PYP 4:

Week 4

SCOPE:
Living things: The study of the characteristics, systems, and behaviors of humans
and other animals, and of plants; the interactions and relationships between and
among them, and with their environment.
Related concepts: adaptation, animals, biodiversity, biology, classification,
conservation, ecosystems, evolution, genetics, growth, habitat, homeostasis,
organism, plants, and systems (digestive, nervous, reproductive, respiratory).
Student learning objective:
You will learn about health, medicine and disease. All living things need food,
food is a fuel that provide each living thing with energy. Energy is needed for life
processes such as breathing, eating, growing, moving and growing off-springs.
● Animal get their energy from the food they eat.
● Plant gets their energy from the sun. They make their own food using
sunlight.
● Students will learn about diet, herbivores, omnivores and carnivores.
Arrange of foods that provide balanced diet to humans will be discussed.
● Food plate will be discussed to the students and tell them what are the
food groups we have to take everyday in our life. In detailed discussed
about the carbohydrates, proteins, foods and vegetables and dairy
products.
● Different foods have different amount of energy stored in them. Scientists
measure the amount of energy in food in Jules and Kilo Jules.
● How to keep your heart healthy.
● Discussion about heartbeat in which exercises it will become faster and
slower.
 ● Healthy animals and plants sometime get an illness and disease. An illness
has some certain symptoms. We may feel hot, have spots, cough or sneeze.
Scientists call this type of illness an infectious disease.
● Discussion about infectious disease such as COVID-19, Diarrhea and
stomachache. Discussion about plant diseases as well. 
● All medicines and drugs are used to cure diseases in plants and animals.

Brainstorming:
This unit is about the environment and what the living things in the environment
eat.
Show two different habitat pictures to students and ask What similarities can you
see in the two natural environments in the pictures below? What differences can
you see?
Talk about different food chains. What do arrows in food chain mean? Which
living thing is the producer? How can you tell?
A food chain shows what living things eat in an environment. Some living things
make their own food. Some eat each other.
Brainstorming activity:
With a partner name six habitats, small or big. Write them down. Name an animal
and a plant you think lives in each habitat.
Topics we will cover
 Living things in the environment
 Habitats
 Identification keys
 Use identification keys
 Habitats around your school
 Animals and their habitats.
Pyp3
SCOPE:
Living things: The study of the characteristics, systems, and behaviors of humans
and other animals, and of plants; the interactions and relationships between and
among them, and with their environment.
Related concepts: adaptation, animals, biodiversity, biology, classification,
conservation, ecosystems, evolution, genetics, growth, habitat, homeostasis,
organism, plants, and systems (digestive, nervous, reproductive, respiratory).

At the end of the units, students will be able to:

● Describe the differences between things that are alive, not alive, and have
never been alive.
● Name four of the life processes.
● Describe how the offspring of different animals grow into adults.
● Compare the life cycles of different animals.
● Name the different parts of a plant.
● Explain the functions of the roots, leaves, stems, and flowers.
● Describe the conditions plants need to grow well.
● Describe how water is taken into a plant.
 ● Describe what animals in these different groups look like: fish, reptiles,
amphibians, mammals, birds, and insects.
● Describe a food chain.
● Say which parts of a food chain are producers and consumers.
● Make a food chain.
● Say how humans can change a food chain.
● Explain that humans have internal and external organs.
● Name the five important organs in the body – heart, lungs, stomach,
intestines, and brain.
● Say where the five organs are in the body.
● Describe the function of each of the five organs in the human body.
Week 4: Objectives to be covered:
● Describe what animals in these different groups look like: fish, reptiles,
amphibians, mammals, birds, and insects.
● Describe a food chain.
● Say which parts of a food chain are producers and consumers.
● Make a food chain.
● Say how humans can change a food chain.
Brainstorming Activity:

What do you remember about plants and animals?

 Work in a group to make mind map about plants and animals. share your ideas
and write them on one large piece of paper.
 When you have finished your mind map, look at a mind map done by another
group.
 Add something to their mind map that they didn’t think about.
Topics to be covered in this week
  Sort ling things
 Sort animals into groups
 Sort vertebrates
 Classify using identification keys
 What is food chain?
 Producers and consumers
 Food chain in different habitats

How we organize ourselves

PYP 4:
Week 4

SCOPE:
Living things: The study of the characteristics, systems, and behaviors of humans
and other animals, and of plants; the interactions and relationships between and
among them, and with their environment.
Related concepts: adaptation, animals, biodiversity, biology, classification,
conservation, ecosystems, evolution, genetics, growth, habitat, homeostasis,
organism, plants, and systems (digestive, nervous, reproductive, respiratory).
Student learning objective:
You will learn about health, medicine and disease. All living things need food,
food is a fuel that provide each living thing with energy. Energy is needed for life
processes such as breathing, eating, growing, moving and growing off-springs.
● Animal get their energy from the food they eat.
● Plant gets their energy from the sun. They make their own food using
sunlight.
● Students will learn about diet, herbivores, omnivores and carnivores.
Arrange of foods that provide balanced diet to humans will be discussed.
● Food plate will be discussed to the students and tell them what are the
food groups we have to take everyday in our life. In detailed discussed
 about the carbohydrates, proteins, foods and vegetables and dairy
products.
● Different foods have different amount of energy stored in them. Scientists
measure the amount of energy in food in Jules and Kilo Jules.
● How to keep your heart healthy.
● Discussion about heartbeat in which exercises it will become faster and
slower.
● Healthy animals and plants sometime get an illness and disease. An illness
has some certain symptoms. We may feel hot, have spots, cough or sneeze.
Scientists call this type of illness an infectious disease.
● Discussion about infectious disease such as COVID-19, Diarrhea and
stomachache. Discussion about plant diseases as well. 
● All medicines and drugs are used to cure diseases in plants and animals.

Brainstorming:
This unit is about the resources, exchange of resources economy and its choices.
Resources are scare to meet these needs and desires. Keeping limited resources
in mind everyone strives to fulfil their desires and needs.
How much money did you have while going to the bazaar or shop?
What items did you buy with this money?
Have you ever made economic choices.
Do you save some amount from pocket money? What needs do you meet by
saving amount?
Have you ever heard a word Inflation. How you can relate it with current
economic situation in Pakistan.
Talk about different food chains. What do arrows in food chain mean? Which
living thing is the producer? How can you tell?
A food chain shows what living things eat in an environment. Some living things
make their own food. Some eat each other.
Brainstorming activity:
With a partner name six habitats, small or big. Write them down. Name an animal
and a plant you think lives in each habitat.
Topics we will cover
 Living things in the environment
 Habitats
 Identification keys
 Use identification keys
 Habitats around your school
 Animals and their habitats.

1b) Summative assessment task(s):

Teacher will assess students ability to:
1. Name the resources used, the steps involved in manufacturing, the type of
technology used.
2. The environmental impact and footprint of the product: its production,
packaging, distribution, and consumption
3. The need or want of the product, and how it is determined
By the completion of this unit the teacher will expect the students to be able to:

Students will able to make economic choices according to ones personal needs and
resources
● Differentiate between producers, consumers and their interdependence
● Students will become more environmentally conscious consumers by purchasing
items that will have a low environmental impact.
● Able to define terms Goods services.
● Students will have a better understanding of the pricing of goods and will be able
to make more informed decisions when purchasing goods.
● Understand Inflation and how it effects purchasing power of people.
● Students will understand their individual roles in the economy and demonstrate
 basic economic reasoning skills.
● Identify major Import Export of Pakistan
● Define trade, international trade, domestic trade and business.
● Define and differentiate between different types of entrepreneurs.
● Apply economics and money management in personal life (pocket money, savings).

Brainstorm Activities:

What are the possible ways of assessing students’ understanding of the central idea? What
evidence, including student-initiated actions, will we look for?
Activity 1:
Students will select a consumable product, create a flow chart, and give an oral presentation on
how it gets produced and delivered. Its environmental footprint, and what affects that products
value. (Students will present information in a format of their choice ie. infomercial, play skit,
brochure) All presentations will include visual aides. Teacher will assess students ability to:
4. Name the resources used, the steps involved in manufacturing, the type of technology used.
5. The environmental impact and footprint of the product: its production, packaging, distribution, and consumption
6. The need or want of the product, and how it is determined

Activity2 :
 Observe your home, school and classroom. Which goods do you see in these places
and who serve here? Make a chart of the goods and serves in these places.
 Activity 3:
 Observe your home, school and classroom. Which goods do you see in these places
and who serve here?

 Students will explore various factories/stores to see manufacturing styles (tortilla

factory, bakery, pizza, etc.)
 Collect pictures of all kinds of entrepreneur and paste them on the chart paper

Topics we will cover

 Economics and Economy
 Economic Choices
 Goods, Services, Producers and Consumers
 Inflation