| Learning Theme: Chocolate | ||
|---|---|---|
| The Big Idea: Wouldn’t it be amazing if chocolate grew on trees? Well, it does! Wouldn’t it be amazing if I said we were going to make some chocolate? Well, we are! And we’re going to discover even more amazing things about chocolate… | ||
| Essential Question: How does chocolate affect our world? Key Driving Questions: -How and when did chocolate become popular in Thailand? - What effect can chocolate have on the body? -Why does chocolate melt? -Is chocolate available to all around the world? (How can everyone have chocolate?) - How and when did chocolate spread around the world? - Hoe does the production and consumption of chocolate vary around the world? - Could chocolate be Eco-friendly? In design? In packaging? -What might chocolate look like in the future? -Why does chocolate grow in some countries but not others? -Why is fair-trade chocolate more expensive? | ||
| Explaining The Theme | ||
|---|---|---|
| In Geography, we’ll be finding out: | In History, we’ll be finding out: | In Science, we’ll be finding out: |
Where cacao trees are found About the factors affecting the growth of cacao trees About other cash crops | Who first discovered chocolate Who took the first chocolate to Europe About the importance of cocoa beans for trade | About the ingredients in chocolate If chocolate causes tooth decay Why chocolate wrappers are made from special materials What the melting point of chocolate is |
| In Technology, we’ll be finding out: | In Art, we’ll be finding out: | In International, we’ll be finding out: |
How to make our own chocolate What we can add to chocolate | How to design a wrapper for our chocolate bar | What fair trade chocolate is What other fair trade products there are How important chocolate is |
| Planning and Assessment |
| Short term planning is based on ongoing teacher assessments, individual student’s needs, school targets and differentiation. Flexibility is needed within this structure to ensure the teaching and learning can be adjusted to cater for the needs of the cohort as well as specific target areas. |
Connecting the Learning in Term 1
| As Geographers we will: | As Historians we will: | As Scientists we will will: |
- Know how particular localities have been affected by human activities - Know how the nature of particular localities affect the lives of people - Know about the weather and climatic conditions in our host country and how they affect the environment and the lives of people living here - Be able to use geographical terms - Be able to use maps at a variety of scales to locate the position and geographical features of particular localities - Be able to use secondary sources to obtain geographical information - Be able to express views on the features of an environment and the way it is being harmed or improved - Be able to communicate their geographical knowledge and understanding to ask and answer questions about geographical and environmental features - Understand how places fit into a wider geographical context - Understand that the quality of the environment can be sustained and improved | Know about the main events, dates and characteristics of the past societies we have studied - Know about the lives of people in those periods - Know about the main similarities and differences between the past societies they have studied - Be able to give some reasons for particular events and changes - Be able to gather information from simple sources - Be able to use their knowledge and understanding to answer simple questions about the past and about changes | - Be able to carry out simple investigations - Be able to prepare a simple investigation which is fair, with one changing factor - Be able to predict the outcome of investigations - Be able to use simple scientific equipment - Be able to test ideas using evidence from observation and measurement - Be able to link evidence to broader scientific knowledge and understanding - Be able to use evidence to draw conclusions |
| As Artists we will: | As Design Technologists we will: | As Global Citizens we will: |
Printing - Research, create and refine a print using a variety of techniques Find out about artists,architects and designers Drawing Use research to inspire drawings from memory and imagination Drawing - Alter and refine drawings and describe changes, based on close observation, using appropriate vocabulary Textiles/Collage - Match the
correct tool to the material Drawing - Make informed choices in drawing including use of paper and media Textiles/Collage - Choose collage or textiles as a means of extending work already achieved. | - Know that the way in which products in everyday use are designed and made affects their usefulness - Be able to design and make products to meet specific needs - Be able to make usable plans - Be able to use simple tools and equipment with some accuracy - Be able to identify and implement improvements to their designs and products - Be able to identify the ways in which products in everyday use meet specific needs - Be able to suggest improvements to products in everyday use - Investigate cooking foods from other cultures, during International day/week, to further explore our interculturalism - Use our mathematical skills to help us measure out different amounts and work out equivalent ratios - Plan what we need to do in order to be successful | - Know about some of the similarities and differences between the different home countries and between them and the host country - Know about ways in which these similarities and differences affect the lives of people - Be able to identify activities and cultures which are different from but equal to their own |
| As ICT Learners: | As PE Learners we will be looking at: | As Musicians we will: |
| - passing and moving a ball with a partner and within a team environment towards a shared goal through basketball - recognising the three elements of athletics. Running, jumping and throwing and experimenting with different styles and techniques - choosing an appropriate pace when running different distances - understanding what good technique looks and feels like when throwing and jumping along with the need for explosive movement - understanding the effects of exercise upon my body and learning to prepare safely for different sports and activities - continuing to develop and improve my stroke technique and stamina in swimming - learning and applying the relevant skills from the Rookie Lifesaving scheme during my water safety lessons | continue to develop our performing skills on the recorder through the Patana “Recorder Karate” programme. We will also build our notation skills. |
| As Thai Language and Culture Learners we will: | In MFL, we will learn how to: | |
| learn to understand and respond to Thai greetings, simple instructions and questions? We will use words about Myself, My Family, Number in simple conversation. We will also ask and respond to questions about some celebrations and Pitee Wai Khru. |
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| Personal, Social, and Health Education | ||
| Term 1A - Safeguarding - getting to know the Codes of Conduct & Being Me in My World (Problem Solving and Developing a Growth Mindset) Whole School Celebration: We are celebrating people who try to make our school community a better place - I know my attitudes and actions make a difference to the class team - know how good it feels to be included in a group and understand how it feels to be excluded I try to make people feel welcome and valued - to understand who is in my school community | ||
| Term 1B- Dreams and Goals (Problem Solving and Developing a Growth Mindset) Whole School Celebration: We are celebrating people who persevere with a challenge. - to tell you about some of my hopes and dreams - understand that sometimes hopes and dreams do not come true and that this can hurt - know that reflecting on positive and happy experiences can help me to counteract disappointment - know how to make a new plan and set new goals even if I have been disappointed - know how to work out the steps to take to achieve a goal, and can do this successfully as part of a group - can identify the contributions made by myself and others to the group’s achievement | ||
As Active Citizens we will research, develop and discuss topical issues and problems. When discussing our ideas, we will continue to value contributions of others. We will learn to recognise why rules are needed and about responsibilities as well as rights. | As Confident and Healthy Learners we will learn to make responsible choices and consider consequences. We will explore how it feels to do or start something new, and identify ways to cope with these feelings. | As Relational Learners we will learn what it takes to be a good friend through developing the skills of negotiation and compromise. |
| Learning Dispositions | ||
|---|---|---|
| To learn more about the IB Learner Profile CLICK HERE | ||
| As Caring Inquirers we will find out more about FAIR TRADE and what our responsibility is. We will also investigate how the discovery and manufacture of chocolate has impacted different societies in the past, how they impact us now in the present, and how they will continue to impact future societies. We will consider the positive and negative consequences from a range of angles including, individuals, communities, environments, and wildlife. | ||
| The learning dispositions (attitudes) that will help us develop the IB Attribute/s are empathy, curiosity, appreciation and respect | ||
Maths Learning Skills in Term 1
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Term 1A |
Can I ... |
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Reasoning with 4 digit numbers |
· find 1000 more or less than a given number · recognise the place value of each digit in a four-digit number (thousands, hundreds, tens, and ones) · order and compare numbers beyond 1000 · solve number and practical problems that involve all of the above and with increasingly large positive numbers · identify, represent and estimate numbers using different representations · round any number to the nearest 10, 100 or 1000 · read Roman numerals to 100 (I to C) and know that over time, the numeral system changed to include the concept of zero and place value · count in multiples of 6, 7, 9, 25 and 1000 |
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Problem solving with integer addition and subtraction |
· add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction where appropriate · estimate and use inverse operations to check answers to a calculation · solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why |
| Term 1B | Can I ... | |
|---|---|---|
| Problem solving with addition and subtraction | add and subtract numbers with up to 4 digits using the formal written methods of columnar addition and subtraction? estimate and use inverse operations to check answers to a calculation? solve addition and subtraction two-step problems in contexts, deciding which operations and methods to use and why? | |
| Multiplication and division | recall multiplication and division facts for multiplication up to 12 x 12? solve problems involving multiplying and adding, including using the distributive law, integer scaling problems and harder correspondence problems? recognise and use factor pairs and commutativity in mental calculations? use place value, known and derived facts to multiply and divide mentally, including multiplying by 0 and 1; dividing by 1 and multiplying three numbers? multiply two-digit and three-digit numbers by a one-digit number using a formal written layout? | |
| Area and perimeter | measure and calculate the perimeter of a rectilinear figure (including squares) in centimetres and metres convert between different units of measure [for example, kilometre to metre] find the area of rectilinear shapes by counting squares | |
| Time | convert between different units of measure? solve problems involving converting units of time? write and convert time between analogue and digital 12 and 24 hour clocks? | |
Literacy Learning Skills in Term 1
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Genre: |
Poetry - As Poets we will: | Narrative - As Writers we will: |
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Skills: |
- Discuss texts to deepen and clarify understanding and response. - Develop and refine ideas in writing using planning and problem-solving strategies. - Show imagination through the language used to create atmosphere or suspense. - Choose and combine words, and other features for particular effects. |
- Discuss story structures and comment on their features - Orally retell known stories and stories that I have created - Explore the art of story telling and reflect this in our writing - Structure our writing using paragraphs -Develop my use of punctuation, including the use of commas and speech mark - Vary sentence openers by starting with Similes, Connectives, Adverbs and Verbs - Link our closing paragraph with the opening - Select and use effective vocabulary to describe settings and events - Explore varying the tense of our stories through speech and actions - Use an appropriate style with an emphasis on figurative language - Investigate the use of figurative language in writing focusing on metaphors, onomatopoeia, personification and similes - Use a range of sentence lengths and structures in our writing - Investigate different sentence types, focusing on parts of speech such as nouns, verbs, adverbs and adjectives |
| Skills |
As Readers we will: |
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| Skills | - Identify and comment on the structure and organisation of texts, including grammatical and presentational features of texts? (AF4) - Explain and comment on the writer’s use of language? (AF5) Click here for guidance on questions you could ask to support these focuses. - Understand, describe, select or retrieve information, events or ideas from texts? (AF2) - Use quotation and reference to text? Click here for guidance on questions you could ask to support these focuses.
Click here for guidance on questions you could ask to support these focuses.
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If you have any questions regarding the Year 4 curriculum please contact:
- Dominique Chandler - Year 4 Leader of Learning - Curriculum (doch@patana.ac.th)
- Mark Verde- Assistant Primary Principal (mavd@patana.ac.th)