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PYP 5 planner from 22th August, 2022 – 26th August, 2022
Date: 10/8/2022 PYP 5: Science and Numeracy
Transdisciplinary Theme: Where we are in place and time
Central Idea: The human body is an intricate system that is constantly changing
Line of Inquiry: The purpose and function of nervous, respiratory and circulatory system.
Key Concepts: Function, Connection, Responsibility
Learner Profile Attributes: Thinker, Reflective, Technology/Resources: White board, smart board, handouts,
Principled Youtube videos
Attitudes: Creativity, Commitment, Enthusiasm
Approaches to Learning- ATL (Skills): Social and
Communication Skills
Science
Lesson 1, 2 and 3
Topic: Five Levels of Organization of Life (Cells Inquiry) (5 min)
Warm up: Teacher will discuss cells, tissues, organs, systems, and
organisms to have an idea of how much students know about the
topic. (5 min)
Reflection/Visible Thinking Routine:
The levels of organization done in Week 1 will be discussed in
detail so students are clear about the difference between all
levels.
Students would be prompted to tell the difference between all
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the levels.
Students would be told to draw diagrams of the animal and plant cell. They would be told what each component
shown in the diagrams represent.
Videos: https://www.youtube.com/watch?v=MB6mE6weCS4&t=7s
https://www.youtube.com/watch?v=LJYUgDNhi-A&t=134s
https://www.youtube.com/watch?v=VO2QkpwAG9o
Plan/Methodology:
Students would solve the questions given at the end of their handouts related to organization levels. (25 min)
Copywork: The questions given at the end of the handout will be done.
Wrap up: The topic will be revised and any remaining ambiguity of students will be answered. (5 min)
Lesson 4 + 5: STEM
Topic: Model of Animal/Plant Cells
Activity: Students would be making 3D models of cells together with teacher. They would be informed of the items
they would need to bring in order to make the models (80 minutes)
Videos: https://www.youtube.com/watch?v=4dGZSWXXxgM
https://www.youtube.com/watch?v=9ycM1nsnaas
https://www.youtube.com/watch?v=cBkP-3hNa3w
Numeracy
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Lesson 1
Topic: Numbers up to 10 million and Prime Numbers
Warm up: Students will be asked if they understood the concept of
previous lessons, before starting with prime numbers. (5 mins)
Reflection/Visible Thinking Routine:
Activity 2 of Numbers up to 10 million will be done in class as a class
activity. Groups of 2 will be formed.
Students will participate in answering the questions written on board.
Plan/Methodology:
Let’s Learn Questions from 1 to 4 will be done together with students
on the board. Students will write the correct answers on their books.
Students will also be asked to solve Practice Questions 1 and 2 on their notebooks. (30 mins)
Copywork: Practice Questions 1 and 2
Warp Up: The concept will be revised, and students will be asked if they have any remaining confusion. (5 min)
Lesson 2
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Topic: Highest Common Factor (HCF)
Warm up: Students will be told the divisibility rules which they will use to solve questions. (5 mins)
Reflection/Visible Thinking Routine:
Teacher will write a simple number on the board and ask students how they can write its factors by using the
concept of finding factors in ‘Prime Numbers’.
All students would be called upon to answer so no one feels left out.
Plan/Methodology:
Students will be told to use Method 1 first and once they become well-versed in it, they can use Method 2 to solve
questions.
Students will be called upon to solve questions on the white board.
They will be asked to solve the same question by the two methods. The white board will be divided into half, and
two students will solve one question using method 1.
Each student would be called upon to ensure that everyone understands the concept. (30 mins)
Copywork: Students will do Practice Question Q1 (a) and (b) with Method 1
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson 3
Topic: Highest Common Factor (HCF)
Warm up: Students will be told the divisibility rules which they will use to solve questions. (5 mins)
Reflection/Visible Thinking Routine:
Teacher will revise the concept of HCF and do the practice questions with students.
Plan/Methodology:
Method 2 will be taught to students and the questions done with method 1 will be done with method 2.
Once their preferred method is identified, they will be asked to find the HCF of numbers.
Copywork: Students will do Practice Question Q1 (a) and (b) with Method 2.
Homework: Q1 and Q2 of their workbook Page 7.
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Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson 4
Topic: Highest Common Factor (HCF)
Warm up: Students will be told the divisibility rules which
they will use to solve questions. (5 mins)
Reflection/Visible Thinking Routine:
Students will be asked individually which method they
prefer and give reasons why.
Students will be prompted by asking: Is method 1 or 2
easier? In which step do you think you will most likely
make mistakes?
Plan/Methodology:
Method 3 will be taught to students and the same questions they did with methods 1 and 2 will be done with
method 3. The methodology of teaching would be the same as in Lesson 1 (30 mins)
Copywork: Students will do Practice Question Q1 (a) and (b) with Method 3.
Homework: Q3 of their workbook Page 8.
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson 5
Topic: Highest Common Factor (HCF)
Warm up: Students will be told the divisibility rules which they will use to solve questions. (5 mins)
Reflection/Visible Thinking Routine:
Students will be asked individually which method they prefer and give reasons why.
Students will be prompted by asking: Is method 1, 2 or 3 easier? In which step do you think you will most likely
make mistakes? What are prime numbers? Are factors of numbers a finite or an infinite set of numbers?
Plan/Methodology:
All three methods would be revised and students would be asked to solve the Let’s Learn Questions which are left
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on their books.
Students will solve Practice Questions on their notebooks. (30 mins)
Copywork: Students will do Practice Question Q2 of Practice Question
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Lesson 6
Topic: Mental Math
Warm up: Students will be asked if they know what ‘Mental Math’ is. (5 mins)
Reflection/Visible Thinking Routine:
Some sample questions would be done on board with students. Everyone would be encouraged and prompted to
participate.
Plan/Methodology:
A worksheet would be given to students to solve mental mathematics’ questions. (30 mins)
Copywork: Worksheet
Warp Up: Students will be asked if their concept is clear, and any remaining ambiguity will be cleared. (5 min)
Date: 22nd August- 26th August 2022 Subject: Visual art
Transdisciplinary Theme: Who We Are
Central Idea:
Line of Inquiry:
Key Concepts:
Learner Profile Attributes: Knowledgeable, Thinker, Technology/Resources:
Inquirers
https://www.youtube.com/watch?v=LY9NcSPQ-uw
Attitudes: Creativity, Enthusiasm, Curiosity
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Approaches to Learning- ATL (Skills): Thinking skills/
Research skills
https://www.youtube.com/watch?v=vxyunKXdYJ0
WHAT YOU NEED:
● 11 x 14 inch sheet watercolor paper.
● pencils
● good quality erasers
● watercolor sets, in pans or tubes.
● Apron
● Paint brushes.
Guiding Question: (Teacher’s Question/Students’ Question):
1. What are primary colors?
It's best to start with the primary colors (red, blue, and yellow), and once your child gets comfortable with these, move on to
other hues.
2. What is a Color Collision?
Plan/Methodology:
Topic: Color Collision
Step 1:
Discuss the difference in shapes…. straight, angles, sharp, round, blobbish, etc. Define as a group geometric, organic,
amorphic in relation to shape. Discuss how shapes next to one another can mimic each other’s shape, as if they might
touch. Example: puzzle pieces mimic each other’s shape where they fit together.
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Step 2:
Draw an arrangement of organic shapes that relate to one another in shape, but do not touch. The design should reach at
least one portion of all four paper edges. Use light pencil lines so that they do not distract from the painting later .
Step 3:
Demonstrate watercolor painting techniques:
o How to use wet paints to run together to create a new color and seem to flow together.
o How to use a dry brush as a sponge to pull up areas with too much water.
Sep 4:
Begin at the center of the drawing by painting half of a shape red and half orange, flowing into red-orange in the center.
Move to the next shape, and paint it orange, flowing into yellow to create yellow-orange. Continue on with the entire 12-
color color wheel, starting over again with red as needed.
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Warm up:
Students will discuss with each other about the color collision images.
Reflection/Visible Thinking Routine:
Students will learn how their mind will perceive these color collision images in a collective way.
● Students will learn about amorphic and organic shapes.
● Students will create design using amorphic and organic shapes.
● Students will become familiar with the blending of colors to form secondary and tertiary colors.
● Students will experience watercolor and its blending and flowing properties to make a color design based on color theory.
Vocabulary
amorphic shape, negative space, organic shape, primary/secondary/tertiary colors, blending
Date:22nd-26th August, 2022 Subject: UOI Literacy
Transdisciplinary Theme: Who we are
Central Idea: The human body is an intricate system that is constantly changing.
Line of Inquiry: The purpose and function of the nervous, respiratory and circulatory system.
Key Concept: Form
Learner Profile Attributes: Thinker, Reflective, Principled Technology/Resources: Book
Attitudes: Creativity, Commitment, Enthusiasm Workbook
Approaches to Learning- ATL (Skills): Social and Communication Skills Videos
worksheets
Guiding Question: (Teacher’s Question/Students’ Question):
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Plan/Methodology
Lesson 1 and 2
Grammar
Warm up – Adjectives
Discussion
Activity 1: Students will be given different paragraphs and they have to circle as many adjectives as they
can in 2 minutes.
Activity 2: Mystery Box
Students will pick cards having names of random objects and they must describe them using adjectives.
Assignment: Activity E and F - pg 137 Book 5
Wrap up: A quick reflection about what we have learnt about adjectives in the form of a worksheet (HW)
Lesson 3 and 4
Comprehension
Dreaming of Dodos – pg 10 Book 5
Assignment: Activity A, B and C – pg 8
Homework: Activity E pg 13
Lesson 5 and 6
Creative Writing / Vocabulary
Warm up: Students will be looking at strategies of an effective narrative essay.
● Dictation of 15 words selected from Book 5
● Narrative Essay writing
Prompt – Imagine there are five seasons of the year instead of four. Tell a story about this new
time of year.
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Lesson 7
Reader
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Date:22nd-26th August, 2022 Subject: UOI Social Studies
Transdisciplinary Theme: Who we are
Central Idea: The human body is an intricate system that is constantly changing.
Line of Inquiry: The purpose and function of the nervous, respiratory and circulatory system.
Key Concept: Form
Learner Profile Attributes: Thinker, Reflective, Principled Technology/Resources: Book
Attitudes: Creativity, Commitment, Enthusiasm Workbook
Approaches to Learning- ATL (Skills): Social and Communication Skills Videos
worksheets
Guiding Question: (Teacher’s Question/Students’ Question):
Plan/Methodology
Lesson 1 and 2
Maps
Unit 1: Karachi
Warm up: Students will be learning about the types of maps on flash cards and they will identify the
differences.
Task : Students will be making a map of their own ( can be about a town , place or a building)
Students will identify real life applications of maps such as google maps by acting out a short skit in
groups.
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Students will label the provinces and major cities of Pakistan.
Wrap up: reflection worksheet about types of maps.
Lesson 3 and 4
Unit 1: Karachi -pg 3
● Common features found on a coast
● Climate of Karachi
● Port of Karachi
Warm up: Looking at the port of Karachi and how it benefits the country
Task
Key Vocabulary terms from Unit 1
Activity A and B -pg 13
Homework : Write 8 facts about Karachi.
Lesson 5
● Port city benefits
● goods and services
● big city problems
Warm up : Identifying goods and services out of a mystery box.
Task :
Q. How does a big population give rise to problems in Karachi?
Q. How can we reduce pollution in Karachi?
Q.Are there any steps being taken to resolve some of these issues?
Research work:
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Coastal regions of Pakistan
پنجم جماعت برائے منصوبہ-اردو
ISLAMIC STUDIES GRADE :5
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*The Holy quran
*Reading, Dictation
*Question to answers
* Fill in the spaces
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