PYP Class 4 Integrated Unit of Inquiry
Theme: How We Express Ourselves & Where We Are in Place and Time
Target Age: 9 Years Old (Class 4 / Grade 3-4)
Materials Needed:
- Physical dictionaries (at least one per pair, or student-friendly online dictionaries if digital)
- Printed "Dictionary Detective Grid" worksheets
- Pencils and highlighters
- Whiteboard and dry-erase markers
- We are learning how to use guide words to navigate a dictionary quickly.
- We are learning to identify parts of speech and word definitions.
- I can use alphabetical order to find a target word.
- I can identify the part of speech (noun, verb, adjective, etc.).
- I can write a definition in my own words.
1. Introduction (Hook & Objectives) — 10 Minutes
Hook: Write the word "flabbergast" on the board. Ask: "If we were stranded on a deserted island with no internet, no smartphones, and no Wi-Fi, how would we discover what this word means?" Show them a physical dictionary. "This is our ultimate survival guide for language!"
Talk to the kids: "Today, we are going to become Dictionary Detectives. Dictionaries are like maps for books. Once you know how to read the symbols and shortcuts, you can master any word in the world!"
2. Body (Content & Practice) — 30 Minutes
I Do (Teacher Modeling):
- Hold up the dictionary. Explain the Guide Words at the very top of the pages. "These two words tell us the first and last words on this page. They save us from reading every single page!"
- Model looking up the word "curious". Think aloud: "It starts with C. I'll open to the C section. Now I look at the guide words. I need 'cu...'. Ah, here it is!"
- Point out the abbreviations: adj. (adjective), n. (noun), v. (verb). Explain what they mean simply.
We Do (Guided Practice):
- Write the word "triumph" on the board.
- Guide the class/student to open their dictionaries. "What letter does it start with? T. Let's flip to T."
- Ask a volunteer to find the page where the guide words start with 'tr'.
- Read the definition together and identify its part of speech (noun/verb). Ask: "Can anyone use this word in a sentence?"
You Do (Independent/Group Practice):
Distribute the Dictionary Detective Grid. In pairs or individually, students must locate the following words, find their guide words, identify their part of speech, and write down a brief definition.
Printable Dictionary Detective Grid
| Word to Find | Guide Words on Page | Part of Speech | Definition in Your Own Words |
|---|---|---|---|
| glisten | _________________ | _________________ | ___________________________________ |
| obstacle | _________________ | _________________ | ___________________________________ |
| ponder | _________________ | _________________ | ___________________________________ |
| sweltering | _________________ | _________________ | ___________________________________ |
3. Conclusion (Closure & Recap) — 10 Minutes
- Have learners share their definitions. Discuss why some words have more than one meaning.
- Reflective Exit Ticket: Ask students to write down: "What are guide words and why do they help us?"
Differentiation:
- Scaffolding (Struggling Learners): Provide a page-range hint for each word or a simplified dictionary with fewer words per page. Pair them with a peer helper.
- Extension (Advanced Learners): Challenge them to find synonyms (words with the same meaning) and antonyms (opposite meanings) for each word in their grid.
Materials Needed:
- Printed "Text Chunks" (provided below) cut up and pasted on walls/boards around the room
- Clipboards, lined writing paper, and pencils for the "Writers"
- Colored editing pens (green or purple) for correction phase
- We are learning to cooperate in pairs to read, memorize, and accurately write down text.
- We are learning to proofread and correct spelling and punctuation.
- I can memorize a short line of text and repeat it clearly.
- I can write down exactly what my partner tells me, including capital letters and punctuation.
- I can compare our work to the original and correct errors.
1. Introduction (Hook & Objectives) — 10 Minutes
Hook: Tell students: "Today, you are secret agents. We have coded messages hidden around the room. However, you can't just take pictures of them. You must pass them verbally from your field agent back to headquarters!"
Explain the rules of Running Dictation clearly:
- Working in pairs: One is the Runner, one is the Writer.
- The Runner runs to the wall where a text chunk is pasted, reads it, and memorizes a short phrase.
- The Runner runs back to the Writer and whispers the phrase. The Writer writes it down carefully.
- The Runner cannot write. The Writer cannot leave their seat to look at the paper on the wall.
- Halfway through, the roles swap!
2. Body (Content & Practice) — 35 Minutes
I Do / We Do (Modeling): Demonstrating with a volunteer. "Watch closely. I am the runner, and Sam is the writer. I go to the wall. I read: 'Charlotte was a gray spider.' I memorize it. I run back and whisper it. I make sure to say: 'Capital C for Charlotte, spider ends with a period!'"
You Do (Activity Phase): Let the running dictation begin! Place the text chunks at various heights/distances in the room.
Printable Running Dictation Text Chunks (from Charlotte's Web)
The night seemed long and dark to Wilbur. He lay there, listening to the quiet sounds of the barn. Suddenly, a tiny voice spoke from the shadows. "Do you want a friend, Wilbur?" it whispered. "I'll be a friend to you."
Wilbur could not see anything in the dark corner. He climbed into his warm straw and closed his eyes. "Who are you?" he called out. "Where are you?" But there was no answer. Only the gentle breathing of the sheep.
The next morning brought a bright, warm sun. Wilbur stood up and looked around carefully. Up in the top corner of the doorway, he saw a beautiful web. It had dew on it, and it glistened like silver threads.
Correction Phase: Once finished, give each pair a copy of the master sheet. Using a colored editing pen, they must compare their draft to the original. They must highlight errors in spelling, capitalization, or punctuation and write the corrections above them.
3. Conclusion (Closure & Recap) — 5 Minutes
- Ask: "What was harder—memorizing the words or getting the punctuation correct?"
- Celebrate the pair with the cleanest, most accurate transcript!
Differentiation:
- Scaffolding (Struggling Learners): Provide shorter, simplified chunks with highlighted key punctuation marks. Writers can have a template with blanks for some tricky words.
- Extension (Advanced Learners): Challenge the runner to read two sentences at once. Have them write a one-sentence summary of the text after finishing.
Materials Needed:
- Copies of the printable "ATL & Learner Profile matching cards" (provided below)
- Scissors and glue sticks per pair
- Construction paper or notebook for mounting the matches
- We are learning to identify the PYP Learner Profile attributes and ATLs in real-life contexts.
- We are learning to evaluate behavior and match it to specific target skills.
- I can match a Learner Profile attribute to its correct description.
- I can identify when someone is exhibiting an ATL skill in a classroom story or scenario.
1. Introduction (Hook & Objectives) — 10 Minutes
Hook: Play a brief game of charades. Act out "listening intently to a partner without interrupting" or "refusing to copy someone else's test answers." Ask: "What traits am I showing?"
Recap: Remind the students of the Learner Profile attributes (like Principled, Caring, Thinker, Reflective) and the Approaches to Learning (ATLs) (Social Skills, Self-Management, Communication, Research, Thinking).
2. Body (Content & Practice) — 30 Minutes
I Do / We Do (Interactive): Discuss the word "Principled". Ask: "If you find a wallet with $10 in it on the playground, what does a principled learner do? Why?" Connect it to the idea of doing the right thing even when no one is watching.
You Do (The Matching Game - Pair Work): Distribute the printable card game sheet. In pairs, students cut out the cards, match the attribute card with the scenario/description card, and paste them side-by-side on construction paper.
Printable Card Game: PYP Learner Profile & ATL Matching
Instruction: Print, cut out, shuffle, and match the Attribute (Left) with its real-world Scenario (Right).
| Profile Attribute / ATL | Real-Life Scenario Card |
|---|---|
| PRINCIPLED | Maya makes a spelling mistake in a game. Instead of pretending she was right, she tells her teacher she lost the point and smiles. She does not cheat. |
| CARING | Leo notices a classmate sitting alone at lunch looking sad. He goes over, sits next to them, and invites them to play catch. |
| REFLECTIVE | At the end of the week, Sam looks over his math mistakes. He writes down: "Next time, I need to check my work before turning it in." |
| SELF-MANAGEMENT (ATL Skill) |
Zara has a major science project due on Friday. Instead of waiting until Thursday night, she plans her steps day-by-day and finishes on time. |
| COMMUNICATION (ATL Skill) |
Ryan speaks clearly during his presentation. He looks his classmates in the eyes, listens carefully to their questions, and answers respectfully. |
3. Conclusion (Closure & Recap) — 10 Minutes
- Have pairs present their matches and explain why the scenario matches that attribute.
- Ask: "Which profile trait or ATL did you use the most today while working in pairs?"
Differentiation:
- Scaffolding (Struggling Learners): Reduce the number of cards to match (e.g., matching only 3 key profile cards) or match by matching color borders.
- Extension (Advanced Learners): Students create two blank cards of their own. They must write a brand new scenario for "Inquirer" or "Risk-Taker" and have their partner guess it.
Materials Needed:
- Printed text passage: "The Whispering Forest" (provided below)
- Comprehension questions worksheet
- Highlighters (two different colors per student)
- We are learning to read a text carefully to find both literal and inferential information.
- We are learning to use textual evidence to justify our answers.
- I can highlight direct evidence in the text.
- I can explain the difference between what a text says directly and what it implies.
1. Introduction (Hook & Objectives) — 10 Minutes
Hook: Show a picture or ask students to close their eyes and picture a dense, dark forest. "Imagine the trees are talking. They aren't talking loudly, they are whispering secrets. What do you think they are whispering about?"
Objectives: Explain that reading is like being a detective. Some clues are sitting right there on the surface (literal details), while other clues require us to read between the lines (inference).
2. Body (Content & Practice) — 30 Minutes
I Do (Modeling):
- Read Paragraph 1 of "The Whispering Forest" aloud.
- Model a literal question: "Where was Toby sitting?" (In his backyard treehouse). Highlight this detail in yellow.
- Model an inferential question: "How does Toby feel about his treehouse?" Point out that the text says he spent 'every evening there' and it was his 'safe haven.' Explain: "The author doesn't write 'Toby loved it,' but we can infer he did because he went there every day and felt safe."
We Do (Guided Practice):
- Read Paragraph 2 together.
- Ask the class: "What sound did Toby hear?" Guide them to find the specific sentence in the text and highlight it.
You Do (Independent Reading & Worksheet):
Students read the full text individually and answer the accompanying comprehension questions.
Reading Passage: The Whispering Forest
Toby adjusted his glasses and looked out from the wooden platform of his backyard treehouse. From up here, the canopy of the neighboring Oakwood Forest looked like an endless ocean of bright green leaves. It was late autumn, and the air was crisp. Toby huddled inside his thick woolen jacket.
Suddenly, a soft, whistling sound rose from the edge of the forest. It didn't sound like ordinary wind. It rose and fell like a gentle voice singing a lullaby. Toby leaned closer, his heart beating a little faster. He noticed that only one tree—a massive, ancient oak in the center—was shaking its leaves, even though there was no breeze in Toby's yard.
Curiosity overcame his fear. Clambering down the wooden ladder, Toby crept toward the forest border. As he crossed the threshold beneath the branches, the air felt instantly warmer. The ground was cushioned with red and gold moss. Toby took a deep breath, smelling pine and damp earth. "Who is there?" he called out softly. The leaves rattled in response, whispering a single word: "Remember..."
Comprehension Questions
- Literal: What season is it in the story? Find and copy the sentence that tells you.
- Literal: What did Toby smell when he entered the forest?
- Inferential: How did Toby feel when he heard the whistling sound? Quote two clues from the text to support your answer.
- Inferential: Is the ancient oak tree ordinary? Explain why or why not using clues from the story.
3. Conclusion (Closure & Recap) — 10 Minutes
- Review answers as a group. Invite students to justify their inferential answers by sharing what clues they found.
- Ask: "If you were Toby, would you have entered the forest or stayed in the treehouse? Why?"
Differentiation:
- Scaffolding (Struggling Learners): Read the story aloud to them. Offer multiple-choice options for the inferential questions.
- Extension (Advanced Learners): Have them write a 4-5 sentence continuation of the story, predicting what Toby has to "remember."
Materials Needed:
- Teacher Read-Aloud Script (provided below)
- Printed Listening Comprehension Worksheet (provided below)
- Pencils and clipboards
- We are learning to listen carefully for specific facts, dates, and names in a non-fiction text.
- We are learning to take brief, structured notes while listening.
- I can sit quietly and focus my attention on the speaker.
- I can extract key information (who, what, when, where, why).
- I can answer questions accurately after listening.
1. Introduction (Hook & Objectives) — 10 Minutes
Hook: Hold up a single paperclip. Ask: "What is this? How often do you use it? Who do you think sat down and invented this little piece of bent wire?"
Instruction: "Today, you can't read the story yourself. Your eyes must take a break, and your ears must do all the heavy lifting. I am going to read a short text. Your job is to listen like a spy trying to catch top-secret information."
2. Body (Content & Practice) — 30 Minutes
I Do / We Do (Guided Listening Strategy):
- Explain note-taking strategy: "Do not try to write every word. Only write down key names, dates, numbers, or action words."
- Read this short test line to demonstrate: "In 1899, William Middlebrook patented his machine."
- Ask: "What are the two key pieces of information?" (Write on board: 1899 - William Middlebrook).
You Do (The Listening Challenge):
- Distribute the Listening Sheet.
- Read the text script below aloud to the students twice.
- First Read: Students just listen without writing. This builds overall comprehension.
- Second Read: Students can jot down brief notes in the blank notes box.
- Give students 10 minutes to complete the comprehension questions.
Teacher Read-Aloud Script: The Invention of the Paperclip
"Think about the simple paperclip. Before it was invented, people held papers together using straight sewing pins or by sewing sheets of paper together with thread. This often ripped the paper or pricked people's fingers!
In the year 1899, an American inventor named William Middlebrook created a machine that could cut and bend wire into the classic double-loop shape we use today. This shape is officially known as the 'Gem' paperclip. The Gem design became popular because it was easy to slip on and off without tearing the paper. Even though many other shapes have been patented since then, the classic 1899 Gem design remains the world's favorite!"
Printable Listening Worksheet
My Listening Notes:
Questions:
- Before paperclips, what two things did people use to hold papers together?
- In what year was the machine to bend this wire invented?
- What is the full name of the American inventor who created this machine?
- What is the official name of the classic double-loop paperclip design?
3. Conclusion (Closure & Recap) — 10 Minutes
- Go over the answers. Let students assess their own listening by ticking their work.
- Ask: "What was harder, writing down notes or listening while I read?"
Differentiation:
- Scaffolding (Struggling Learners): Provide a guided skeleton sheet with fill-in-the-blank prompts (e.g., "In the year ________, an inventor named ________...").
- Extension (Advanced Learners): Ask them to explain in their own words *why* the 'Gem' design is better than using standard sewing pins.
Materials Needed:
- A set of "Clue Sheets" prepared ahead of time and placed in sealed envelopes
- One physical dictionary per group/pair
- Pencils, paper, and "Case File" packets
- "Star Detective" feedback slips
- We are learning to synthesize vocabulary skills, active listening, and cooperation to solve a linguistic mystery.
- We are learning to self-assess our execution of ATL skills during group work.
- I can work with my partner to read, decipher, and spell clues accurately.
- I can use a dictionary to define challenging code words in the clues.
- I can explain which ATL skills we used to succeed as a team.
1. Introduction (Hook & Objectives) — 10 Minutes
Hook: Enter the room wearing a trench coat, sunglasses, or a detective hat. "Attention Class 4 Detectives. The PYP Language Bureau has dropped off a locked case files box. Inside are clues that can only be unlocked using all the skills you have learned this week: dictionary mapping, precise dictation, active listening, and principled teamwork."
Explain that they will work in pairs to solve "The Case of the Missing Library Key." They must complete the tasks step-by-step.
2. Body (Content & Practice) — 35 Minutes
I Do / We Do (Setting the Stage):
- Explain the rules: "This is a quiet-running operation. You must cooperate with your teammate, using quiet whispers to discuss your findings."
- Demonstrate Clue 1: "We have an encrypted sentence. Part of it is run-dictated, part of it requires a dictionary definition lookup to find the password."
You Do (The Synthesis Mission):
In pairs, students tackle the three tasks inside their Case File envelope:
Active Case File Tasks
One partner runs quietly to the main board, memorizes a line of the "Lost Message," runs back, and dictates it to the writer. The writer must record every uppercase letter and punctuation mark correctly.
Board text: "The treasure chest is located beneath the ancient oak tree. Be careful, for the key is protected by a hidden padlock!"
The dictated message contains a secret code. Look up the words "ancient" and "padlock" in the dictionary. Write down their parts of speech and a one-word synonym for each to unlock the chest.
Student Work Area:
Ancient = (Part of Speech: ______) Synonym: _________
Padlock = (Part of Speech: ______) Synonym: _________
Discuss with your partner: Which Learner Profile attribute did you show when you disagreed on spelling? Write down how you handled it together using principled communication.
3. Conclusion (Closure & Recap) — 15 Minutes
- Bring everyone back to headquarters. Have each pair read their decoded password and explain their strategies.
- Peer Assessment: Hand out "Star Detective" feedback slips. Students give their partner a star for displaying a chosen ATL skill (e.g., "I am giving Sam a star for showing great Social Skills by listening when I explained the dictionary page!").
Differentiation:
- Scaffolding (Struggling Learners): Limit the dictation sentence to one short clause. Pre-mark the dictionary pages for Task B.
- Extension (Advanced Learners): Have them write a brand new encrypted "Bonus Clue" using two words found in the back of the dictionary for other groups to try.
Materials Needed:
- Inflatable globe (or a physical globe)
- At least one atlas per table (or world maps)
- Blank sheets of plain drawing paper (A4 or A3)
- Rulers, pencils, colored pencils, and fine black markers
- Teacher Rapid-Fire Resource Word List (provided below)
- We are learning to identify and distinguish between continents, countries, cities, and oceans.
- We are learning to design a local neighborhood map featuring basic cartographic tools: compass rose, key/legend, and labels.
- I can categorize geographic names during rapid-fire questions.
- I can find and name locations when a globe stops spinning.
- I can draw a neat map featuring a functional legend and a 4-point compass rose.
1. Introduction (Hook & Objectives) — 15 Minutes
The Rapid Fire Game!
- Explain the rules of Continent, Country, or Ocean RAPID FIRE.
- The teacher reads aloud a word from the list. Students must immediately stand up if it is a continent, sit down on the floor if it is a country, or wave their arms like waves if it is an ocean. (Alternatively, use desk actions or cards).
- Run the game fast for 5-7 minutes!
Teacher Resource: Rapid-Fire Word List
| Geographical Location | Correct Category | Geographical Location | Correct Category |
|---|---|---|---|
| Pacific | Ocean | Australia | Continent / Country |
| Japan | Country | Indian | Ocean |
| Africa | Continent | Brazil | Country |
| Atlantic | Ocean | Asia | Continent |
| Egypt | Country | Europe | Continent |
2. Body (Content & Practice) — 30 Minutes
I Do / We Do (Spin the Globe Game):
- Gather in a circle. Hold the globe. "We are going to spin the globe. When I stop it with my finger, I will name the exact place my index finger lands on. Then, we will use our atlas to identify if it's a City, Country, Continent, Ocean, or Sea!"
- Demonstrate once. "I landed on London. It is a city in the country of the United Kingdom."
- Pass the globe around, allowing 5-6 different children to spin, point, look up, and identify.
You Do (Bonus Map Design Activity):
Explain that local mapping is just as important as global mapping. "You are now cartographers. Your task is to design a neat map of your school or home neighborhood."
The map must include:
- Compass Rose: Showing North, South, East, and West.
- Map Key/Legend: Symbols representing features like houses, parks, streets, rivers, or libraries.
- Color Coding: Blue for water, green for parks, brown or gray for structures.
Map Maker Checklist for Students
- I drew a 4-point Compass Rose showing N, S, E, W.
- I included a Title for my map (e.g., "Toby's Terrific Neighborhood").
- I created a Legend Box with at least 4 unique symbols (e.g., green tree icon = park).
- I used rulers to make lines neat and colored with pencils.
3. Conclusion (Closure & Recap) — 15 Minutes
- Gallery Walk: Students place their maps on their tables. Everyone walks around silently looking at their peers' work, noticing different symbols and designs.
- Ask: "Why do we need maps to have consistent keys? What would happen if green stood for a river on my map but a forest on yours?"
Differentiation:
- Scaffolding (Struggling Learners): Provide a pre-printed grid paper with a compass outline already drawn in the corner. Limit map elements to 3 basic items.
- Extension (Advanced Learners): Challenge them to include 8 directions on their compass rose (NE, SE, NW, SW) and add an scale indicator (e.g., "1 centimeter = 10 meters").