objective: Activities:
Introduce students to Resources:
1.​ Tuning In:
the concepts of force
●​ YouTube video: ○​ Show videos demonstrating
and motion through
"Introduction to motion (e.g., a ball rolling, a car
real-life examples.
Force and Motion" stopping, an apple falling).
(e.g., SciShow ○​ Ask students: What makes
Kids). things move? What stops them?
 ●​ Props: Toy cars, 2.​ Interactive Demonstration:
balls, and string. ○​ Use simple props (ball, toy car,
books) to demonstrate push and
All about Forces: Learn pull forces.
the properties of forces, 3.​ Think-Pair-Share:
push and pull, and ○​ Ask students to observe and
Newton's Laws of share examples of force in daily
Motion life.

Eng: Objective: Write a https://youtu.be/cR3EB Students will write newspaper-style reports. students started checking for the comments
newspaper-style kTjNaI?si=lTmNjmd6pRz Students will look at the page 84 illustration, and working to add in little more details to
report. ghuQ_ turn to their partner, and tell what’s the newspaper report.
Student book page no: happening. Remind them to look at the title
84 “Amazing animals” Why do you think the
animal in the picture is amazing?
They will choose one prompt given in the
student book on page 80 and write the report
Maths: Objective: division-3-digits-by-1-di Students will work on division Word
Students will solve git-1.pdf problems. The teacher can print or give 5
problems involving questions on the board.
division, demonstrating
their ability

5/12 Field Trip

06/12 UOI: Exploring Types In a circle, time discussed students
Resources: Activities: experienced how force affects the motion of
of Forces
an object. They experimented with some
●​ Materials for 1.​ Experiment:
Objective:​ bowls, a door, and a Lego car.
surfaces ○​ Students explore how different
Understand different
(sandpaper, surfaces (smooth, and rough)
types of forces,
smooth tile, affect the movement of a toy car.
including gravity,
cloth). 2.​ Discussion:
friction, and applied
●​ "Forces in Action" ○​ Discuss gravity using a simple
force.
worksheet. demonstration (e.g., dropping
●​ https://youtu.be/ two objects of different sizes).
l-6ERzL9QsE?si= ○​ Explain friction through
kgDdS0220dF-ps examples like sliding on ice vs.
H8 on a carpet.

Eng: objective: Write a Student book. students will work on newspaper report students
newspaper-style report writing. They will write edit 2 as per the
comments
Maths:Objective: division-problems-4-1a. Students will work on Division Word
Students will solve pdf problems. The teacher can print or give 2
real-world problems questions on the board.
involving division,
demonstrating their
ability

Week 2
 What do we want Resources How best will children perform? How will we know what children have
children to learn? learned?
(Evidence)

Date Learning outcomes Student Activities/ Sample Assessment Strategies Reflection(please add pics for evidence,
Youtube links /PreAssessments/ Formative/ authentic reflection on whether learning
Summative(Projects/Assignments engagements planned were effective or
/Presentations/ End of unit not)
reflections/Surveys/
Interviews/Discussions/ Case
studies/Report writing)
9/12 UOI: LOI: 1 Students were able to differentiate between
1)Fundamental Forces Forces | Contact Forces ●​ Applied Force: The force exerted by a contacted and non-contacted forces.
and Motion(Objectives or Direct Forces | person or object on another object (like And listed fundamental forces in their
expected for this LOI: 1. Non-Contact Forces or pushing a car). journals.
Identify and describe the Invisible Forces | Applied
Identify and describe the fundamental
fundamental forces of Forces
nature (e.g., gravitational, forces of nature:
TYPES OF FORCES ||
magnetic, frictional, and GRAVITY AND FRICTION ●​ Gravitational Force: The force that
applied forces.)
|| SCIENCE attracts objects toward the Earth (or
2. Understand the basic
EDUCATIONAL VIDEO other celestial bodies).
principles of motion,
including speed, direction,
FOR CHILDREN
and acceleration).
Learning Objectives:

1.​ Identify and

describe the
fundamental
forces of nature:

Eng: Objective: Listen Student book- page no. Activity: Students will talk about their Students demonstrated cultural awareness
carefully in the 86 and 87 families, their grandparents, and the concept and linguistic skills by creating a
 discussion, contributing of building on previous generations. They dual-language chart, showcasing what they
relevant comments and create a dual-language chart showing where call their parents and grandparents in their
questions. they are from and their home languages. home language and its equivalent in English.
This activity encouraged appreciation for
diversity and bilingual communication.
Math: Unit 2 Fractions Teacher Handbook. Students to complete pre-test 6, Unit 2, Reflection:
and decimals Unit 2 , Topic-1, p.82 Topic-1, p.82. Students successfully engaged with fraction
Objective: STUDENTS TO diagrams/models and demonstrated their
COMPLETE PRETEST-1 to Printouts will be given to the students. understanding by accurately representing the
see their understanding corresponding fractions in written form.
10/12 UOI: Forces: Friction - General Students explored and identified the
Objective:Identify and Science for Kids! ●​ Frictional Force: The force that resists fundamental forces of nature, demonstrating
describe the fundamental the motion of objects sliding or rolling curiosity and engagement. They effectively
forces of nature: Gravity | The Dr. Binocs over a surface. described each force—gravitational,
Show | Learn Videos For ●​ Magnetic Force: The force that attracts electromagnetic, Frictional, Magnetic, and
Kids or repels objects due to their magnetic Applied forces.
Material Needed: A piece properties (like poles of magnets). The activity encouraged critical thinking and
of paper and an object reinforced connections between scientific
with more mass than a concepts and real-world phenomena.
paper( eraser, stone, or a
pebble )
Gravitational Force

Magnetism | The Dr.

Binocs Show |
Educational Videos For
Kids

Forces: Magnetism -
General Science for Kids!
Teacher Reference Doc:
Introduction to Forces
 and Motion
Eng: End of unit Printing pages 100 to Students will work on end-of-unit assessment Students engaged in the end-of-unit
assessment 103 teacher assessment, which provided an opportunity to
handbook(English) evaluate their understanding and application
of the concepts covered.
This assessment highlighted areas of strength
and areas needing further support, offering
valuable insights for planning future lessons.
Maths: Objective: Write Sheets of White paper Introduction Activity: Students effectively engaged in writing and
and compare fractions, Interlocking cubes The teacher will give each student a sheet of comparing fractions, showcasing their ability
and model and identify Pan balance white paper and ask them to fold it in half, to understand numerical relationships.
equivalent fractions Scissors then unfold it and color one of the halves red.
BLM: 7 Blank fraction Instruct students to re-fold the paper in half,
Wall then fold it half again the other way. Once
BLM:8 Make mine they’ve reopened the paper, ask them to talk
equivalent to a partner about how many parts the fold
Activity sheet 10: Half of marks now show and how many of those parts
Half are colored in. The teacher will guide the
Activity Sheets material: students to fold the paper once again so that
Two white pieces of they’ve made eight. Discuss how the size of
colored paper the area they colored in has not changed, but
A sheet of poster paper the name of the fraction that is colored in has.
Scissors
Glue
A piece of A4 paper
11/12 UOI: Understanding https://youtu.be/vMv98 Activities: While some students grasped the concepts of
Motion: Speed, Direction, ilLecg?si=twf8hCJvfNEPa speed, direction, and acceleration, others
and Acceleration 4Ld Introduction to Motion (10 minutes): struggled to fully understand these key
Objective: Physics - What is principles.
Acceleration | Motion | Discuss the three main elements of motion:
●​ Explore the basic speed, direction, and acceleration.
principles of Velocity | Infinity Learn
 motion: speed, NEET Show a video or demonstration illustrating
direction, and What is Acceleration? these principles in action (e.g., a car moving at
acceleration. different speeds).
Speed and Direction Experiment (20 minutes):

Activity: Set up a racecourse for toy cars or

marbles. Let students change the direction
and speed of the objects and measure how
long they take to travel a set distance.
Discussion: Analyze the results and talk about
how the speed and direction affected the
motion of the objects.
Acceleration Experiment (20 minutes):

Activity: Use ramps and rolling objects to

show how objects accelerate when a force is
applied.
Task: Have students measure how long it takes
for an object to reach the bottom of the ramp
and explain how acceleration changes with
increased force.
Wrap-up and Reflection (10 minutes):

Summarize the key concepts of speed,

direction, and acceleration.
Ask students to think about real-life examples
of motion (e.g., driving a car, or riding a bike)
and how the forces they explored apply to
those situations.

Eng: Objective: To extend Page 88(s .b) Students read the poem ‘Good Luck Gold’ by Students read the poem also we watched a
the range of reading. American author Jante Wong, about traditions read-aloud of the same poem. Students were
 that comes from her Asian background. so excited to convert the poem to song and
were singing the poem as a song in the
corridors as well.
Maths: Objective: Write Student book: pages Students will work on guided practice and L level group Adeena was struggling a little to
and compare fractions, 41-43 independent practice understand the fractions rest were all able to
and model and identify understand fractions
equivalent fractions Support Group: Students will work on Guided
and independent practice with the help of the
teacher by supporting students by modeling
the fractions with interlocking cubes and
allowing students to check equivalence with
the pan balance.
UOI: Extended task for
EXCELLENING GROUP Understand the basic principles of motion:

●​ Speed: The rate at which an object

moves, calculated by distance divided
by time (Speed = Distance/Time).
●​ Direction: The line or path along
which something is moving or pointing.
●​ Acceleration: The rate at which an
object’s velocity changes over time.
Acceleration occurs when an object
speeds up, slows down, or changes
direction.

12/12 UOI: Objective: https://youtu.be/elAzkX

Understand the types yRQFU?si=QByZb-sOPrb
and the basic HBipQ
principles of motion:
Eng: Objective: Use Page 89(s.b) Students will read the second poem by Jante
 knowledge of Wong, called ‘Tea Ceremony’. It’s also about a
punctuation and tradition from her Asian background. They
grammar to read with practice reading the poem aloud with
fluency, understanding, expression, paying attention to the clues given
and expression. by its grammar and punctuation.
Maths: Objective: Write Activity sheet 10: Half of Introduction and consolidation: Students made their own fraction tile looking
and compare fractions, Half Topic Exploration: Representing equivalent so that it will be easy for them to understand
and model and identify BLM:7 (Printout) fractions: the concept of equivalent fractions( ½=2/4)
equivalent fractions In pairs give students BLM:7 Blank fraction
Wall or they can make one. and ask students
to look at the top row to see and tell what
fraction of the whole part of that row is, label
one unit fraction in each row.

13/12 UOI: OA-1 OA-1 OA-1 G4 U5 Students were not done with the assessment
as they were getting prepared for a
Objective:​ Government school visit
To assess students'
understanding of the four
fundamental forces of
nature: gravitational,
magnetic, frictional, and
applied forces. Students will
demonstrate their ability to
identify and describe these
forces and understand how
they influence motion.

Eng: End of unit As prints were delayed, the assessment was

assessment Unit 5 late.
Maths: Objective: Write BLM: 8 Printout(T.H.B) Activity: Students were able to compare fractions.
and compare fractions, Student book page 44 Students will work on guided and
and model and identify Students to complete independent practice
 equivalent fractions pre-test 7, Unit 2,
Topic-3, p.84

Week 3
What do we want Resources How best will children perform? How will we know what children have
children to learn? learned?
(Evidence)

Date Learning outcomes Student Activities/ Sample Assessment Strategies Reflection(please add pics for evidence,
Youtube links /PreAssessments/ Formative/ authentic reflection on whether learning
Summative(Projects/Assignments engagements planned were effective or
/Presentations/ End of unit not)
reflections/Surveys/
Interviews/Discussions/ Case
studies/Report writing)
16/12 UOI: OA-1 Students were able to connect to their
learning and are done with the assessment.
Eng: Objective: Retell or Pages 90 & 91 (S.B) Students will listen carefully to the Students read the poems and reflected on the
Paragraph events from discussion, contributing relevant comments pattern of the two poems and concluded that
the text in response to and questions. Students focus on the poems are not always has rhyming, they can
questions. general events in the poems’Good Luck be written without rhyming also.
Gold’ and ‘Tea Ceremony’ of the student
book. They also talk about traditions from
their home cultures.
Maths: Objective: Fraction Strips - Class
Students will explore Playground Learning Engagement Task: Equivalent Students explored and identify equivalent
and identify equivalent earning Engagement Fractions fractions and practice finding equivalent
fractions using visual fractions numerically.
models and practice Task: Equivalent Fractions Activity 1: Fraction Tiles or Paper
 finding equivalent (Grade 4) Strips
fractions numerically.
1.​ Provide students with fraction tiles
or have them create paper strips
divided into halves, thirds, fourths,
etc.
2.​ Ask them to compare different
fraction tiles or paper strips to see
which fractions are equivalent (e.g.,
1/2 = 2/4, 3/6).
3.​ Have them record their findings in a
table.

Monday: Extra UOI lesson for Look at the short vowel and long vowels,
English Planning: and identify the difference between both
Objective To improve
spelling
17/12 UOI: Visit to Govt School
Eng:
Maths:

18/12 UOI: Tuning In Goal: Stimulate curiosity about simple

Outcome: Students machines and connect with prior
develop initial knowledge.
questions and begin to Activity:
recognize the existence
and role of simple 1.​ Use the VTR: "See-Think-Wonder"
machines in daily life. with images of simple machines (e.g.,
levers, pulleys, inclined planes).
○​ Materials: Picture cards,
real-life objects like a seesaw
 or screw.
○​ Prompt: "What do you see?
What do you think about how
this works? What do you
wonder?"
2.​ Conduct a short demonstration: Use
a lever to lift a heavy object,
encouraging students to share
observations.

Simple machines: Teacher reference

Tunning in Students saw the images of the simple
Simple machine - Pulley, machines and reflected using VTR “See Think
Screw | Britannica Wonder” Most of them could connect the
knife to the wedge.
Couldn’t achieve the whole object due to
different occasions planned (collaboration
and celebrations, so continued the activity
the next day

Scan to watch the video on

simple machines
Eng: Students will read poems Activity: Students will read Margaret Students were able to identify what is
Objective: To extend the from the student book on Walket's poem “Lineage,” about women descriptive language and were able to
range of reading and pages 92 and 93 brought from Africa to work as slaves in the identify patterns used to write poems.
understanding of how Margaret Walker - lineage USA. They will consider the imagery and
expressive and descriptive language of the poem and how
descriptive language they create mood.
creates mood.
 Maths: Objective: Open-ended task (learning couldn’t conduct it on the day expected but
Students will explore engagement) Activity 2: Fraction Pizzas yes we did this activity on 20th and students
and identify equivalent understood the concept of equivalent
fractions using visual 1.​ Provide printable fraction circles (or fractions using models.
models and practice let students draw their own).
finding equivalent 2.​ Ask students to shade parts of the
fractions numerically. pizza to show equivalent fractions
(e.g., shade 1/2 of a circle, then
shade 2/4 of another).
3.​ Students write a sentence explaining
why the fractions are equivalent.

For example:

"The fractions 2/4 and 1/2​are equivalent

because both represent the same value of
one-half."

19/12 UOI: Finding Out Simple Machines for Kids:

Outcome: Students Science and Engineering for Goal: Gather information about the types,
collect information and Children - FreeSchool functions, and uses of simple machines.
begin to understand the
●​ Activities:
purpose and function of
1.​ Research Station Rotation:
simple machines. https://www.youtube.com/
Divide students into groups,
watch?v=ZULXSVZapVw
assigning each group a simple Students had a hands on to understand the
https://www.britannica.co
machine (lever, pulley, wedge, working and parts of the lever. These little
m/technology/simple-mach
wheel and axle, screw, hands on gave them a lot of excitement,
ine/The-pulley
inclined plane). providing students with an engaging and
https://www.kidsacademy.
■​ Provide books, videos, practical approach to understanding the
mobi/printables/grade-2/s
and online resources working and parts of a lever. Watching their
cience/physical-science/gra
for each machine. excitement and curiosity while exploring
de-2-simple-machines-work
■​ Scaffold with guiding levers was truly rewarding. This experiential
sheet.pdf
questions like:
 ■​ "What is this learning not only deepened their conceptual
machine used understanding but also allowed them to
for?" connect theoretical knowledge to real-world
■​ "How does it applications.
make work
easier?"

VTR: "Think-Puzzle-Explore"

●​ Think: What do you know about this

machine?
●​ Puzzle: What questions do you
have?
●​ Explore: What resources or
experiments could help us learn
more?

Eng: Objective: Students will work on pages Activity: Students learn to recognize the HW from the PB
Recognize meaning in 94 and 95 of the student meaning in figurative language and explore Started with the discussion on figurative
figurative language. book. the impact of using similes and metaphors. language, but couldn’t complete page 95 due
They look for alternatives to overused other activities (celebrations )will continue
expressions and practice creating their own in the next lesson.
similes and metaphors.
Maths: Learning couldn’t complete this due other activities
Engagement Task: Activity 1: Pizza Party: Students will (celebrations )will continue in the next
Improper and Mixed get the scenario and they will work lesson.
Fractions (Grade 4) accordingly.

Objective:​ 1.​ Give a scenario: "You have 9 slices of

Students will explore pizza, and each pizza has 4 slices.
the concepts of How many full pizzas do you have,
improper fractions and and how many slices are left over?"
mixed numbers, 2.​ Students solve the problem by
 practice converting expressing the slices as an improper
between them, and fraction (9/4) and converting it into
understand their a mixed number (2 1/4).
representation using 3.​ Discuss the relationship between the
models and real-life two representations.
examples.

20/12 UOI: Sorting Out simple machine science Activities:

project working
Goal: Organize and model(multiple pulley) | 1.​ Interactive Notebook: Create a This has been postponed to next week.
analyze information to howtofunda chart comparing the six types of Couldn’t complete the objective.
understand the simple machines (form, function,
mechanics and https://www.kidsacademy.c examples).
applications of simple om/classroom/teacher/05b 2.​ Group Discussion with VTR:
machines. 042a6-5673-47a6-a796-43 "Parts, Purposes, and Complexities"
849c26b734/# ○​ Parts: What are the
https://k8schoollessons.co components of this machine?
m/simple-machines/#googl ○​ Purposes: Why is it designed
e_vignette this way?
○​ Complexities: What
Teacher reference challenges might arise in
https://pz.harvard.edu/site using it?
s/default/files/AbD_PPC.pdf ○​ Outcome: Students
synthesize their learning,
identifying patterns and
relationships between
machines and their uses.

Eng: Objective: Explore Writing Poetry for Kids - Students read the model poem ‘My Family Could’nt complete this as we were lagging
the different processes Episode 1 : What is it? Tree’ aloud to partners and silently to behind for a day. We will continue the same
of reading silently and Student book pages 96 and themselves, exploring the difference in in the next class.
reading aloud. 97 impact and the processes engaged. They
 note the patterns and sounds heard when
listening to the poem, and make a note of
figurative language used when reading it to
themselves. They also consider how the
poem is laid out to add focus and rhythm.
Maths: Formative Formative Assessment Task: Students will work on assessments to check As students need some more time to
Assessment Task: Equivalent and Improper their understanding. understand the concept of improper
Equivalent and Fractions fractions still working using learning
Improper Fractions engagements and models.

Objective:​
To assess students'
understanding of
equivalent fractions
and improper fractions,
their ability to convert
between improper
fractions and mixed
numbers, and their use
of visual
representations.

Extra English Lesson: Unbearable Spelling Bees We will start this from next week as Monday
Focus on Phonics and Friday all students were not present.
building (Wanted to do it with the Whole class. )
English Extra Help:

Week 4
 What do we want Resources How best will children perform? How will we know what children have
children to learn? learned?
(Evidence)

Date Learning outcomes Student Activities/ Sample Assessment Strategies Reflection(please add pics for evidence,
Youtube links /PreAssessments/ Formative/ authentic reflection on whether learning
Summative(Projects/Assignments engagements planned were effective or
/Presentations/ End of unit not)
reflections/Surveys/
Interviews/Discussions/ Case
studies/Report writing)
23/12 UOI: Finding Out Simple Machines for
Outcome: Students Kids: Science and Goal: Gather information about the types, Gatherd information about the types,
collect information and Engineering for Children functions, and uses of simple machines. functions, and uses of simple machines.
begin to understand the - FreeSchool
●​ Activities:
purpose and function of
●​ Research Station Rotation: Divide
simple machines.
students into groups, assigning each
https://www.youtube.co
group a simple machine (lever, pulley,
m/watch?v=ZULXSVZapV
wedge, wheel and axle, screw, inclined
w
plane).
https://www.britannica.c
●​ Provide books, videos, and online
om/technology/simple-
resources for each machine.
machine/The-pulley
https://www.kidsacadem Scaffold with guiding questions like:
y.mobi/printables/grade-
2/science/physical-scien 1.​ "What is this machine used for?"
ce/grade-2-simple-machi 2.​ "How does it make work easier?"
nes-worksheet.pdf
Task : Students will use
"Think-Puzzle-Explore" to show their
understanding
 ●​ Think: What do you know about this
machine?
●​ Puzzle: What questions do you have?
●​ Explore: What resources or
experiments could help us learn more?

Eng: Objective: Explore Writing Poetry for Kids - Students read the model poem ‘My Family couldn’t complete as math day celebrations
the different processes Episode 1 : What is it? Tree’ aloud to partners and silently to was aligned at the time math and english
of reading silently and Student book pages 96 themselves, exploring the difference in impact lesson
reading aloud. and 97 and the processes engaged. They note the
patterns and sounds heard when listening to
the poem, and make a note of figurative
language used when reading it to themselves.
They also consider how the poem is laid out
to add focus and rhythm.
Maths: Objective: Name: Model: Function couldn’t complete as math day celebrations
Activity: Name Model Function for Equivalent was aligned at the time math and english
To assess students’ Fractions lesson
understanding of
equivalent fractions by Name: Identify and describe all the parts of
applying the the fraction (or calculation) problem.
Name-Model-Function
approach to analyze, Model: Represent the fraction problem using
represent, and explain visual aids or manipulatives. How can you
fraction problems using show what’s happening in the problem in a
visual aids and tangible way?
collaborative Function: Explain how the model works. How
discussion. do the parts of the model lead you to a
solution? What does each component
represent in the overall operation?
24/12 UOI: Sorting Out simple machine science Activities:
project working 1.Interactive Notebook: Create a chart Task: Organize and analyze information about
Goal: Organize and model(multiple pulley) | comparing the six types of simple machines the six types of simple machines by creating a
analyze information to howtofunda (form, function, examples). comparative chart and participating in a
understand the 2.Group Discussion with VTR: "Parts, group discussion using the "Parts, Purposes,
mechanics and Purposes, and Complexities" and Complexities" thinking routine.
https://www.kidsacadem
applications of simple y.com/classroom/teacher ●​ Parts: What are the components of this
machine? Teacher Reflection: The activity using the
machines. /05b042a6-5673-47a6-a ●​ Purposes: Why is it designed this way? VTR “Parts, Purposes, and Complexities” was
796-43849c26b734/# ●​ Complexities: What challenges might
highly engaging and encouraged collaborative
https://k8schoollessons. arise in using it?
learning. Pair work allowed students to
com/simple-machines/#
explore simple machines deeply, while
google_vignette
presentations helped them articulate their
understanding and learn from peers. The class
discussion on the best simple machine
sparked critical thinking, with most students
concluding that all machines are important
for different purposes. This showed a holistic
understanding of the topic.

The lesson effectively met its objectives, and

students were actively engaged throughout. In
the future, incorporating hands-on
experiments could further enhance their
practical understanding of simple machines.
 Eng: Objective: Explore Writing Poetry for Kids - Students read the model poem ‘My Family Students were able to identify the patterns of
the different processes Episode 1 : What is it? Tree’ aloud to partners and silently to the poems given in the book.
of reading silently and Student book pages 96 themselves, exploring the difference in impact
reading aloud. and 97 and the processes engaged. They note the
patterns and sounds heard when listening to
the poem, and make a note of figurative
language used when reading it to themselves.
They also consider how the poem is laid out
to add focus and rhythm.
Maths: Objective:​ Formative Assessment Students will work on assessments to check Instead of this Formative assessment task
To assess students' Task: Equivalent and their understanding. Students used NAME MODEL FUNCTION
understanding of Improper Fractions Formative Assessment Task: Equivalent “VTR” and shared their understanding of the
equivalent fractions Or and Improper Fractions Equivalent fraction.
and improper fractions, Name: Model: Function They are done with Name and model, still
their ability to convert working on function, Will continue this in next
between improper class
fractions and mixed
numbers, and their use
of visual
representations.

25/12 Winter Break

26/12
27/12
 Week 5
What do we want Resources How best will children perform? How will we know what children
children to learn? have learned?
(Evidence)

Date Learning outcomes Student Activities/ Sample Assessment Strategies Reflection(please add pics for
Youtube links /PreAssessments/ Formative/ evidence, authentic reflection on
Summative(Projects/Assignments whether learning engagements
/Presentations/ End of unit planned were effective or not)
reflections/Surveys/ Interviews/Discussions/
Case studies/Report writing)
02/01 UOI: https://youtu.be/bvJ-txr Going Further
Objective; Students n42o Goal: Deepen understanding through exploration The inquiry into simple machines
gain practical insights https://youtu.be/PMLE8 and experimentation. encouraged students to think critically
into the mechanics and 0DxOuA?si=hZ2TK_AV_o ●​ Activities: and apply their knowledge through
applications of simple FlH4ne Hands-On Experiments: hands-on experiments. Observing their
machines. ●​ Build a lever or pulley using everyday curiosity and collaboration in designing
materials. levers and pulleys showcased their
●​ Test how these machines make work easier ability to problem-solve and adapt their
(e.g., lifting a heavy object or moving it).
ideas. The use of VTR (“What Makes You
VTR: "What Makes You Say That?" during
Say That?”) questions promoted
experiments.
Ask: "Why do you think the load was easier to lift reflective thinking and a deeper
with this machine?" understanding of mechanics. Students
Invite an engineer or technician to discuss how demonstrated engagement and
simple machines are applied in real-world tools. creativity while making connections to
real-world applications. The inquiry
To assess what children have learned about the fostered a dynamic learning
mechanics and applications of simple machines, we environment where students actively
will gather evidence through various methods: constructed knowledge and explored
Observe how students construct and use their concepts through experimentation.
levers or pulleys.
Look for evidence of understanding in how they
adjust their designs to achieve the desired outcome
(e.g., making lifting easier).
Note their ability to explain what they observe
during the experiments, particularly when
answering VTR ("What Makes You Say That?")
prompts:

●​ "Why do you think the load was easier to lift Task: Invite an engineer or technician to
with this lever/pulley?" discuss how simple machines are
●​ "What changes could you make to improve applied in real-world tools.
how the machine works?" Our Grade 4 learners had an exciting
session with a technician who shared the
Observe group discussions and collaboration tools he uses daily and explained how

🛠️
during the experiments. these tools make his work easier and
Look for engagement, idea sharing, and reasoning more efficient.
as they build and test their simple machines.
The students were fascinated to see
real-world applications of simple
machines and how technology simplifies
tasks. It was an inspiring and interactive
session that sparked curiosity and
practical thinking!

Visit by an Engineer/Technician

Today, a technician visited our class to teach

us about simple machines and how they
are used in real-world tools. Even though he
wasn’t very familiar with our language, he
explained things clearly by showing us how
these tools work.
Eng: Teachers Handbook Students will read the reference form given in the
Objective: Explore the pages 116 to 119 student book and will narrate their poem on their Task: Explore the different processes of
different processes of OIE_stage4unit6_test.pdf family members. reading silently and reading aloud.
reading silently and
The activity encouraged students to
reading aloud. Or
creatively express their thoughts about
Assessment sheets will be given to the students, to
their family, fostering a personal
check their understanding
connection with poetry. It was delightful
to see students engage with the
reference poem and use it as inspiration
for their own narratives. Many students
demonstrated their ability to use
descriptive language and emotions
effectively in their poems. However, a
few students required additional
support in organizing their thoughts and
developing rhymes or structures.
Overall, the task not only enhanced their
writing skills but also improved their
confidence in presenting their work.
Continued encouragement in exploring
poetic techniques will further enrich
their creativity and expression.
Math: Objective:​ Name: Model: Function Continuation of Name model function activity as it
To assess students' was incomplete
understanding of
equivalent fractions

The primary goal of the task was to help

students understand and demonstrate
the concept of equivalent fractions
through visual models and
simplification. This goal was largely
achieved:

​ •​ Students like Akshara

were able to identify numerators and
denominators correctly.

​ •​ The visual models

effectively showcased the equivalence
between 1/8 and 2/16.

​ •​ The process of
simplification was applied, helping
students understand the mathematical
reasoning behind equivalence.
03/01 UOI: Taking Action https://youtu.be/kiQIFXJ Taking Action Students started designing the model:
Outcome: Students use hZsQ?si=_n3ZV3mZjhRM Goal: Apply learning to create solutions or raise
their knowledge QWfS As students began designing their
awareness.
creatively and models, it was evident that they were
Activities:
communicate their actively engaged in collaborative
●​ Design Challenge:
understanding discussions with their partners. They
Create a model using at least two simple machines exhibited curiosity and creativity,
effectively. to solve a problem (e.g., a model bridge or a system brainstorming ideas and critically
to lift an object). evaluating which simple machines would
Present designs and explain how the simple work best for their chosen problem
machines function.
●​ Community Engagement:
Share their models and findings with peers or
family members in an exhibition.

Eng: Teachers Handbook Assessment sheets will be given to the students to

End of unit assessment pages 116 to 119 check their understanding Since the assessment prints were not
OIE_stage4unit6_test.pdf ready, the students shared their narrated
poems with the class, creating an
opportunity for peer learning and
 discussion. This shift in activity turned
out to be productive as students
reflected on the descriptive language
they used, fostering a deeper
understanding of poetic expression. It
was encouraging to see students actively
participate in sharing and appreciating
each other’s creativity. The discussion
highlighted how effectively they
incorporated emotions and vivid
descriptions in their poems. This
collaborative session not only enhanced
their critical thinking but also boosted
their confidence in presenting ideas.
Such reflective discussions can serve as a
valuable alternative to formal
assessments.

Maths: Integration: Class discussion and

Objective: provocation Introduction As part of the lesson on understanding
Materials Needed: Recap of Simple Machines: and applying measurement skills in
●​ To understand ●​ Briefly review the concept of simple machines: real-world contexts, particularly in using
Spring scale
levers, pulleys, inclined planes, etc.
and apply Ruler/Measuring tape simple machines, I aimed to activate
●​ Discuss how simple machines make work easier
measurement students’ prior knowledge by asking
Some load(bag pack) by changing the direction or magnitude of force.
skills in Objective Setting: them how force can be measured. While
real-world ●​ Today, students will measure the force needed students could identify the concept of
contexts, to lift a load using a lever and pulley and explore force and its integration with simple
particularly in the the relationship between force and distance.
machines, they struggled to determine
use of simple Introduce the Tools:
●​ Show students how to use a spring scale to how it is measured. To guide them
machines.
measure force in Newtons (N) and distance with further, I prompted them to reflect on
a ruler or measuring tape. the tools used to measure force.
However, it became evident that no one
 ●​ Explain that they will measure the force was familiar with the specific tool
required to lift a load with and without using a (spring balance) used for this purpose.
simple machine.
This highlighted a gap in their
foundational understanding, which I
plan to address by introducing the tool
and its practical application in the next
steps.

Week 5
Learning Outcomes for the Week:

1.​ Knowledge:
○​ Describe how simple machines are used in real-world technology and problem-solving.
○​ Identify the relationship between work, energy, and force.
2.​ Skills:
○​ Apply knowledge of simple machines to design solutions for real-life problems.
○​ Test and modify designs to improve efficiency or effectiveness.
3.​ Understanding:
○​ Reflect on how technological advancements have evolved by applying the principles of force and motion.

What do we want Resources How best will children perform? How will we know what children have
children to learn? learned?
(Evidence)
Date Learning outcomes Student Activities/ Sample Assessment Strategies Reflection(please add pics for evidence,
Youtube links /PreAssessments/ Formative/ authentic reflection on whether learning
Summative(Projects/Assignments engagements planned were effective or
/Presentations/ End of unit not)
reflections/Surveys/
Interviews/Discussions/ Case
studies/Report writing)
06/01 UOI: Objective: OA-2 Task Overview: HW: Activity: Chart Comparing the Six Simple
Demonstrate https://docs.google.com/ Students will create a model incorporating at Machines
understanding how document/d/14d5-LyvNg least two types of simple machines (e.g., a
​ •​ Students create a three-column
simple machines work KYpYYwo6r-C0v6XX2B0P lever and a pulley) to solve a specific
chart in their notebooks:
individually and _ytoCVb4X0sU2Q/edit?us real-world problem. They will explain the
together to solve a p=sharing purpose and functioning of each simple ​ •​ Form: Shape and structure of the
practical problem. machine used in their model, focusing on machine.
how these machines reduce effort and
achieve mechanical advantage. ​ •​ Function: How it works or reduces
effort.

​ •​ Examples: Everyday tools or

objects that use the machine.

Teacher Reflection: The students showed a high

level of enthusiasm and creativity while building
their models. Their interest in constructing
tangible solutions like lifts, cranes, cars, and
bridges was evident through their active
participation and collaboration.

Most students demonstrated a solid

understanding of how simple machines function
within their models.

The models displayed impressive creativity in

design and problem-solving. Students successfully
 adapted simple machines to meet the demands of
their chosen real-world applications.

Eng: Unit 7 All together Board Students discuss a quote on friendship by Students actively engaged in discussing the
Objective: Listen Chart Paper Albert Camus and the nature of friendship. quote on friendship by Albert Camus, sharing
carefully in discussion, Sketch pens They talk about ways that brothers and personal examples of how they helped or
contributing relevant Student book page 100 sisters help each other, and how they either were helped by friends and siblings. They
comments and helped a friend or were helped by a friend listened attentively, contributing relevant
questions comments and thoughtful questions, which
deepened the discussion. A few students
needed encouragement to connect abstract
concepts to their experiences, which can be
supported with guiding prompts. Overall, the
activity successfully met the objective,
fostering meaningful conversations about
friendship and its importance.
Maths: Unit 2 Fractions A digital stopwatch Students to complete Pre-test 7 Unit 2 Topic 3 Task: Pre-test 7 Unit 2 Topic 3
and decimals fractions: Base 10 materials p 84 Students demonstrated varying levels of
Objective: Model, Virtual base 10 material understanding of fractions during the
Compare, and order BLM-21 BLM 22 pre-test. Most were able to model and
fractions to hundredths, Blm23 compare fractions, but some needed
and convert between Activity sheet 12 additional guidance with converting fractions
decimals and fractions to decimals and vice versa. Using base 10
materials and virtual tools helped clarify
concepts for visual learners. While the
pre-test highlighted strengths in basic fraction
comparison, it also revealed gaps in ordering
fractions to hundredths. This feedback will
guide future lessons to reinforce these skills
and address specific areas of difficulty.
07/01 UOI: Day 1: Tuning In chart paper, markers Activities: The tuning-in session successfully introduced
 Real Life Applications of ●​ Activities: real-world applications of Force and simple
●​ Objective: Force - GeeksforGeeks machines, sparking curiosity and active
●​ Discussion: What is force? How
Introduce participation. The video and images
do we see it in our daily lives?
students to the Application effectively captured students' attention and
●​ Group Activity: Students
concept of force provided relatable examples. During the
brainstorm and list real-life
and its Think-Pair-Share activity, students engaged in
applications of force (e.g.,
applications in meaningful discussions, with most identifying
sports, engineering,
various fields. simple machines in everyday objects like
transportation).
bikes and can openers. The creation of the
class mind map was collaborative and
showcased a variety of ideas, though some
students needed prompting to think beyond
common examples. Overall, the activity laid a
strong foundation for the unit and highlighted
areas for deeper exploration in subsequent
lessons.
Eng: Objective: Apply S.b page. 101 Students learn about apartheid and the key Students engaged thoughtfully with the topic
phonics/spelling, vocabulary associated with this concept. of apartheid, demonstrating curiosity and
graphic, grammatical They discuss the topic in pairs, small groups, respect during discussions. They successfully
and contextual and as a whole class applied phonics, spelling, and contextual
knowledge in reading knowledge to decode and understand
unfamiliar words. unfamiliar vocabulary. Pair and small-group
discussions allowed for active participation
and sharing of diverse perspectives, while the
whole-class discussion helped consolidate
learning. A few students needed additional
support with complex words, which can be
addressed in future sessions. Overall, the
activity effectively combined literacy skills
with meaningful exploration of a significant
historical concept.
Maths: UOI Integration Wooden scale Long
Objective: Spring scale, paper clips Activity 1: Hands-On Experiment (25 minutes) Task 1: Measuring Force and Distance with a
Some load Lever:
●​ To understand Task 1: Measuring Force and Distance with a
Simple Machines: The
and apply Lever (10 minutes) This activity successfully integrated math and the
Lever
measurement unit on simple machines. It provided students
Our World: Simple 1.​ Setup:
skills in with a concrete understanding of how levers work
Machines: Here and In ○​ Students will be divided into pairs and allowed them to apply measurement skills in
real-world
contexts,
Space or small groups and given a a real-world context.
particularly in the simple lever (a plank with a
use of simple fulcrum placed underneath) and a
machines. spring scale.
○​ They will first measure the force
required to lift a load directly
(without the lever) and record the
measurement.
2.​ Experiment:
○​ After recording the force needed
to lift the load directly, they will
use the lever to lift the same load.
They will measure the force
required to lift the load using the
lever and record this data.
○​ Ask students to measure the
distance from the fulcrum to the
point where force is applied
(effort arm) and from the fulcrum
to the load (load arm).
3.​ Questions to Guide Inquiry:
○​ "How much easier was it to lift the
load with the lever?"
08/01 UOI: Day 2: Finding Out
Ramps, toy cars, spring ●​ Activities:
●​ Objective: scales, notebooks. 1.​ Hands-on experiment: Use
Explore the ramps and toy cars to explore
relationship Printable Materials for how inclined planes reduce
between work, Line of Inquiry 3: effort.
energy, and Applications of Force
force. Measure the force needed to lift an object
Task: Hands-on experiment: Use ramps and
directly vs. using a ramp.
toy cars/some weight to explore how inclined
planes reduce effort.
Discuss the concept of mechanical
advantage using real-life examples.
Teacher Reflection: The activity effectively
Record observations in journals. introduced the relationship between work,
energy, and force in a relatable and engaging
way. It provided a strong foundation for
understanding the concept of mechanical
advantage and encouraged inquiry-based
learning.
Eng: Objective: Apply S.B pg: 102 and 103 Students read an extract from SittisScerat by Task: Apply phonic/spelling, graphic
phonic/spelling, Sitti's Secrets by Naomi Naomi Shihab Nye, a story about a young girl grammatical, and contextual knowledge in
graphic grammatical, by Naomi Shihab Nye who lives in the USA and whose grandmother reading unfamiliar words. Use knowledge of
and contextual Illustrated by Nancy lives in an Arab country. punctuation and grammar to read with
knowledge in reading Carpenter fluency, understanding, and expression.
unfamiliar words. Teacher Reflection: As we read aloud,
Use knowledge of students were encouraged to pay attention to
punctuation and punctuation marks. They began to incorporate
grammar to read with pauses and changes in tone based on commas
fluency, understanding, and periods, which improved their overall
and expression. reading fluency.

Overall, this lesson provided valuable insights

into how students interact with text and apply
 their reading strategies. The engagement with
"Sitti's Secrets" not only enhanced their
phonetic skills but also deepened their
understanding of cultural narratives. By
addressing the challenges faced during this
lesson and implementing targeted strategies
moving forward, I am confident that students
will continue to improve their reading fluency
and comprehension skills.

Maths: Unit 2 Fractions A digital stopwatch Activity: Introducing tenths and hundredths 1. Engagement and Student Participation
and decimals fractions: Base 10 materials While students probably have experience The use of hands-on materials like base 10
Objective: Model, Virtual base 10 material with tenths in the form of fractions and blocks and virtual tools was highly engaging.
Compare, and order BLM-21 BLM 22 hundredths in terms of money. Students enjoyed the opportunity to
fractions to hundredths, Blm23 physically model tenths and hundredths,
and convert between Activity sheet 12 Distribute base 10 material to pairs of which helped solidify their understanding of
decimals and fractions Decimals - Meaning | students and give them time to test how these concepts.
Mathematics Grade 4 | many tenths fill one whole and how many Most students quickly grasped that 10 tenths
Periwinkle hundredths fill a tenth. Ask each pair to show make a whole and 100 hundredths make a
you what two-tenths look like by holding the whole, with many able to show this visually
Math Story: Introduction corresponding materials. How would you using base 10 blocks. Some struggled to move
To Decimals | The write it in decimal notation? Repeat with fluently between models, fractions, and
Decimal Planet | Maths other tenths and hundredths numbers, decimal notation. While most students
Home School | Math Kids talking through and recording the fraction understood the concept when using physical
Stories and decimal representation and decimal materials, a few had difficulty transferring this
How to compare tenths representations of each. knowledge to abstract comparisons or written
and hundredths | forms.
 Fractions | Year 4
Comparing: Fraction,
Decimal, Percent

Representing Decimals
with Base Ten Blocks
09//01 UOI: Day 3: Sorting Out Resources: Real objects Activities: This activity is in process we will work on this
(scissors, wheelbarrow, in the class.
●​ Objective: etc.), worksheets for 1.​ Group Activity: Analyze a complex
Investigate how analysis. machine (e.g., scissors, wheelbarrow,
multiple simple or bicycle).
machines work ○​ Identify the simple machines
together to form within the complex machine.
complex ○​ Discuss how they work
machines. together to reduce effort.
2.​ Present findings to the class using a
labeled diagram.

Eng: Objective: Retell or S.B Pages 104 and 105 Students examine the extract from Sitti’s
rephrase events from Secrets on Pages 102-103 of the s.b to find
the text in response to specific information. They focus on concrete
questions events in the extract, as well as the figurative
language used by the author. They read the
piece critically and evaluate how the author
uses language. Students also discuss what it
might be in Mona’s place.
Maths: Unit 2 Fractions Students will work on the Independent students: Activity: Students to Task: Students will work on the student book
and decimals fractions: student book on page 57 complete guided and independent practice. on page 57 guided practice
Objective: Model, guided practice Support group: A place value chart may help Independednt group was able to understand
Compare, and order BLM 21 students read, write, and interpret decimal the concept whereas support group still need
fractions to hundredths, numbers. practice to understand the concept.
and convert between Take a print of the BLM 21 Decimal Place
 decimals and fractions value chart and ask students what they notice
about it.
Ask students where 1/10 might go on the
chart. Use base 10- materials that the tenth is
less than a whole one.
Discuss the role of 0 in the tenth column to
hundredths. Practice writing some decimal
fractions, with and without whole numbers
on the chart with students.
Student book with teacher support
10/01/25 UOI: Day 4: Going Resources: Recyclable Activities: Sankrathi celebrations and guest session was
Further materials, classroom there so couldn’t complete this and last days
tools, and videos on 1.​ Problem-Solving Task: as well.
●​ Objective: design thinking. ○​ Present a challenge (e.g., "How
Design solutions can we move a heavy box
using simple without lifting it directly?").
machines to ○​ Students work in teams to
solve real-life design and build a solution
problems. using simple machines.
2.​ Test and refine their designs.

Eng: Objective: Apply Student book pages 106- Students read a second extract from Sitti’s
phonic/spelling, 107 Secrets by Naomi Shihab Nye. They
graphic, grammatical, Sitti's Secrets by Naomi consider their own experience of family
and contextual by Naomi Shihab Nye visits and goodbyes. And work on the
knowledge in reading Illustrated by Nancy comprehension
unfamiliar words. Carpenter
Math: Unit 2 Fractions Students will work on the Independent students: Activity: Students to
and decimals fractions: student book on pages 49 complete guided and independent practice.
Objective: Model, in independent practice
Compare, and order
fractions to hundredths,
 and convert between
decimals and fractions

JAN-13 TO JAN-17 Sankranthi Holidays

Week 6
What do we want Resources How best will children perform? How will we know what children have
children to learn? learned?
(Evidence)

Date Learning outcomes Student Activities/ Sample Assessment Strategies Reflection(please add pics for evidence,
Youtube links /PreAssessments/ Formative/ authentic reflection on whether learning
Summative(Projects/Assignments engagements planned were effective or
/Presentations/ End of unit not)
reflections/Surveys/
Interviews/Discussions/ Case
studies/Report writing)
20/01 UOI: Day 3: Sorting Out Resources: Real objects Activities: Task: Students will analyze real objects to
(scissors, wheelbarrow, identify the simple machines within them
1.​ Objective: etc.), worksheets for 3.​ Group Activity: Analyze a complex and understand how they work together.
Investigate how analysis. machine (e.g., scissors, wheelbarrow,
multiple simple Investigation of complex or bicycle).
machines work machines ○​ Identify the simple machines
together to form within the complex machine.
complex ○​ Discuss how they work
machines. together to reduce effort.
4.​ Present findings to the class using a
labeled diagram.

Eng: Objective:Match Student book 108 and Activity: Students learn about
 spelling to meaning 109 homophones (words that sound the same
when words sound but have different meanings, and may or
the same may not be spelled the same). They
(homophones), for examine examples of homophones and
example 'to'/'two'/ match words together based on their
'too, 'right'/'write. pronunciation.
They also identify the correct
homophones to use in given sentences
and replace homophones that have been
used incorrectly.
Math: Unit 2 Fractions Students will work on the Independent students: Activity: Students
and decimals fractions: student book on page 49 to complete guided and independent
Objective: Model, in independent practice practice.
Compare, and order https://www.youtube.co
fractions to hundredths, m/watch?v=yDa0ytNgbJI
and convert between (For L level) need little
decimals and fractions more help
21/01 UOI: Day 4: Going Resources: Recyclable Activities: First students will explore
Further materials, classroom design thing process and then go for
tools, and videos on problem solving task
●​ Objective: design thinking.
Design solutions What Is Design Thinking? 3.​ Problem-Solving Task:
using simple ○​ Present a challenge (e.g., "How
machines to This task will be can we move a heavy box
solve real-life continued for 2 days without lifting it directly?").
problems. ○​ Students work in teams to
design and build a solution
using simple machines.
4.​ Test and refine their designs.

Eng: Objective: Student book 110 and Activity: Students define and explore the
Investigate the 111 different sentence types of statement,
 grammar of different question, exclamation and command.
sentences: They learn the correct sentence
statements, questions punctuation for each sentence type. They
and commands. revise the question words: 'When, What',
Use a range of Why; Where, 'Who, "Whose' and 'How; and
end-of-sentence turn statements into questions. They also
punctuation with identify sentences and then rewrite them
accuracy. as a different type of sentence.

Math: Unit 2 Fractions Students will work on the Independent students: Activity: Students
and decimals fractions: student book on page 50 to complete Extended practice.
Objective: Model, in Extended practice Support group: Students to complete
Compare, and order independent practice with help of base 10
fractions to hundredths, models and teacher help
and convert between
decimals and fractions
22/01 UOI: Day 5: Going Resources: Recyclable Activities:
Further materials, classroom
tools, and videos on 5.​ Problem-Solving Task:
●​ Objective: design thinking. ○​ Present a challenge (e.g., "How
Design solutions can we move a heavy box
using simple without lifting it directly?").
machines to ○​ Students work in teams to
solve real-life design and build a solution
problems. using simple machines.
6.​ Test and refine their designs.

Eng: Objective: Use Student book page 112 Activity: Students read the model story
knowledge of Making a Friend.
punctuation and They practise reading the story aloud,
grammar to read with using the punctuation to help them read
fluency, understanding fluently and with expression. They pay
and expression. particular attention to pausing in the
Express a personal correct place, in order to take a breath,
response to a text and convey sense and give greater impact.
link characters and They consider the feelings and difficulties
settings to personal a new student with a different language
experience. might experience.
Math: Objective: A4 Paper ACtivity: Reflection for the Task:
To help students Task sheet Introduction:
understand the Step 1: Choose a Fraction Through this task, students were able to make
relationship between meaningful connections between fractions,
fractions, decimals, ●​ Have each student or group choose decimals, and place value. By representing a
and place value by a fraction (e.g., 5/100, 23/100, fraction in three different ways, they gained a
representing a 56/100). deeper understanding of how fractions are
fraction in multiple visually and numerically related to decimals.
ways, reinforcing Step 2: Place Value Model
their conceptual Students demonstrated their ability to:
understanding of ●​ Provide students with a 10x10 grid.
tenths and ●​ Instruct them to shade the number 1.​ Accurately shade grids to represent
hundredths. of squares that represents the fractions.
numerator of their fraction. For 2.​ Convert fractions to decimals.
example, if the fraction is 5/100, 3.​ Break down decimals into their place
they would shade 5 squares. values.
●​ Emphasize that the total number of
squares (100) represents the whole HW:
fraction.

Step 3: Convert to Decimal

●​ Have students convert their

fraction into a decimal. For
example, 5/100 = 0.05.
 ●​ Encourage them to write the
decimal next to their grid for easy
reference.

Step 4: Place Value Chart

●​ Provide students with a place value

chart that shows the tenths and
hundredths place.
●​ Instruct them to place the digits of
their decimal in the correct place
value positions on the chart (e.g.,
for 0.05, the 0 goes in the tenths
place and the 5 goes in the
hundredths place).

Step 5: Discussion and Reflection

●​ Have students discuss what they

learned about the connection
between fractions, decimals, and
place values.

Math: Unit 2 Fractions Activity sheet 12 from Extended group students will work on
and decimals fractions: teacher hand book activity sheet where they will work
Objective: Model, pages: 189-190 independently. And support group
Compare, and order https://www.youtube.c students will work on extended or
fractions to hundredths, om/watch?v=yDa0ytNg independent practices in student book
and convert between bJI pages 50 and 51
decimals and fractions
23/01 Student models, Activities: 1st day they will work on the
UOI: Day 6: Reflecting reflection journals. models and then next day students will
and Taking Action
present their model:
Additional Resources
●​ Objective:
Reflect on 2.​ Videos:​ 1.​ Conduct a Gallery Walk:
learning and
○​ Each team presents their
connect it to ○​ "Simple model and explains how it
real-world Machines in
works.
applications. Action":
2.​ Class Reflection:
YouTube
○​ Discuss: "How do simple
Video.
○​ "How machines improve our daily
Complex lives?"
Machines ○​ Write a short journal entry
Work": reflecting on what they
YouTube learned.
Video. 3.​ Discuss how simple machines
3.​ Printable contribute to technological
Templates:​ advancements.

○​ Design
Planning
Templates.

Eng: Objective: S.B Page 115 Activity: Students identify the key features of
Investigate how Notebook a good character description, and learn how
settings and characters to imply a character's personality as well as
are built up from give a clear picture of appearance. They use a
details and identify key Guided writing chart to plot the character
words and phrases. features of Sitti, using examples from Sittis
Recognize meaning in Secrets.
figurative language.
Explore degrees of
 intensity in adjectives,
such as 'cold, 'tepid,
'warm, 'hot.
Math: Unit 3 topic Materials Activity in session 1: 1: Pre-assessment
Money • school canteen menu Students to complete: Pre-test 8, Unit 3,
Objective: Round and or supermarket Topic 1,
calculate with money catalogues
amounts and decimal • supermarket receipts
fractions in real-life • BLM 35: 0-99 chart
situations (optional)
• BLM 38: Change
scenarios
• BLM 39: Money
pathways
• BLM 40: Rupees and
yen
• Activity sheet I3:

24/01 Student models, Activities:

UOI: Day 7: Reflecting reflection journals.
and Taking Action 4.​ Conduct a Gallery Walk:
Additional Resources ○​ Each team presents their
●​ Objective:
model and explains how it
Reflect on 4.​ Videos: works.
learning and
5.​ Class Reflection:
connect it to "Simple Machines in ○​ Discuss: "How do simple
real-world Action": YouTube Video.
machines improve our daily
applications.
lives?"
"How Complex Machines
○​ Write a short journal entry
Work": YouTube Video.
reflecting on what they
learned.
6.​ Discuss how simple machines
 contribute to technological
advancements.

Eng: Objective: Student book page 113 Activity: Students plan a story with an
Explore different ways to 114 everyday setting and create a good,
of planning stories, and central character description, based on
write longer stories the Guided writing chart and points on
from plans. page 113 of the Student Book.
Elaborate on basic
information with some
detail.
Write character
profiles, using detail to
capture the reader's
imagination.
Explore degrees of
intensity in adjectives,
such as'cold, 'tepid,
'warm, 'hot!
Math: Unit 3 topic Materials WHOLE CLASS
Money • school canteen menu Introductory activity: Calculating change
Objective: Round and or supermarket amounts
calculate with money catalogues Discuss the rules for rounding to the nearest
amounts and uno • calculators five cents and ask students to suggest when
docimal fractions in • supermarket receipts this might be necessary, Brainstorm and
real-life situations • BLM 35: 0-99 chart record the calculation strategies students
(optional) think they might use in change situations,
• BLM 38: Change then give each pair of students a copy of BLM
scenarios 38: Change scenarios.
• BLM 39: Money Ask the pairs to work out how much change
pathways would be given in each of the situations,
 • BLM 40: Rupees and encouraging them to record their working
yen out and the strategy they used. Also have
• Activity sheet I3: them describe which amounts they rounded
up or down, and why. Draw on their
responses to make a class guide to giving
change that lists which methods are useful
for particular situations. For example,
counting up might be a useful strategy when
there is little difference between the
purchase price and the amount being handed
over.

Week 7
What do we want Resources How best will children perform? How will we know what children have
children to learn? learned?
(Evidence)

Date Learning outcomes Student Activities/ Sample Assessment Strategies Reflection(please add pics for evidence,
Youtube links /PreAssessments/ Formative/ authentic reflection on whether learning
Summative(Projects/Assignments engagements planned were effective or
/Presentations/ End of unit not)
reflections/Surveys/
Interviews/Discussions/ Case
studies/Report writing)
27/01 UOI: Objective: Application Last class brief: Discuss how simple machines
Introduce the concept contribute to technological advancements.
of applicatio ns of force. Interactive Activity: Think-Pair-Share (15
minutes)
Think Phase:
Pose the question:

"How do we use force in our daily lives?"

Ask students to individually think about

examples they have observed.

Pair Phase: Students pair up to discuss their

observations and identify examples.

Share Phase: Invite pairs to share their

examples with the class.

As students share, organize examples into

categories (e.g., sports, transportation,
tools/machinery).
Eng: Objective: Student book page 115 Activity: Students write their friendship
Re-read own writing to and notebook stories, and use a checklist of Story success
check punctuation and criteria to edit and proof-read their writing.
grammatical sense.
Use a range of
end-of-sentence
punctuation with
accuracy.
Math: Student Book Page: Activity:
Unit 3 topic Money 53-55 Students to complete: Guided and
Objective: Round and Independent Practice activities, pp. 53-55.
calculate with money Early finishers to choose what they would
 amounts and uno buy at Dean's Ice Creams (on p. 55) if they
docimal fractions in had $8.50 to spend. How much change would
real-life situations they get?
SUPPORT GROUP
Concept exploration and skill development:
Consolidating counting with money amounts
28/01 UOI: Objective: ICT LAB Activities:
Research and gather Group Research: Divide students into small
information about groups. Assign each group a specific
specific applications of application of force (e.g., transportation,
force. sports, engineering).
Research Tools: Provide access to books,
articles, and videos. Encourage students to
take notes on how force is applied in their
assigned area.
Guided Questions: Help students focus their
research with questions such as:What type of
force is involved?
Eng: Unit 8 WORLD OF Student book page 116 Activity: Students discuss the topic of water
WATER in pairs and small groups, agreeing and
Objective: Warm-up disagreeing in an appropriate manner, and
objectives reflecting on the different ways that meaning
Listen carefully in can be expressed in discussion.
discussion,
contributing relevant
comments and
questions.
Deal politely with
opposing points of
view.
Comment on different
ways that meaning
 can be expressed in
own and other's talk.
Math: Student Book Page: Activity:
Unit 3 topic Money 53-55 Students to complete: Guided and
Objective: Round and Independent Practice activities, pp. 53-55.
calculate with money What is perimeter? - Early finishers to choose what they would
amounts and uno Geometry for Kids buy at Dean's Ice Creams (on p. 55) if they
docimal fractions in Intro to Perimeter for had $8.50 to spend. How much change would
real-life situations Kids: How to Find the they get?
Perimeter of Polygons - SUPPORT GROUP
FreeSchool Concept exploration and skill development:
Consolidating counting with money amounts
29/01 UOI: Sorting Out Activities:
Objective: Analyze and
make connections ●​ Class Discussion: Facilitate a
between the gathered discussion where students
data share insights from their
research. Encourage them to
identify patterns or common
themes.
●​ Graphic Organizer: Have
students create a graphic
organizer that categorizes
different applications of force
and the types of forces
involved.
●​ Reflection Questions:What
surprised you about the
applications of force?
Extra Students will research
plan Objective: using Introduction (15 minutes)
Purplexity .Ai
Students will be able to parts of crane,training 1.​ Warm-up Discussion:
identify and describe of crane parts, ○​ Start by asking the students,
the parts of a complex Components of Elevator "What do you think of when
machine, explain its Part 2 you hear the words 'complex
purpose, and analyze https://youtu.be/_PoA machine'?"
the complexity of how wHJkS_8?si=OHV4vPQ ○​ Show an image or video of a
its parts work together. We07bOylZ familiar complex machine (e.g.,
a bicycle, a car, or a washing
machine) and ask them to
identify what they already
know about these machines.
○​ Provide a brief definition of a
complex machine: A machine
made up of two or more simple
machines working together to
make work easier.
2.​ Introduce the Visible Thinking
Routine:
○​ Explain the three components
of the “Parts, Purpose,
Complexity” routine:
1.​ Parts: What are the
parts of the machine?
2.​ Purpose: What is the
purpose of the machine?
3.​ Complexity: How do the
parts work together to
make the machine
 function? Is it a simple
or complicated process?

Activity: Hands-on Exploration (30

minutes)

1.​ Group Work Setup (5 minutes):

○​ Divide students into small
groups of 3–4.
○​ Each group will be given a set
of pictures or models of
complex machines (e.g., a
bicycle, blender, or vacuum
cleaner) and worksheets that
include the “Parts, Purpose,
Complexity” sections.
○​ Each group will work together
to fill in the worksheet by
analyzing the machine they are
assigned.
2.​ Group Task (25 minutes):
○​ Step 1: Parts: Identify and list
the main parts of the machine.
■​ Example: Bicycle -
wheels, handlebars,
pedals, chain, gears.
○​ Step 2: Purpose: Discuss and
describe the purpose of the
machine.
■​ Example: Bicycle - Used
for transportation,
exercise, and recreation.
 ○​ Step 3: Complexity: Discuss
how the parts work together.
Identify any challenges that
might make the machine
complex.
■​ Example: Bicycle -
Pedaling turns the gears,
which make the wheels
turn. The chain links all
the moving parts
together.
3.​ Group Presentations (10 minutes):
○​ Have each group briefly present
their findings to the class. They
should explain the parts,
purpose, and complexity of
their machine.
○​ Encourage students to ask
questions after each
presentation to deepen their
understanding.

Reflection & Discussion (20 minutes)

1.​ Class Discussion (10 minutes):

○​ After the presentations, guide a
class-wide discussion on what
makes a machine complex.
○​ Ask students to think about
real-life machines they interact
with daily (e.g., microwaves,
escalators) and how they could
 apply the "Parts, Purpose,
Complexity" routine to analyze
those machines.
2.​ Reflection (10 minutes):
○​ Have students individually
write or draw a reflection on
their worksheet about:
■​ Which part of the
machine they found
most interesting.
■​ What surprised them
about how the parts
work together.
■​ How the exercise helped
them understand what
makes a machine
complex.

Eng: Objective Materials Needed Activity: 1. Introduction (10 minutes)

Students will Cards with conjunctions Discussion: Begin with a brief discussion on
understand and and prepositions what connectives are and why they are
effectively use Large white paper important in writing. Explain the difference
connectives Colored markers between conjunctions (e.g., and, but, or) and
(conjunctions and Short texts with missing prepositions (e.g., in, on, at).
prepositions) to connectives (for group Video Resource: Show a short video that
create coherent activity) explains connectives and provides examples
sentences and Worksheets for practice (e.g., "Connectives & Conjunctions" from
improve their writing video on connectives YouTube).
skills. They will Telikilaas - Grade 4 - Direct Instruction (15 minutes)
practice identifying English - Connectives & Examples of Connectives:
 connectives in Conjunctions Present examples of different types of
sentences and using connectives:
them to enhance the Conjunctions: and, but, because, although
clarity and flow of Prepositions: in, on, at, before, after
their writing. Sentence Construction: Write a few sentences
on the board without connectives and ask
students how they could improve them by
adding appropriate connectives.

Math: Objective: Inclined plane (ramp) Activities:

Objective: Students will Weights (e.g., bags of Experimentation (45 minutes): Groups
measure the force sand, small weights) conduct their experiments. They will:
required to pull a Spring scales Set up their inclined plane at their chosen
weight up an inclined Protractors angle.
plane at various angles Measuring tape or ruler Use a spring scale to pull a weight up the
and record their Data recording sheets incline while recording the force measured.
findings in a structured (tables) Record all data in a table format.
format. Pencils Data Collection Discussion (15 minutes):
Discuss what they observed during their
experiments. Encourage students to share
any challenges they faced.

30/01 UOI: Going Further Simple machines Activities:

Objective: Deepen Experiment Stations: Set up stations
understanding where students can engage with simple
through hands-on machines that apply force (e.g., levers,
activities. pulleys, inclined planes).At each station,
they will measure the forces needed to lift
weights or move objects.
Data Collection: Students will record their
observations and results from each
station.
Eng: Objective: Materials Needed Activity: Divide the class into small groups of
Reinforce the Large sheets of paper or
4-5 students. Each group will work together
understanding of poster boards to create their web.
connectives Markers, colored pencils,
(conjunctions and or crayons Creating the Connective Web
Sticky notes Step 1: Each group receives a large sheet of
prepositions) by
Sample sentences or paper or poster board.
creating a visual
short paragraphs Step 2: Choose a central theme for their web
representation of how
(e.g., "My Favorite Season," "A Fun Day at the
(printed or written on the
they connect ideas in
board) Park," or "My Dream Vacation"). Write this
writing.
Scissors and glue theme in the center of the paper.
(optional) Step 3: Groups brainstorm related ideas or
details about their theme. For example, if they
https://docs.google.co choose "My Favorite Season," they might
m/document/d/19U17 include activities, weather, and holidays
8zkDnvkD3cK0RlvCGEd associated with that season.
zixGY58BmOEJNs6_eeIc Step 4: Using sticky notes, groups write each
/edit?usp=sharing idea on a separate note. They should also
think about how these ideas connect using
appropriate conjunctions and prepositions.
Step 5: Groups will then arrange their sticky
notes around the central theme, drawing lines
to connect related ideas and writing the
connecting words (connectives) on the lines.

Math: Objective: Rulers or wooden boards Activity: Setting Up the Experiment (15
Students will (as lever arms) minutes)
understand how levers Fulcrums (e.g., small Group Formation: Divide students into small
work by conducting a blocks, books, or sturdy groups of 3-4.
hands-on activity that cups) Experiment Setup:
demonstrates the Weights (small bags of Each group will set up their lever using a
principles of force, sand, rocks, or other ruler and a fulcrum.
 fulcrum, and load. They objects with known They will place a known weight on one end of
will measure the effort weights) the lever.
required to lift different Spring scales (to measure Each group should decide where to place the
weights using a lever force) fulcrum (closer to or farther from the load)
and analyze how Protractors (optional, for and record this position.
changing the position of measuring angles if
the fulcrum affects the needed)
effort needed. Data recording sheets
Markers or pencils

31/01 UOI: Taking Action https://www.geeksforg Activities:

Objective: Apply eeks.org/real-life-appli Project Creation: Students will choose one
learning to create a cations-of-force/ application of force they researched and
project that create a project that illustrates it. This could
demonstrates be a poster, model, or digital presentation.
understanding. Presentation Day: Each student or group
presents their project to the class, explaining
how force is applied in their chosen context
and its significance.

Reflection: After presentations, students

write a reflection on what they learned about
the applications of force and how it relates to
their everyday experiences.

Eng: Understand the Student book page 117 Students make meaningful suggestions for
message of persuasive persuading their family to visit a water
texts and respond to festival, and help the school celebrate
main ideas with World Water Day.
relevant suggestions They use the context and knowledge of
 and comments. their home languages and English to
Apply match new words to sentences.
phonic/spelling,
graphic, grammatical
and contextual
knowledge in reading
unfamiliar words.
Math:

Extra Eng: t3-e-212-compound-an Students will understand the difference

plan Objective: To use a d-complex-sentences-di between compound and complex in
variety of sentences fferentiated-lesson-pac language
when writing. k_ver_8.zip

Week: 1 Provocation to spark the curiosity and inquiry details

2/12

3/12 1. Fundamental Forces and Motion

4/12
Knowledge:

●​ Students will identify and describe different types of forces (e.g., gravity, friction, push, pull).
●​ Students will explain how forces affect motion (e.g., speeding up, slowing down, changing direction).

5/12
●​ Field trip
6/12
Skills:

●​ Measure and record the effects of forces on objects using simple experiments.
●​ Analyze how friction and gravity influence movement in real-world scenarios.

Week: 2
9/12 Understanding:

●​ Demonstrate how balanced and unbalanced forces impact the motion of objects.

10/12 2. Exploration of Simple Machines

11/12
Knowledge:

●​ Students will classify and name the six types of simple machines (lever, pulley, inclined plane, wedge, screw, wheel and axle).
●​ Students will explain the function of simple machines in reducing effort.

12/12
Skills:

●​ Identify simple machines in everyday life and describe their purpose.

●​ Construct models of simple machines to demonstrate their functions.

13/12
Understanding:

●​ Understand how simple machines work together to create complex machines.

●​ Explain the concept of mechanical advantage and how it is achieved through simple machines.

Week: 3 OA-2
16/12/24

17/12/24
3. Applications of Force

●​ Knowledge:
○​ Students will describe how simple machines are used in real-world technology and problem-solving.
○​ Identify the relationship between work, energy, and force.

18/12/24
Skills:

●​ Apply knowledge of simple machines to design solutions for real-life problems.

●​ Test and modify designs to improve efficiency or effectiveness.

19/12/24
●​ Understanding:
○​ Reflect on how technological advancements have evolved by applying the principles of force and motion.

20/12/24

Week: 4 OA-3
23/12/24

24/12/24 Summative

03/01/2025

04/01/2025

05/01/2025 End of unit reflection

Learning Outcomes for Grade 4

1. Fundamental Forces and Motion
Knowledge:

Students will identify and describe different types of forces (e.g., gravity, friction, push, pull).
Students will explain how forces affect motion (e.g., speeding up, slowing down, changing direction).

Skills:

Measure and record the effects of forces on objects using simple experiments.
Analyze how friction and gravity influence movement in real-world scenarios.

Understanding:

Demonstrate how balanced and unbalanced forces impact the motion of objects.

2. Exploration of Simple Machines

Knowledge:

Students will classify and name the six types of simple machines (lever, pulley, inclined plane, wedge, screw, wheel and axle).
Students will explain the function of simple machines in reducing effort.

Skills:

Identify simple machines in everyday life and describe their purpose.

Construct models of simple machines to demonstrate their functions.

Understanding:

Understand how simple machines work together to create complex machines.

Explain the concept of mechanical advantage and how it is achieved through simple machines.

3. Applications of Force

Knowledge:
Students will describe how simple machines are used in real-world technology and problem-solving.

Identify the relationship between work, energy, and force.

Skills:
Apply knowledge of simple machines to design solutions for real-life problems.
Test and modify designs to improve efficiency or effectiveness.

Understanding:
Reflect on how technological advancements have evolved by applying the principles of force and motion.

Transdisciplinary Skills:

Research Skills:
Gather information from experiments, observations, and texts about force, motion, and machines.
Record findings systematically through diagrams, charts, and notes.

Thinking Skills:
Analyze cause-effect relationships between forces and motion.
Evaluate the impact of simple machines on human life.

Communication Skills:
Present findings and models with clear explanations of their purpose and function.
Attitudes and Profiles:
Key Learner Profiles:
Knowledgeable: Build an understanding of scientific principles behind forces and machines.
Thinker: Apply critical thinking to solve problems and improve designs.