MIT Pune's Vishwashanti Gurukul IB World School: Year Start Date Duration

MIT Pune's Vishwashanti Gurukul IB World ECOSYSTEMS

School Mr. Abhishek Sharma, Mr. Om Shaw, Ms Reena Nisheth,

Ms.Ashwini Patwardhan, Ms.Rama Shinde, Ms.Sangita I,
IB PYP PYP 4 (Grade 4) Nandini Dhus, Ms. Sonali Joshi, Ms. Paramita K, Ms.
Jaishree M, Mr. Vevek Hajaarre, Ms.Chetna Thakre, Mr.
Summary

ECOSYSTEMS
Year Start date Duration

Grade 4 Week 2, October 6 weeks
Description
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things;
communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Inquiry
Transdisciplinary Theme
Sharing the planet
Communities and the relationships within and between them

Peace and conflict resolution
The Central Idea
Ecosystems form the basis of nature and need to be understood to maintain the balance.
Lines of Inquiry
- • Ecosystems
- • survival in a habitat
- • impact of human action on ecosystems
Student questions
- Why few animals became endangered?

- What is global warming?
- What are the causes of global warming?
- What is ecosystem?
- How we can save endangered animals?
- How habitats are destroyed by humans and Why?
Teacher questions
- What happens when one member of the food chain is missing?

- Why do we see only certain kinds of animals in an ecosystem?
- Why have some animals become extinct?
- In what ways are humans impacting ecosystems?
- What steps can we take to protect the environment?
- How is energy lost in a food chain or a food web?
- What roles do producers, consumers and decomposers play in an ecosystem?
MIT Pune's Vishwashanti Gurukul IB World School

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ECOSYSTEMS
- Who are scavengers and apex predators?

- What are the various reasons that animals are losing their habitat?
Learning Goals
Learning Goals and Success Criteria
Learning Goals:
Ecosystems
Biotic and Abiotic factors
Food chain and Food web
Survival in a habitat (Adaptation)
Energy Flow
various natural and human factors that impact the ecosystem.
ways to conserve the ecosystems and their living organisms
Success Criteria:
The study of the characteristics, systems and behaviours of humans and other animals, and of plants; the interactions and
relationships between and among them, and with their environment
Use scientific vocabulary to explain their observations and experiences.
Identify or generate a question or problem to be explored
The study of the distinctive features that give a place its identity
The interaction between people and the environment
how human activities can have positive or adverse effects on local and other environments
Key and Related Concepts
Key Concepts
Key Key questions and

Concepts definition Rationale Related concepts
What is it like? Students are aware of different trophic ecosystems,

The understanding that levels, producers, consumers,
resources
Form everything has a form with decomposers, identifying characters of
recognizable features that vertebrates and different kinds of flora, Interdependence,
can be observed, identified, fauna and abiotic factors of different
described and categorized. kinds of ecosystems. They can identify
them correctly and sort them out as per

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ECOSYSTEMS
Key Key questions and

Concepts definition Rationale Related concepts
their location.
Why is it as it is? Students showcased their adaptation

The understanding that understanding on causation through
Interdependence,
Causation things do not just happen; think, pair, share on Links in a Food
there are causal chain and its importance--- What will
relationships at work, and happen if….[Cause and effect], 3D
that actions have energy period, knowledge on various
consequences. structural and behavioural adaptations
to survive in a habitat.
How is it linked to other Students’ understanding on sustainability

things? Connection got reflected through I see-
Impact
Connection The understanding that we I Think -I Wonder strategy to
live in a world of interacting understand the interdependencies of
systems in which the biotic and abiotic factors of an
actions of any individual ecosystem. Students found out and
element affect others. made connections with various natural
and human factors that impact the
ecosystem. Fishbone Activity on
extinction/endangerment showcased
their deep understanding of this key
concept.
Developing IB Learners
Learner Profile
Inquirers
Caring
Description
Inquirer: Students used their curiosity to find out about the interdependencies in nature and how various external factors can
cause imbalances in the ecosystem that would affect our lives hugely.
Caring: Students showed compassion and respect towards nature and everything around. They tried to make a positive
difference in the lives of others and in the environment by the posters they created.

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ECOSYSTEMS
ATL Skills
Approaches to Learning
Description
The students were given opportunities to observe, collect, organize and interpret data through VTR, AV aids, encyclopedia
search, handouts, stories. Through discussions and inquiries, they were able to synthesize their learning that an ecosystem is a
bigger concept and needs to be understood as a whole for each one of us to survive. They would realize the role each individual
needs to play alone as well as in a group to maintain the balance in the ecosystem.
Thinking Skills
- Critical thinking - Analysing and evaluating issues and ideas, and forming decisions
Analysing
Observe carefully in order to recognize problems.
Analysing and evaluating issues and ideas, and forming decisions
Consider meaning of materials.
Take knowledge or ideas apart by separating them into component parts.
Use models and simulations to explore complex systems and issues.
Evaluating
Organize relevant information to formulate an argument.
Evaluate evidence and arguments, and associated decisions.
Recognize unstated assumptions and biases.
Consider ideas from multiple perspectives.
Synthesize new understandings by finding unique characteristics; seeing relationships and connections.
Test generalizations and conclusions.
Identify obstacles and challenges.
Forming Decisions
Develop contrary or opposing arguments.
Propose and evaluate a variety of solutions.
Revise understandings based on new information and evidence.
Draw conclusions and generalizations
- Creative Thinking - Generating novel ideas and considering new perspectives
Generating novel ideas
Use discussions and diagrams to generate new ideas and inquiries.
Practise “visible thinking” strategies and techniques.

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ECOSYSTEMS
Make unexpected or unusual connections between objects and/or ideas.
Design improvements to existing products, processes, media and technologies.
Considering new perspectives
Ask “what if” questions and generate testable hypotheses.
Apply existing knowledge to design new products processes, media and technologies.
Consider multiple alternatives, including those that might be unlikely or impossible.
Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments.
Practise “visible thinking” strategies and techniques.
Generate metaphors and analogies.
- Information Transfer - Using skills and knowledge in multiple contexts
Use memory techniques to develop long-term memory.
Inquire in different contexts to gain different perspectives.
Make connections between units of inquiry and between subjects.
Transfer conceptual understandings across transdisciplinary themes and subjects.
Combine knowledge, conceptual understandings and skills to create products or solutions.
Apply skills and knowledge in unfamiliar situations or outside of school.
Help others develop conceptual understandings and skills.
- Reflection and Metacognition - Using thinking skills to reflect on the process of learning
Identify strengths and areas for improvement.
Consider new skills, techniques and strategies for effective learning.
Record thinking and reflection processes.
Reflect on their learning by asking questions.
Research Skills
- Information literacy - Formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating
and communicating
Formulating and planning
Ask or design relevant questions of interest that can be researched.
Outline a plan for finding necessary information.
Evaluate and select appropriate information sources and/or digital tools based on the task.
Data gathering and recording
Gather information from a variety of primary and secondary sources.

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ECOSYSTEMS
Use all senses to find and notice relevant details.
Record observations by drawing, note taking, charting, tallying, writing statements, annotating images.
Synthesizing and interpreting
Sort and categorize information: arrange information into understandable forms such as narratives, explanatory
and procedural writing, tables, timelines, graphs and diagrams.
Use critical literacy skills to analyse and interpret information.
Evaluating and communicating
Draw conclusions from relationships and patterns that emerge from data.
Present information in a variety of formats and platforms.
Understand the significance of academic integrity and intellectual property rights.
Create references and citations, use footnotes/endnotes and construct a bibliography according to recognized
conventions.
- Media literacy - Interacting with media to use and create ideas and information
Locate, organize, analyse, evaluate and synthesize information from a variety of trusted sources, social media and
online networks.
Compare, contrast and draw connections among (multi)media resources.
Seek a range of perspectives from multiple and varied media sources.
Demonstrate awareness of media interpretations of events and ideas.
Communicate information and ideas effectively to multiple audiences using a variety of media and modalities.
- Ethical use of media/ information - Understanding and applying social and ethical technology.
Use media ethically to communicate, share and connect with others.
Differentiate reliable from unreliable resources.
Understand the impact of media representations and modes of presentation.
Action
Student-initiated Action
Students would create awareness posters to educate and spread importance of ecosystems and conserving them.
UN SDG: Number 13,14,15

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ECOSYSTEMS
Assessment & Resources
Ongoing Assessment
FEB Formative 01
2 Formative Research Wednesday at 9:45 AM
Task: Design a habitat for an animal of your choice and describe the biotic and abiotic components in its ecosystem
needed for survival and show the flow of energy (food chain and food web).
The sheet to record your research findinds will be provided.
FEB Formative02
2 Summative Exploration Wednesday at 9:45 AM
Students would create an animal in a chosen habitat. Show all the structural and behavioral adaptations that would
enable him to survive. Students will also do Personification writing and illustrate the same.
FEB Formative 03
2 Summative Problem solving Wednesday at 9:50 AM
Fishbone activity on Cause and effect of impact of human action on ecosystems
FEB Summative
2 Summative Problem solving Wednesday at 9:50 AM
Step inside the animal world. Imagine you are an endangered animal and can see the destruction of various habitats
caused by human activities. Write a letter to humans about your experiences, requesting humans to save you and
your ecosystems. Also, explain to them how your survival is important to keep nature in balance.

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ECOSYSTEMS
Making flexible use of resources
AV aids, PPT, reading material, group discussions
Student Self-assessment and Peer Feedback
During the presentation of their selected habitat peers gave the feedback to work upon the weak areas and they all needed to
present again. Most of the students did independent research during this unit and shared their findings with others.
Learning Experiences
Designing engaging Learning Experiences
Students will be shown an advertisement on an orangutan that enters a little girl’s room. The orangutan then explains why it was
in her room and what the humans had done to his habitat. Students will reflect on their feelings and emotions about it.
Students will write about a wild animal of their choice. They will explain its habitat, its unique habits including what it eats and
its basic features.
Students will be given various regions to draw- desert, arctic, forest etc. After drawing students will note down the list of things
that will be drawn in the picture like rain, sand, animals, plants etc. After this, students will sort the list and classify the things
into categories and name them.

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ECOSYSTEMS
Students of each group will present their understanding.
Discussion on biotic, abiotic factors and assessing the prior knowledge of kids of on importance of various factors of
environment, how they are connected, how they think the various interactions between them takes place.
They will be shown a video on ecosystems followed by reflection writing.
Window or balcony view observations- Students will observe nature from their window or balcony to find out various interactions
happening in the environment.
I see, I think, I wonder- Students performed this thinking routine to pen down their observations and noted down various
wonderings.

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ECOSYSTEMS
Students will be asked to research about their various wonderings.
Discussions on various questions and students will illustrate various food chains with appropriate labeling of the terms, showing
the flow of energy.

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ECOSYSTEMS
Students will read handouts in groups and to find out about various habitat, adaptations in plants and animals and other type of
interactions in an ecosystem- Symbiosis, Mutualism, Commensalism, Parasitism
Watching various videos on ecosystems, food chain, food web etc.
Pack your survival kit activity- students would sort out objects to show how they need to adapt to survive in various habitat
Students would classify and show various structural and behavioural adaptations to survive in a habitat
Students would research and find out adaptations of animals of any habitat of their choice.

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ECOSYSTEMS
Students would find out and make connections with various natural and human factors that impact the ecosystem.

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ECOSYSTEMS
Students would research and find out ways to conserve the ecosystems and their living organisms

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ECOSYSTEMS
Students would write about -My best friend could be … because…and my role would be
Supporting Student Agency
influenced and directed their own learning: by co-constructing rubric and checklist
- made choices: individual inquiry, voiced opinions: peer and self-feedback, choosing mode of presentation.
- asked questions and expressed wonderings: through Open discussion
- communicated understandings: listened effectively, presented ideas appropriately, wrote clearly and concisely
- constructed new meanings: By preparing their own questionnaire to ask the guest speakers
- participated in and contributed to the learning community: through open discussion; by sharing their work with the class. They
did peer assessment and peer tutoring as well.

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ECOSYSTEMS
Reflections
General Reflections
Looking Back
Ms. Paramita K Dec 8, 2021 at 1:50 PM
The students could connect to the central idea very well. They spoke about the need to take little actions in our daily lives
that could help conserve the ecosystem. They grew more empathetic towards all living creatures and reiterated the impact
human action on the balance of the ecosystem.
It has really been heartwarming to see students discussing about initiative taken by humans towards conserving the animals.
The formative assessments were satisfactory and helped to gauge students’ understanding. The Summative Assessment
also went well and students displayed understanding of concepts covered during the unit.
The central idea was very well mapped with the strand “communities and the relationships within and between them” in the
theme of Sharing the Planet. The understanding of Ecosystems involved making sense of the dependencies and interactions
between the flora and fauna and abiotic factors, the wide expanse of living creatures and the need to be conscious of our
actions to keep up the balance in the nature.
Additional Subject Specific Reflections
Ms. Sonali Joshi Jan 4, 2022 at 5:32 PM
German: The students compared and found connections between two cultures. They have increased their knowledge, skills
and understanding in German. They learnt, how through small actions, everyone can impact on ecosystems.
Ms. Jaishree M Feb 2, 2022 at 1:36 PM
French: The students learnt the vocabulary on seasons and phrases on weather. They learnt to talk about their favorite
season and use simple terminology related to environment. Through a simple video on environmental protection the children
became aware of taking care of the environment around them.

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ECOSYSTEMS
Mr. Vevek Hajaarre Feb 2, 2022 at 1:52 PM
Hindi:Students were shown videos related to the ecosystem, made chart papers related to it and expressed their views
related to it through verbal skills. In this we also told about the bad effect of human living on the environment. Due to the
improper work of human, the whole ecosystem has a bad effect, it is also discussed.
Ms.Chetna Thakre Feb 2, 2022 at 2:34 PM
VA:- The students learned to recycle few materials to make their artworks. They were creating art and craft based on their
likes.
Mr. Aman Bhadraja Feb 3, 2022 at 2:46 PM
PA- students learnt about how can they grab movementsform nature like from Animals trees, water mountain etc.
Ms. Nirali Rana Feb 4, 2022 at 8:46 PM
Music - The students chose different elements from the eco system and dedicated a song 'The earth is my home' to them.

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ECOSYSTEMS

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MIT Pune's Vishwashanti Gurukul IB World ECOSYSTEMS

School Mr. Abhishek Sharma, Mr. Om Shaw, Ms Reena Nisheth,

Year Start date Duration

Sharing the planet

Communities and the relationships within and between them

The Central Idea

- Why few animals became endangered?

- What happens when one member of the food chain is missing?

MIT Pune's Vishwashanti Gurukul IB World School

- Who are scavengers and apex predators?

Learning Goals and Success Criteria

Biotic and Abiotic factors

Food chain and Food web

Survival in a habitat (Adaptation)

various natural and human factors that impact the ecosystem.

ways to conserve the ecosystems and their living organisms

Use scientific vocabulary to explain their observations and experiences.

Identify or generate a question or problem to be explored

The interaction between people and the environment

Key and Related Concepts

Key Key questions and

What is it like? Students are aware of different trophic ecosystems,

MIT Pune's Vishwashanti Gurukul IB World School

Key Key questions and

Why is it as it is? Students showcased their adaptation

How is it linked to other Students’ understanding on sustainability

MIT Pune's Vishwashanti Gurukul IB World School

Observe carefully in order to recognize problems.

Analysing and evaluating issues and ideas, and forming decisions

Consider meaning of materials.

Take knowledge or ideas apart by separating them into component parts.

Use models and simulations to explore complex systems and issues.

Organize relevant information to formulate an argument.

Evaluate evidence and arguments, and associated decisions.

Recognize unstated assumptions and biases.

Consider ideas from multiple perspectives.

Test generalizations and conclusions.

Identify obstacles and challenges.

Develop contrary or opposing arguments.

Propose and evaluate a variety of solutions.

Revise understandings based on new information and evidence.

Draw conclusions and generalizations

- Creative Thinking - Generating novel ideas and considering new perspectives

Generating novel ideas

Use discussions and diagrams to generate new ideas and inquiries.

Practise “visible thinking” strategies and techniques.

MIT Pune's Vishwashanti Gurukul IB World School

Make unexpected or unusual connections between objects and/or ideas.

Design improvements to existing products, processes, media and technologies.

Considering new perspectives

Ask “what if” questions and generate testable hypotheses.

Consider multiple alternatives, including those that might be unlikely or impossible.

Practise flexible thinking—develop multiple opposing, contradictory and complementary arguments.

Practise “visible thinking” strategies and techniques.

Generate metaphors and analogies.

- Information Transfer - Using skills and knowledge in multiple contexts

Use memory techniques to develop long-term memory.

Inquire in different contexts to gain different perspectives.

Make connections between units of inquiry and between subjects.