CLASS VISION

Food is a major part of our everyday lives. But in what way does food contribute to our wellbeing? What does it mean to be
world? Lastly, what can a child do to create healthy habits for him/herself and contribute to the world around as well?
This Summer, the 4th grade class at Institute will explore the concepts of Food, Nutrition and Hunger. They will track and m
recepie writing, using fractions to create healthy balanced meals. Lastly, they will delve into the concept of Hunger and maln
understand the causes and effects of hunger around the world.Connect to Content: At the end of Institute, as a performan
use fractions to note down the recipe they use. They will then decide how to best use this food. Students will:
Use their understanding of RC to create a balanced snack out of the given food materials.
Use their understanding of RC and Writing to write down the procedure followed in their recipe with fractions.

ALL INSTITUTE GOALS

i) The class will be a 3 on all strands of SVS.

ii) 25% of the class will be a 4 on all strands of SVS.

ASSESSMENT EVIDENCE
Performance Task
At the end of Institute, as a performance task, students will refer to a food pyramid and create a healthy snack with given m
They will then decide what to do with this food.

a. At the end of the activity, students will be given certain options that that they could choose to do with the food they have m
forgotten to bring food for break. Alternatively, they could give it to their didis and bhaiyas. They could also choose to eat it t
them. Students will be told that they need to use the food to solve a problem that they see around them.

b. Students will be debriefed by the Fellows to understand the rationale behind their choices and the thought process behin
created for their own benefit/ for the benefit of the people around them.

NOTE: If the Fellow feels that the students will be able to make a decision without choices being provided, then they need t

STUDENTS will be assessed on the rubric strands of :

a. Use of Fractions
b. Procedural Writing
c. Compassion in Teamwork and
d. Ability to make choices towards the betterment of themselves and the people around them.
 CLASS VISION

r wellbeing? What does it mean to be malnourished and what causes this for various people around the
ute to the world around as well?
on and Hunger. They will track and monitor their own eating habits. They will also understand the basics of
e into the concept of Hunger and malnutrition in the world, using stories, data, poems and graphs to better
At the end of Institute, as a performance task, students will create a healthy snack with given materials and
this food. Students will:
rials.
eir recipe with fractions.

ALL INSTITUTE GOALS

SSESSMENT EVIDENCE
Performance Task
d create a healthy snack with given materials. They will use fractions to note down the recipe they use.

choose to do with the food they have made. For eg: they could give the food to a child in school who has
yas. They could also choose to eat it themselves or to find hungry children outside school and feed it to
see around them.

hoices and the thought process behind it. Students will be evaluated on their ability to use what they have

oices being provided, then they need to provide the choices.

nd them.
 Strands 1 2 3

Academic Achievement

Use of Fractions in the Use of Fractions in the

Use of Fractions in the
Use of Fractions recipeis somewhat recipe is usually
recipe is inaccurate
accurate accurate
topic is usually clear
and
topic and purpose topic and purpose
presented creatively
are unclear are somewhat clear
-reader can easily
-reader cannot -reader can complete
complete the task by
complete the task by some of the tasks by
following the
following instructions following instructions
instructions
-most information is -information is
-specific, complete
inaccurate somewhat accurate
information in own
words
Procedural
Writing includes little or no includes some includes some
background background background
knowledge (e.g., information and information and
safety knowledge knowledge
considerations) throughout text throughout text
-few or no transition -some transition -some transition
words used to words are used to words are used to
connect steps in connect steps in connect steps in
process process process

Values and Mindset

Willing to consider
Sometimes willing to
Rarely willing to consider other points of view
consider other points
other points of view and and work with the
Compassion of view and work with
work with the members of members of the team
the members of the
the team. but this is not
team.
consistent.
Choice made by the
Exposure and Access Choice made by the
students (of what to do
Use of Choice made by the students (of what to do
with finished food
strengths to students (of what to do with with finished food
product) has a
solve finished food product) does product) has a
somewhat clearly
problems for not have a rationale and is somewhat articulated
articulated rationale
self and the not related to solving a rationale but is not
and is somewhat
people problem they see around directly related to
related to solving a
around. them. solving a problem they
problem they see
see around them.
around them.
 4 5

Use of Fractions in the Use of Fractions in the

recipe is mostly recipe is completely
accurate accurate
topic is mostly clear
topic is clear and
and
presented creatively
presented creatively
-reader can easily
-reader can easily
complete the task by
complete the task by
following the
following the
instructions
instructions
-specific, complete
-specific, complete
information in own
information in own
words
words
creatively introduces
introduces topic with
background
background
information and
information and
knowledge,
knowledge
transitioning
(materials, safety,
seamlessly into
etc.) preparing the
procedure
writer for the task
-transition words
-transition words
clearly and creatively
clearly connect steps
connect steps in
in process
process

Usually willing to
Always willing to
consider other points
consider other points of
of view and work with
view and work with the
the members of the
members of the team.
team.
Choice made by the
Choice made by the
students (of what to do
students (of what to do
with finished food
with finished food
product) has a mostly
product) has a clearly
clearly articulated
articulated rationale and
rationale and is
is directly related to
directly related to
solving a problem they
solving a problem they
see around them.
see around them.
 CYCLE I
Chapter Name &
Time Content Area Monday
Number
8-8.30 AM Morning Assembly
Morning Meeting Introduction of Fellow and Students
+ Student Survey

Also introduce theme for the unit

and the why

8.30- 9.00 AM

Content Vowel Diagraphs: RF, Lesson 1- Fellow A:

ea, ee, oa, oe, ay,
ai Drill, Blending Segmenting,
Decoding, Reading
9.00- 9.15 AM

9.15-9.25 AM
Content Chapter 9: Math, Lesson 1- Fellow
Halves and B:SWBAT identify half and quarter
Quarters of regular shapes such as
9:25- 10.05 AM (NS) rectangle, square, circle etc.Anchor
Q: If I had sandwiches in different
shapes that I wanted to divide
equally between my friends, how
would I do it?
9.50-10.05 AM

10.05- 10.25 AM Break

Content Use this
Food, Nutrition RC, Lesson 1- Fellow C: time to know your children better. Int
and The Passage [READ ALOUD] (Food Mix up your children so they understa
of Food Pyramid)SWBAT ask and answer
factual questions.

10.25- 11.05 AM

Content Procedure: Writing, Lesson 1- Fellow

11.05- 11.25 AM
Experiment D:SWBAT conduct a Food
experiment and write a procedural
piece on it
(Ideate and Draft)
 Content Procedure: Writing, Lesson 1- Fellow
Experiment D:SWBAT conduct a Food
experiment and write a procedural
piece on it
11.25-11.45 AM (Ideate and Draft)

Closing Circle Reflection One word to describe how we are feeling, one thing we learnt
11.45- 12.00 PM
 CYCLE I
Tuesday Wednesday

Introduce the Value of discipline Fill in the worksheet: A balancing Act

and inculcating good habits. to understand what balanced meals
Decide with students: what are the look like.
health and food based things they
would like to track over the Then move on to pg 15, 16 and 17 of
summer and create tracking Morning Meeting Activities.
graph.
End by tracking previous day's habits
Eg. How many glasses of water on graph
we drink, how much food we
waste, how much sleep we get,
how many nutritious meals we eat.

(eg: Water graph pg 1 bottom)

RF, Lesson 2- Fellow A: RF, Lesson 3- Fellow A: Drill,

Blending Segmenting, Decoding,
Drill, Blending Segmenting, Reading
Decoding, Reading

Assessment- Fellow A

Math, Lesson 2- Fellow B: Math, Lesson 3- Fellow B:

SWBAT create half and quarter of
a set of objects or a shape in more SWBAT compare fractions with same
than 1 way. denominator.

Assessment- Fellow B

Break
me to knowRC,
your children better.C:
Lesson 2- Fellow Interact withPM/
them! PlayClass:
FA Led music.SWBAT identify
x up your children so they understand each other better.
[SHARED READING] (Down the the elements from the food pyramid
Hatch)SWBAT ask and answer in the Hungry Planet Food portraits
factual questions. and compare food consumption of
families from accross the world.

Writing, Lesson 2- Fellow

D:SWBAT conduct a Food
experiment and write a procedural
piece on it
(Edit)
 Writing, Lesson 2- Fellow
D:SWBAT conduct a Food
experiment and write a procedural
piece on it
(Edit)

ow we are feeling, one thing we learnt today, feedback for didi and reflecting on how we did in accordance with our goal
 Thursday

Learn how to read food and nutrition

labels to be better informed eaters. =)

(Food Labels pg 4)

End by tracking previous day's habits

on graph

RC, Lesson 3- Fellow C:

[INDEPENDENT READING] (Levelled
Texts)

SWBAT ask and answer factual

questions.

Assessment- Fellow C

Writing, Lesson 3- Fellow D:SWBAT

conduct a Food experiment and write
a procedural piece on it
(Enhance,Publish)

Assessment- Fellow D

PM/ FA Led Class: SWBAT identify

the elements from the food pyramid in
the Hungry Planet Food portraits and
compare food consumption of families
from accross the world.
ng on how we did in accordance with our goal
 CYCLE II
Chapter Name &
Time Content Area Friday
Number
8-8.30 AM Morning Assembly
Go over the World map of Hunger.
(Enough food in the world pg 33)

Use a real map to name the

countries that suffer the most from
8.30- 9.00 AM Morning Meeting Hunger

End by tracking previous day's

habits on graph

RF, Lesson 1- Fellow D:

9.00- 9.15 AM R Controlled
Content vowels: Drill, Blending Segmenting,
ir, er, ur Decoding, Reading
9.15- 9.25 AM
Math, Lesson 1- Fellow A:

9:25- 9.50 AM SWBAT arrange fractions in

Chapter 9: ascending, descending
Halves and order.Anchor Question: List the
Content ingredients of a given recipe in
Quarters
(NS) ascending and decending order of
9.50-10.05 AM quantity.

Break
10.05- 10.25 AM Use this time to know your children better. Interact with them!
MixLesson
RC, up your1- children
Fellow B:so they understand each other be
[READ ALOUD] (Focus on
Hunger)SWBAT identify main idea
10.25- 10.50 AM Focus on Hunger and supporting details in a text.
Content and Hunger in
the Age of Plenty

10.55-11.05 AM
Writing, Lesson 1- Fellow
C:SWBAT read about/ watch an egg
11.05- 11.35 AM drop experiment and create their
Procedure:
Content procedure for the same.
Experiment

11.35-11.45 AM (Ideate, Draft)

All: One word to describe how we are feeling, one thing we
11.45- 12.00 PM Closing Circle Reflection how we did in accordance with our goal
LE II
Monday Tuesday

Introduce the Value of Watch Hunger: An Indian Silent film

Compassion and Empathy and debrief

What would this look like in the End by tracking previous day's habits
classroom? What does this look on graph
like in relation to our theme?

End by tracking previous day's

habits on graph

RF, Lesson 2- Fellow D: RF, Lesson 3- Fellow D :

Drill, Blending Segmenting, Drill, Blending Segmenting,

Decoding, Reading Decoding, Reading
Assessment Fellow D

Math, Lesson 2- Fellow A:SWBAT Math, Lesson 3- Fellow A:SWBAT

create equivalent fractions of add and subtract like fractions.
fractions with denominator, 2, 4
and 8.

Assessment Fellow A

Break
ildren better. Interact with them! Play music.
o they understand
RC, Lessoneach2-other
Fellowbetter.
B: RC , Lesson 3- Fellow B:
[SHARED READING] ( Hunger in [INDEPENDENT READING]SWBAT
the age of plenty)SWBAT identify identify main idea and supporting
main idea and supporting details details in a text.
in a text. (Levelled Texts)

Assessment Fellow B

Writing, Lesson 2- Fellow Writing, Lesson 3- Fellow C:

C:SWBAT read about/ watch an SWBAT read about/ watch an egg
egg drop experiment and create drop experiment and create their
their procedure for the same procedure for the same
(Edit)
Assessment Fellow C
(Enhance,Publish)
how we are feeling, one thing we learnt today, feedback for didi and reflecting on
e with our goal
 CYCLE III
Chapter Name &
Time Content Area Wednesday
Number
8-8.30 AM Morning Assembly
Gallery walk of pictures of
malnourished children from across
the world. Stand next to the picture
8.30- 8.45 AM that makes you feel the most upset.
Debrief what this must feel like

Introduce hunger day. Today,

Morning Meeting students and teachers will not be
allowed to eat/ drink water at all (in
school)

8.45-9.00 AM End by tracking previous day's

habits on graph

RC, Lesson 1- Fellow A:

9.00- 9.15 AM
[READ ALOUD] (Children Die:
L controlled Poem)SWBAT make connections to
Content vowels: text
9.15-9.25 AM al, il, ul, ol

Writing Lesson 1- Fellow

B:SWBAT create a dish (whole
class) and write down the recipe
Chapter 14: (Ideate,Draft)
9:25- 10.05 AM Content Smart Charts
(DH)

Break
10.05- 10.25 AM Use this time to know your children better.
Mix up your children so they under
Mid Week Institute Assessment

Djamila's Story (Math)

10.25- 11.05 AM Content and Children Die
(Poem)

Mid Week Institute Assessment

Procedural: (Reading Fluency)
11.05- 11.45 AM Content
Recipe

11.45- 12.00 PM Closing Circle Reflection

RF Fellow C
Math Fellow D
RC Fellow A
Writing Fellow B
 CYCLE III
Thursday Friday

Debrief Hunger Day. Write a diary entry on the day in the

life of a hungry child.
What did it feel like? What are the
things that your hunger affected? Share with the class.

Students will write a small paragraph

and share.

RF Lesson 1- Fellow C : RF, Lesson 2- Fellow C: Drill,

Blending Segmenting, Decoding,
Drill, Blending Segmenting, Reading
Decoding, Reading

Math, Lesson 1- Fellow D: Math, Lesson 2- Fellow D:SWBAT

read and answer questions based on
SWBAT interpret numerical/pictorial pictographsAnchor Q:Answer
information from tables questions based on the habit tracking
graph that they have created.

Break
me to know your children better. Interact with them! Play music.
up your children so they
Mid Week understand
Institute each other
Assessment RC,better.
Lesson 2- Fellow A: [SHARED
READING] (Djamila's Story)SWBAT
(RC Levelled Assessments) make connections to text

Mid Week Institute Assessment Writing, Lesson 2- Fellow B:

(Writing) SWBAT create a dish (whole class)

and write down the recipe
(Edit)
All: One word to describe how we are feeling, one thing we learnt today,
feedback for didi and reflecting on how we did in accordance with our goal
 Monday

Introduce the value of initiative and

the will to change something that
makes us upset.

What does this look like in our

classroom? What does this look like
in relation to our theme?

End by tracking previous day's habits

on graph

RF, Lesson 3- Fellow C: Drill,

Blending Segmenting, Decoding,
Reading

Math, Lesson 3- Fellow D:SWBAT

read and answer questions based on
pictographs( maximum, minimum
comparing etc)Anchor Q: Answer
questions based on the child nutrition
bar graphs

RC, Lesson 3- Fellow A:

[INDEPENDENT READING] SWBAT
make connections to text

(Levelled Texts)

Writing, Lesson 3- Fellow

B:SWBAT create a dish (whole
class) and write down the recipe
(Enhance,Publish)

how we are feeling, one thing we learnt today,

cting on how we did in accordance with our goal
 CYCLE IV
Chapter Name &
Time Content Area Tuesday
Number
8-8.30 AM Morning Assembly
If I had to show initiative and end
Hunger in the world, how would I do
it?

Create posters to put up in the

school to educate other children on
8.30- 9.00 AM Morning Meeting the fod pyramid and tracking healthy
habits.

End by tracking previous day's

habits on graph

RF, Lesson 1- Fellow B:

9.00- 9.15 AM
Diphthongs: Drill, Blending Segmenting,
Content
ow, ou, oi, oy Decoding, Reading
9.15-9.25 AM
Math, Lesson 1- Fellow C:

9:25- 9.50 AM SWBAT represent data on line

graphs or any other way.
Chapter 14:
Content Smart Charts
(DH)
9.50-10.05 AM

Break
10.05- 10.25 AM Use this time to know your children better. Interact with them! P
RC,Mix up your
Lesson children
1- Fellow D:so they understand each other be
[READ ALOUD] (Joshua Williams
- Joshua's Heart)SWBAT identify
character traits by making
10.25- 11.05 AM inferences on character actions
Joshua Williams
Content and Katie's
Krops

10.55-11.05 AM

Writing Lesson 1- Fellow A:

11.05- 11.35 AM Procedural: SWBAT write a recipe using a

Content selection of food given by the
Recipe
teacher
(Ideate, Draft)
11.35-11.45 AM
All: One word to describe how we are feeling, one thing we lea
how we did in accordance with our goal
11.45- 12.00 PM Closing Circle Reflection
LE IV
Wednesday Thursday

Introduce the end of Institute Go through Simple recipes with

Performance Task.
Go through Simple recipes with
students. What are the things that
make up a good dish?
(Part 1)
students. What are the things that
make up a good dish?
(Part 2)
End by tracking previous day's habits
on graph

End by tracking previous day's

habits on graph

RF, Lesson 2- Fellow B:Drill, RF, Lesson 3- Fellow B:

Blending Segmenting, Decoding,
Reading Drill, Blending Segmenting,
Decoding, Reading
Assessment Fellow B

Math, Lesson 2- Fellow C: Math, Lesson 3- Fellow C:

SWBAT represent data on line SWBAT interpret pie charts by using

graphs or any other way. the concepts of half, two fourths,
three fourths etc
Anchor Q: Create a line graph for Assessment Fellow C
the number of children under 5
who are malnutritioned around the
world.
Break
hildren better. Interact with them! Play music.
so they understand
RC, Lessoneach2- other
Fellowbetter.
D: RC, Lesson 3- Fellow D: SWBAT
[SHARED READING] (Katie's [INDEPENDENT READING]
Krops)
SWBAT identify character traits by
SWBAT identify character traits by making inferences on character
making inferences on character actions
actions (Levelled Texts)

Assessment- Fellow D

Writing, Lesson 2- Fellow Writing, Lesson 3- Fellow A:

A:SWBAT write a recipe using a
selection of food given by the
teacher
(Edit)
SWBAT write a recipe using a
selection of food given by the teacher
(Enhance,Publish)
Assessment- Fellow A

how we are feeling, one thing we learnt today, feedback for didi and reflecting on
e with our goal
 CYC
(To be plann
Chapter Name &
Time Content Area Number Friday
8-8.30 AM Morning Full day teaching by Fellow A:
Assembly Creation of Posters for the EOY
showcase
8.30- 8.45 AM Morning Meeting

8.45- 9.25 AM Content 1

9:25- 10.05 AM Content 2
10.05- 10.25 AM Break
10.25- 11.05 AM Use this time to know your children better.
Content 3 Mix up your children so they under
11.05- 11.45 AM Content 4
11.45- 12.00 PM Closing Circle
 CYCLE V
(To be planned by Fellows)
Monday
Full day teaching by Fellow B:
Creation and presentation of
Posters for the EOY showcase
Tuesday
Full day teaching by Fellow C:
Creation of Posters for the EOY
showcase
Wednesday
Full day teaching by Fellow D:
Students leaarn how to make chat
for their stalls at the EOY
showcase. =)

Break
me to know your children better. Interact with them! Play music.
up your children so they understand each other better.
 Thursday Friday

EOI Performance
Assessment Task