Artifact 03PYP sample unit · Unit planning grid
PYP unit planning grid, day by day: Taking Care of Myself, PYP 1
The whole unit planning grid, free to read on this page.
Prepared with a PYP school in Hyderabad.
- Role
- PYP homeroom teacher
- Programme
- PYP
- Year group
- PYP 1
- Published
- Length
- 6,718 words, 29 min read
Contents6 sections
- Weeks 1–5: inquiry
- Week 6: formative assessment
Central idea: Our choices about habits, hygiene, and nutrition affect our well-being
How to read this grid
Each day is one page with three learning engagements:
UOI
TD LANGUAGE
TD MATH
Every engagement card carries the same anatomy, top to bottom:
1 A reference photo of the activity or resource
2 Task with stations, then the teacher's questions
3 Outcome · ATL · Learner profile · Assessment tool · Resources, ending in a pinterest ↗ search link for more setup ideas
The dashed Teacher notes strip at the bottom of each day is the working surface: anecdotal records, support and extension names, and tomorrow's adjustments, with a materials-and-evidence checklist. It feeds the planner's Working Pages (Artifact 02).
The six weeks at a glance
WEEK | PHASE | FOCUS |
|---|---|---|
1 | Tuning in | What do we already know? Wonder Table, PKA, inquiry map |
2 | Finding out | Hygiene and health practices: germs, handwashing, teeth, rest |
3 | Sorting out | Food groups, everyday and sometimes foods, the balanced plate |
4 | Going further | Choices, feelings and habits: sleep, movement, the Expert Talk |
5 | Concluding · Acting | Wellness Promise, the campaign for a buddy class, reflection |
6 | Formative assessment | Five tasks with rubric, Learner Portrait and 1:1 conferences |
Each week wears one colour throughout, so a week can be found by its edge colour when the grid is printed and bound.
Week 1 · Tuning in · PKA
What do we already know about being well? · All lines of inquiry
Monday · Provocation day
UOI
Provocation: The Wellness Wonder Table
Station 1: Wonder Table with real objects: soap, toothbrush, comb, fruit, water bottle, skipping rope, pillow, mirror; learners explore and record a See–Think–Wonder (draw or tell). Station 2: photo talk: pictures of children eating, sleeping, playing, washing.
TEACHER’S QUESTIONS
What do you see? · Where have you used this? · What does it help your body do? · What do you wonder?
OUTCOME Learners share prior knowledge and questions about health, hygiene and food. ATL Thinking: analysis LP Inquirer ASSESSMENT PKA: See–Think–Wonder documentation RESOURCES real objects, photo cards, chart paper, camera · pinterest ↗
TD LANGUAGE
Read-aloud: I Will Never Not Ever Eat a Tomato
Interactive read-aloud (Lauren Child). Pause to predict; learners respond with talk and gestures, then share a favourite moment with a partner.
TEACHER’S QUESTIONS
What do you think Lola will do next? · Why won’t she eat it? · Has this happened to you?
OUTCOME Listen and respond in a group discussion; make predictions while listening. ATL Communication: listening LP Communicator ASSESSMENT Anecdotal record RESOURCES book, talk partners chart · pinterest
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TD MATH
Count and Compare: Wonder Table collections
Learners estimate how many objects are in a snack jar, then count to check; count Wonder Table collections and record with marks and drawings.
TEACHER’S QUESTIONS
What is your guess? · How did you count? · Was your estimate more or less?
OUTCOME Estimate quantities, then count and represent them with marks or drawings. ATL Thinking: analysis LP Thinker ASSESSMENT Anecdotal record RESOURCES counting jars, counters, recording sheets · pinterest ↗
Tuesday · Prior Knowledge Assessment
UOI
PKA: Healthy-choice picture sort + circle time
Individually, learners sort picture cards (helps my body / doesn’t help): PKA Task 2 (Artifact 06). Circle time: “What does being well mean?”: answers captured on the Wonder Wall.
TEACHER’S QUESTIONS
Why did you put it there? · What does your body need every day? · What makes you feel well?
OUTCOME Learners show current understanding of healthy and unhealthy choices. ATL Thinking: sorting LP Reflective ASSESSMENT PKA checklist RESOURCES PKA booklet, picture cards, Wonder Wall · pinterest ↗
TD LANGUAGE
Word Studio: Notice: our wellness words
Learners collect the unit’s first vocabulary from the Wonder Table and read-aloud: healthy, hygiene, germs, habit, well-being; draw-and-label word cards for the word wall.
TEACHER’S QUESTIONS
Where did we hear this word? · What could it mean? · Can you use it in a sentence?
OUTCOME Notice and collect new topic vocabulary. ATL Communication LP Inquirer ASSESSMENT Word cards (work sample) RESOURCES word wall, card blanks, crayons · pinterest ↗
TD MATH
Sort it your way: classifying objects
In pairs, learners sort Wonder Table objects by a rule they choose (colour, use, body part it helps), then guess each other’s rules.
TEACHER’S QUESTIONS
What is your sorting rule? · Could this object go in two groups? · How else could we sort?
OUTCOME Sort and classify objects by observable characteristics and explain the rule. ATL Thinking: grouping LP Thinker ASSESSMENT Anecdotal record RESOURCES object baskets, sorting hoops · pinterest ↗
Wednesday · Baseline: my day
UOI
“My Day” baseline drawing
Learners draw their day from waking to sleeping in a folding strip. Kept as the Week 1 baseline: repeated in Week 5 to make growth visible.
TEACHER’S QUESTIONS
Which things do you do every day? · Which of these keep you healthy? · What happens if you skip one?
OUTCOME Identify daily routines and habits in their own lives. ATL Self-Management LP Reflective ASSESSMENT Work sample (baseline, portfolio) RESOURCES folding strips, crayons · pinterest ↗
TD LANGUAGE
Partner talk: tell me about your day
Using their strips, partners take turns telling their day in order; listeners ask one question back. Model turn-taking language: “And then…?, What about…?”
TEACHER’S QUESTIONS
What did your partner do first? · What question did you ask? · Did you wait for your turn?
OUTCOME Demonstrate turn-taking: listening attentively and responding appropriately. ATL Communication · Social LP Communicator ASSESSMENT Anecdotal record RESOURCES day strips, talk tokens · pinterest ↗
TD MATH
First, next, last: sequencing my day
Learners order routine picture cards (wake, brush, eat, school, play, dinner, sleep) on a washing line; connect to morning / afternoon / night.
TEACHER’S QUESTIONS
What comes first? · What comes after lunch? · What do you do last?
OUTCOME Sequence familiar events and describe order with everyday language. ATL Thinking LP Thinker ASSESSMENT Checklist RESOURCES routine cards, washing line, pegs · pinterest ↗
Thursday · Framing the inquiry
UOI
Helps my body / doesn’t help: class T-chart + Essential Agreement
As a class, sort choices onto a giant T-chart, debating tricky cases (juice? TV?). Then co-write the unit’s essential agreement for how we will inquire and care for our things and each other.
TEACHER’S QUESTIONS
Why is this one tricky? · Can something be both? · What agreement will help our class stay well?
OUTCOME Reason about choices; co-construct the class agreement. ATL Social · Thinking LP Caring ASSESSMENT Anecdotal record RESOURCES T-chart, choice cards, agreement chart · pinterest ↗
TD LANGUAGE
Grammar: noun hunt: people, places, things
Using wellness picture cards, learners hunt and sort nouns: people (doctor, farmer), places (park, kitchen), things (soap, apple): onto a class sorting mat.
TEACHER’S QUESTIONS
Is this a person, place or thing? · Can you find another noun in our classroom? · Which nouns help us stay healthy?
OUTCOME Identify and sort nouns as people, places or things. ATL Thinking: grouping LP Knowledgeable ASSESSMENT Checklist RESOURCES noun cards, sorting mat · pinterest ↗
TD MATH
Pattern play: routines repeat
Copy and extend AB / ABB patterns with healthy-food cards; discover that daily routines are patterns too: wake– brush–eat repeats every single day.
TEACHER’S QUESTIONS
What comes next? · Say your pattern aloud · What repeats in your day, every day?
OUTCOME Identify and extend repeating patterns in objects and routines. ATL Thinking LP Thinker ASSESSMENT Anecdotal record RESOURCES pattern cards, cubes · pinterest ↗
Friday · Our inquiry map
UOI
Wonder Wall gallery walk → inquiry map
Learners walk the Wonder Wall, then help group similar questions under the three lines of inquiry with the teacher: “our inquiry map” that steers Weeks 2–5.
TEACHER’S QUESTIONS
Which questions belong together? · Which line of inquiry will answer this? · Which question do you most want to explore?
OUTCOME Connect their own questions to the lines of inquiry. ATL Thinking LP Inquirer ASSESSMENT Anecdotal record RESOURCES Wonder Wall, LOI headers · pinterest ↗
TD LANGUAGE
Listening game: follow the steps
Two-step instruction game with hygiene actions (“pretend to wash your hands, then point to your teeth”); learners then give a partner one instruction each.
TEACHER’S QUESTIONS
What were the two steps? · What helped you remember? · Was your instruction clear?
OUTCOME Listen attentively and follow multi-step instructions. ATL Communication LP Communicator ASSESSMENT Checklist RESOURCES instruction cards · pinterest ↗
TD MATH
Our favourite fruit: human graph → pictograph
Class survey: learners line up as a human graph by favourite fruit, then rebuild it as a picture graph on chart paper. Kept for comparison in Week 5.
TEACHER’S QUESTIONS
Which fruit has the most votes? · Fewest? · How many more chose banana than apple?
OUTCOME Collect data and represent it as a pictograph. ATL Thinking · Research LP Thinker ASSESSMENT Class graph (work sample) RESOURCES fruit cards, chart paper · pinterest ↗
Week 2 · Finding out
LOI 1: Practices that support good hygiene and health · Function
Monday · Germs we cannot see
UOI
Glitter germs investigation
Teacher puts glitter “germs” on two hands; learners shake hands, pass a pencil, high-five, then find glitter everywhere. Wash with water only vs. soap and compare.
TEACHER’S QUESTIONS
Where did the glitter travel? · How is glitter like germs? · What took it off best? · Why can’t we see real germs?
OUTCOME Explain how germs spread and why washing hands stops them. ATL Thinking: cause and effect LP Inquirer ASSESSMENT Anecdotal record RESOURCES glitter, soap, basins, towels · pinterest ↗
TD LANGUAGE
Shared writing: when do we wash our hands?
Class composes a list chart (“before eating, after play, after the toilet…”). Teacher models capital letters and full stops; learners supply words and check with CUPS.
TEACHER’S QUESTIONS
When else? · What goes at the start of our sentence? · What goes at the end?
OUTCOME Contribute to shared writing; apply capital letters and full stops. ATL Communication LP Communicator ASSESSMENT Shared chart RESOURCES chart paper, CUPS poster · pinterest ↗
TD MATH
How long is 20 seconds?
Explore duration with sand timers: what can we do in 20 seconds: the handwashing song, star jumps, writing our name? Count aloud together.
TEACHER’S QUESTIONS
Did 20 seconds feel long or short? · What could you finish? · Why do we wash for 20 seconds, not 2?
OUTCOME Explore and compare durations of familiar events. ATL Self-Management LP Balanced ASSESSMENT Anecdotal record RESOURCES sand timers, activity cards · pinterest ↗
Tuesday · Soap at work
UOI
Pepper-and-soap demo + handwashing sequence
Station 1: pepper “germs” scatter on water: a soapy finger makes them flee; learners try it. Station 2: order the six handwashing-step cards, then practise the real routine at the basins.
TEACHER’S QUESTIONS
What happened when soap touched the water? · Which step comes after wetting hands? · Why between the fingers?
OUTCOME Demonstrate the handwashing sequence and describe what soap does. ATL Self-Management: routines LP Balanced ASSESSMENT Checklist at basin RESOURCES pepper, dishes, soap, step cards · pinterest
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TD LANGUAGE
Procedure writing: “How to Wash Your Hands” (1 of 3)
Learners begin a mini-book of instructions for younger children: today, draw the steps in order and add first labels. Continues Wednesday and Thursday.
TEACHER’S QUESTIONS
Who will read your book? · What must come first? · What word tells the reader to act?
OUTCOME Write instructions for a particular audience, sequenced logically. ATL Communication LP Communicator ASSESSMENT Work sample (in progress) RESOURCES mini-book blanks, step cards · pinterest ↗
TD MATH
Ordinal numbers: first to sixth
Using the six handwashing steps, learners practise ordinal language: “First we wet, second we soap…” Then ordinal races: line up toys and name positions.
TEACHER’S QUESTIONS
Which step is third? · What is the last step? · Who is second in line?
OUTCOME Use ordinal numbers to describe position in a sequence. ATL Thinking LP Thinker ASSESSMENT Anecdotal record RESOURCES step cards, toy line-up · pinterest ↗
Wednesday · Teeth day
UOI
The tooth experiment: set-up and prediction
Eggshells stand in for teeth: place eggs in water, cola and juice. Learners predict what each egg will look like in three days and record predictions in drawings. Brushing-model practice alongside.
TEACHER’S QUESTIONS
Why are we using eggs? · What do you think the cola will do? · How often should we brush, and when?
OUTCOME Make and record predictions about how drinks affect teeth. ATL Thinking: predicting LP Inquirer ASSESSMENT Prediction sheets RESOURCES eggs, jars, cola, juice, water, tooth model, brushes · pinterest ↗
TD LANGUAGE
Fiction or non-fiction?: books about teeth
Compare a storybook and an information book about teeth side by side: photos vs. drawings, labels vs. dialogue, true vs. imagined. Sort a basket of books into the two types.
TEACHER’S QUESTIONS
Which book is telling a story? · Which is teaching us? · How do you know? · Which would answer our Wonder Wall question?
OUTCOME Identify the difference between fiction and non-fiction texts. ATL Research LP Knowledgeable ASSESSMENT Book-sort observation RESOURCES paired books, sorting basket · pinterest ↗
TD MATH
Tally marks: our brushing survey begins
Introduce tally marks; learners start a take-home card to tally every brush for three days (“morning ✓ night ✓”). Practise making and reading tallies to 10 in class.
TEACHER’S QUESTIONS
How do we show five? · How many tallies is this? · How many times will you brush by Friday?
OUTCOME Record data with tally marks. ATL Self-Management: organisation LP Balanced ASSESSMENT Tally cards RESOURCES tally cards, home letter note · pinterest ↗
Thursday · Hygiene helpers
UOI
Hygiene-tools station rotation
Station 1: match tool → body part → purpose (soap– hands, brush–teeth, comb–hair, nail clipper–nails, tissue– nose). Station 2: “hygiene helper” role-play corner: teach a doll the routine.
TEACHER’S QUESTIONS
Which tool goes with which body part? · What would happen without it? · What did you teach your doll?
OUTCOME Identify daily hygiene practices that keep the body clean and healthy. ATL Thinking · Self-Management LP Caring ASSESSMENT Checklist RESOURCES hygiene tools, dolls, matching mats · pinterest ↗
TD LANGUAGE
Procedure writing (2 of 3): sentences and peer share
Learners add a short sentence per step (“Wet your hands.”), then swap books with a partner and check with the Learner Portrait: Are the steps in order? Can my partner follow them?
TEACHER’S QUESTIONS
Can your partner follow step 2? · What did CUPS catch? · What will you fix tomorrow?
OUTCOME Write simple instruction sentences; self- and peer-check writing. ATL Communication · Social LP Reflective ASSESSMENT Work sample + Learner Portrait RESOURCES mini-books, CUPS poster · pinterest ↗
TD MATH
Length check: my comb, my brush
Measure hygiene tools with cubes, then meet the centimetre: compare cube-counts with a ruler measure. Order tools from shortest to longest.
TEACHER’S QUESTIONS
How many cubes long? · What does the ruler say? · Which is longest: how do you know?
OUTCOME Measure and order objects using non-standard units and centimetres. ATL Thinking LP Thinker ASSESSMENT Recording sheet RESOURCES cubes, rulers, tools · pinterest ↗
Friday · Evidence and rest
UOI
Tooth experiment: observation day + rest circle
Observe the eggs: compare with predictions, draw the “after”, conclude how drinks affect teeth and how brushing protects them. Close with a rest circle: why does the body need sleep? One-minute calm practice (KOKORO link).
TEACHER’S QUESTIONS
Which egg changed most? · Was your prediction right? · What will you drink more of? · How do you feel after resting quietly?
OUTCOME Explain why hygiene habits protect the body from harm. ATL Thinking: cause and effect LP Reflective ASSESSMENT Before/after sheets RESOURCES experiment jars, recording sheets · pinterest ↗
TD LANGUAGE
The expert’s chair: hygiene talks
Each learner takes the “expert’s chair” for one minute: name one hygiene practice and tell why it matters. Audience practises attentive listening; talks recorded for portfolios.
TEACHER’S QUESTIONS
What practice did you choose? · Why does it matter? · What did you learn from another expert?
OUTCOME Speak to an audience with growing confidence; listen and respond. ATL Communication LP Communicator ASSESSMENT Recorded talk (portfolio) RESOURCES expert chair, camera · pinterest ↗
TD MATH
Always, might, won’t: chance talk
Sort statement cards with chance language: “I will brush my teeth today: always / might / won’t?” “I will grow taller by Friday?” Learners justify placements.
TEACHER’S QUESTIONS
Is it certain? · Could it happen? · Why won’t that happen?
OUTCOME Use chance language to describe and predict familiar events. ATL Thinking LP Thinker ASSESSMENT Anecdotal record RESOURCES chance cards, sorting mat · pinterest ↗
Week 3 · Sorting out
LOI 2: The food we eat changes how we feel and grow · Causation
Monday · The food museum
UOI
Food-group museum
Real and play foods displayed museum-style. Learners tour with “food passports”, then curate the exhibits into groups: fruits, vegetables, grains, protein foods, dairy, and label each gallery.
TEACHER’S QUESTIONS
Which gallery does this belong to? · What is the same about these foods? · Which group do you eat most?
OUTCOME Classify foods into food groups. ATL Thinking: sorting and grouping LP Inquirer ASSESSMENT Anecdotal record RESOURCES play foods, labels, passports · pinterest ↗
TD LANGUAGE
Word Studio: food words & noun sort
Collect food vocabulary from the museum; extend the noun sort: people who bring us food (farmer, chef), places (market, kitchen), things (foods themselves).
TEACHER’S QUESTIONS
Person, place or thing? · Who grows this? · Where would you find it?
OUTCOME Build and sort topic nouns. ATL Thinking LP Knowledgeable ASSESSMENT Word cards RESOURCES word wall, sorting mat · pinterest ↗
TD MATH
Fair shares: halves and quarters
Share to be fair: cut a paper roti in half, an apple into quarters; share 6 grapes between 2 friends. Learners fold, cut and say the fraction names.
TEACHER’S QUESTIONS
Are the parts equal? · What do we call each part? · Half of 6 grapes is…?
OUTCOME Model simple fractions (½, ¼) through partitioning and sharing. ATL Thinking LP Principled: fair sharing ASSESSMENT Observation RESOURCES paper foods, scissors, grapes/counters · pinterest ↗
Tuesday · Everyday and sometimes
UOI
Everyday vs. Sometimes foods
Sort lunchbox picture cards into “everyday” and “sometimes” plates; debate the tricky middle (juice, flavoured yogurt). Learners explain why a food earns its plate.
TEACHER’S QUESTIONS
Why is this an everyday food? · What makes this a sometimes food? · Does sometimes mean never?
OUTCOME Classify foods into everyday and sometimes categories and justify choices. ATL Thinking: sorting by nutritional value LP Balanced ASSESSMENT Checklist RESOURCES food cards, two plates chart · pinterest ↗
TD LANGUAGE
Digraph diner: reading the menu
Reading focus on digraphs sh · ch · th using a class “menu”: cheese, chips, shake, chapati, thali. Learners decode menu words and order politely from a partner-waiter.
TEACHER’S QUESTIONS
What sound do these two letters make together? · Find another word with ch · What did you order?
OUTCOME Apply digraph knowledge to decode unfamiliar words. ATL Communication LP Communicator ASSESSMENT Decoding checklist RESOURCES menu cards, digraph posters · pinterest ↗
TD MATH
Snack-shop addition stories
At the snack shop, combine two plates: “3 cucumber sticks and 4 carrot sticks: how many altogether?” Learners act out, then record with drawings and number sentences.
TEACHER’S QUESTIONS
How many altogether? · Show me with counters · Can you write it as a number sentence?
OUTCOME Represent addition stories with objects, drawings and equations. ATL Thinking LP Thinker ASSESSMENT Work sample RESOURCES play foods, counters, story mats · pinterest ↗
Wednesday · The balanced plate
UOI
Build-a-balanced-plate
Learners design a balanced plate collage: something from each food group, and explain their plate to a partner. Plates displayed as the “Class Café” wall.
TEACHER’S QUESTIONS
What did you choose from each group? · What is missing from this plate? · Why not all chips?
OUTCOME Design and represent a balanced plate based on food groups. ATL Self-Management: informed choices LP Balanced ASSESSMENT Work sample (portfolio) RESOURCES paper plates, food cut-outs, glue · pinterest ↗
TD LANGUAGE
Label and caption my plate
Learners label their plate’s foods and write one sentence: “My plate has rice, dal and beans.” CUPS check before it joins the Class Café wall.
TEACHER’S QUESTIONS
What will your caption tell the reader? · Did you check your capital and full stop?
OUTCOME Write labels and a caption to accompany an image. ATL Communication LP Communicator ASSESSMENT Work sample RESOURCES label strips, CUPS poster · pinterest ↗
TD MATH
Skip counting the café: 2s, 5s, 10s
Count café foods the fast way: grapes in 2s, seeds in 5s, beans in 10s. Build skip-counting chains with food counters and say the patterns aloud.
TEACHER’S QUESTIONS
Which way of counting was fastest? · What comes after 15 when counting in 5s? · Why do shopkeepers count like this?
OUTCOME Skip-count in 2s, 5s and 10s to count quantities. ATL Thinking LP Thinker ASSESSMENT Observation RESOURCES counters, hundred chart · pinterest ↗
Thursday · What food does for us
UOI
Go, Grow, Glow: what foods do
Introduce Go foods (energy: rice, roti), Grow foods (body-building: dal, eggs, milk) and Glow foods (fruits and vegetables). Learners sort the museum foods again by what the food does.
TEACHER’S QUESTIONS
What does this food do for your body? · What happens if we only eat Go foods? · Which Glow food is in your lunchbox?
OUTCOME Describe how different foods affect energy, growth and feelings. ATL Thinking: cause and effect LP Knowledgeable ASSESSMENT Sort observation RESOURCES Go/Grow/Glow mats, food cards · pinterest
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TD LANGUAGE
Read-aloud: Gregory, the Terrible Eater: retell
Read Mitchell Sharmat’s classic about a goat who wants healthy food. Learners retell the story with beginning– middle–end picture frames and connect Gregory’s choices to Go–Grow–Glow.
TEACHER’S QUESTIONS
What happened first, in the middle, at the end? · What would you feed Gregory? · Are you a little like Gregory?
OUTCOME Retell main events in sequence; connect text to self. ATL Communication LP Reflective ASSESSMENT Retell frames RESOURCES book, B-M-E frames · pinterest ↗
TD MATH
Snack-plate subtraction stories
“8 grapes on the plate, I ate 3: how many left?” Learners act out eating stories, record with drawings and number sentences, and invent one story for a partner.
TEACHER’S QUESTIONS
How many are left? · How do you know? · Tell me your own eating story.
OUTCOME Represent subtraction stories in multiple ways. ATL Thinking LP Thinker ASSESSMENT Work sample RESOURCES counters, plates, story mats · pinterest ↗
Friday · We are the chefs
UOI
No-fire cooking: class fruit chaat
Wash hands (routine in action!), then assemble a class fruit chaat / sprout salad: wash, peel where safe, mix, share fairly. Sensory talk while tasting: colours, textures, tastes.
TEACHER’S QUESTIONS
Why did we wash hands first? · Which food groups are in our chaat? · How shall we share it fairly?
OUTCOME Apply hygiene and food-group knowledge in a real context. ATL Self-Management · Social LP Caring ASSESSMENT Photos + anecdotal RESOURCES fruits, bowls, spoons, aprons · pinterest ↗
TD LANGUAGE
Recount: “We made fruit chaat”
Draw-and-write recount with a beginning, middle and end: what we did first, next and last, and one sentence about how it tasted.
TEACHER’S QUESTIONS
What did we do first? · What is your favourite part to tell? · Does your ending finish the story?
OUTCOME Organise ideas in logical sequence: beginning, middle, end. ATL Communication LP Communicator ASSESSMENT Work sample (portfolio) RESOURCES recount frames · pinterest ↗
TD MATH
Heavier or lighter?: the fruit balance
Compare fruit masses on a balance scale: predict, then test. Measure with blocks (“the apple weighs 8 blocks”), and spot the grams printed on food packets.
TEACHER’S QUESTIONS
Which side went down: why? · How many blocks balance the apple? · What does the packet say?
OUTCOME Compare and measure mass using non-standard units; notice standard units on packets. ATL Thinking LP Inquirer ASSESSMENT Recording sheet RESOURCES balance scale, blocks, fruits, packets · pinterest ↗
Week 4 · Going further
LOI 2 → 3: Choices, feelings and habits · Causation → Responsibility
Monday · Choices and feelings
UOI
Traffic-light choices: food and feelings
Green (everyday) / amber (sometimes) / red (rarely) choice game with food and drink cards. Circle talk: how does your body feel after water vs. a fizzy drink, after fruit vs. lots of sweets?
TEACHER’S QUESTIONS
Which light is this choice? · How does your body feel after it? · Who decides what you eat?
OUTCOME Connect choices to how the body feels. ATL Thinking: cause and effect LP Reflective ASSESSMENT Anecdotal record RESOURCES traffic-light mats, choice cards · pinterest ↗
TD LANGUAGE
Viewing: what is this poster telling us?
Look closely at food advertisements and health posters: what do the big letters, bright colours and happy faces want us to feel and do? Learners spot the message and the tricks.
TEACHER’S QUESTIONS
What does this poster want you to do? · Why is the picture so big and bright? · Do we have to obey a poster?
OUTCOME Understand that visual messages influence our behaviour. ATL Thinking: media literacy LP Open-minded ASSESSMENT Discussion notes RESOURCES ads, posters · pinterest ↗
TD MATH
O’clock: times of my day
Meet the analogue clock: learners set o’clock times for daily routine moments: breakfast at 8 o’clock, dinner at 7 o’clock: on mini clocks and match to routine cards.
TEACHER’S QUESTIONS
Where do the hands point at 8 o’clock? · What do you do at this time? · Set your dinner time.
OUTCOME Read and show time to the hour, connected to daily routines. ATL Self-Management LP Balanced ASSESSMENT Clock checklist RESOURCES mini clocks, routine cards · pinterest ↗
Tuesday · Sleep detective
UOI
Sleep detective + bedtime routine wheel
Why does the body need sleep? Compare a “slept well” and “stayed up late” puppet morning. Learners build a bedtime routine wheel: dinner, brush, story, lights off: to take home.
TEACHER’S QUESTIONS
How does the tired puppet feel? · What helps you fall asleep? · What is on your wheel before lights off?
OUTCOME Identify rest as a routine that supports well-being. ATL Self-Management LP Balanced ASSESSMENT Routine wheel (work sample) RESOURCES puppets, wheel templates, split pins · pinterest ↗
TD LANGUAGE
Questions for our expert
Tomorrow the school nurse visits. Learners generate and rehearse questions: teacher scribes a class question list; each learner practises asking one clearly.
TEACHER’S QUESTIONS
What do you really want to know? · How do we ask politely? · Which Wonder Wall questions can the nurse answer?
OUTCOME Ask questions to gain information. ATL Communication · Research LP Inquirer ASSESSMENT Question list RESOURCES Wonder Wall, chart paper · pinterest ↗
TD MATH
Half past: day and night timeline
Extend clock work to half past. Sort day and night activity cards along a clock timeline: half past 7 breakfast… half past 8 bed. Spot how sleep fills the night hours.
TEACHER’S QUESTIONS
Where is the long hand at half past? · What are you doing at half past 8 at night? · How long do you sleep?
OUTCOME Read time to the half hour; connect times to routines. ATL Thinking LP Thinker ASSESSMENT Timeline observation RESOURCES clocks, day/night cards · pinterest ↗
Wednesday · Expert Talk
UOI
Expert Talk: the school nurse / doctor visits
Interactive session: the expert shows real tools, demonstrates handwashing and answers the class question list. Learners record one new learning in drawings.
TEACHER’S QUESTIONS
What surprised you? · Which of our questions got answered? · What will you do differently?
OUTCOME Gather information from a primary source. ATL Research LP Inquirer ASSESSMENT “One new thing” sheets RESOURCES visitor, question list, camera · pinterest ↗
TD LANGUAGE
Shared writing: thank you, Nurse!
Class composes a thank-you note to the expert: what we learned, what we liked. Learners sign and decorate; note is delivered by two volunteers.
TEACHER’S QUESTIONS
Who are we writing to? · What must our note say? · How do we close a thank-you note?
OUTCOME Write for a real audience and purpose. ATL Communication LP Caring ASSESSMENT Shared text RESOURCES chart, decorations · pinterest ↗
TD MATH
Play minutes: compare and count
How many minutes did we move today? Count and compare play/exercise minutes on a number line; find who moved more and how many minutes more.
TEACHER’S QUESTIONS
How many minutes altogether? · Who moved longer? · How many more?
OUTCOME Count, compare and find differences on a number line. ATL Thinking LP Thinker ASSESSMENT Observation RESOURCES number lines, minute cards · pinterest ↗
Thursday · Bodies in motion
UOI
Move-your-body circuit (with PE)
Station circuit: hop, balance, crawl, stretch. Before and after each station, learners notice heartbeat and breathing with a hand on the chest. Why does the body speed up?
TEACHER’S QUESTIONS
What does your heart feel like now? · Why are you breathing faster? · How does moving every day help you?
OUTCOME Identify exercise as a habit that supports well-being; notice the body’s responses. ATL Self-Management LP Balanced ASSESSMENT Anecdotal record RESOURCES circuit stations, cones, mats · pinterest ↗
TD LANGUAGE
Reading buddies: books about the body
Learners choose a book from the body-and-health reading basket, buddy-read, and give a one-line book talk: “I chose… my favourite page is… because…”.
TEACHER’S QUESTIONS
Why did you choose this book? · What did it teach you? · Would your buddy like it?
OUTCOME Choose texts and show enjoyment and understanding through response. ATL Communication LP Inquirer ASSESSMENT Book-talk notes RESOURCES reading basket · pinterest ↗
TD MATH
Growing patterns: the habit ladder
Build growing patterns with cubes: 1, 2, 3, 4… like a habit growing stronger every day. Learners extend the ladder and predict day 7.
TEACHER’S QUESTIONS
What is growing each time? · How tall on day 7? · How do you know?
OUTCOME Create and extend growing patterns and predict what comes next. ATL Thinking LP Thinker ASSESSMENT Observation RESOURCES cubes, ladder mats · pinterest ↗
Friday · My habits, my job
UOI
Habit sort + 7-day habit tracker launch
Sort habit cards: helps me / doesn’t help me, then every learner picks one habit to practise for 7 days (brush twice, drink water, sleep early, play outside) and decorates a take-home tracker.
TEACHER’S QUESTIONS
Which habit did you choose: why? · Whose job is this habit? · How will you remember?
OUTCOME Demonstrate responsibility by choosing and tracking a healthy habit. ATL Self-Management: independence LP Principled ASSESSMENT Tracker (returns W5) RESOURCES habit cards, tracker sheets, stickers · pinterest ↗
TD LANGUAGE
Writing: “A healthy habit I will grow”
One decorated sentence with drawing: “I will every day.” CUPS peer-check, then displayed beside the habit trackers.
TEACHER’S QUESTIONS
What will your sentence promise? · Did CUPS catch anything? · Read it to your partner.
OUTCOME Write to convey meaning; apply conventions. ATL Communication LP Communicator ASSESSMENT Work sample RESOURCES sentence frames, CUPS poster · pinterest ↗
TD MATH
Simon says: position and movement
Movement game with positional language: “stand behind your chair… two steps forward… hands above your head.” Learners then direct a partner through a mini obstacle path.
TEACHER’S QUESTIONS
Where are you now? · What does ‘between’ mean? · Guide your partner using two position words.
OUTCOME Interpret and follow directions involving position and movement. ATL Communication LP Communicator ASSESSMENT Observation RESOURCES cones, obstacle props · pinterest ↗
Week 5 · Making conclusions · taking action
LOI 3: The role we play in our well-being · Responsibility
Monday · How far we’ve come
UOI
Wonder Wall revisited + “My Day” drawing #2
Return to Week 1 questions, which can we now answer? Learners answer one aloud. Then redraw “My Day” and place it beside the Week 1 baseline: what changed?
TEACHER’S QUESTIONS
Which question can you answer now? · What is different in your new drawing? · What made you change it?
OUTCOME Reflect on new understanding; compare with baseline. ATL Thinking: reflection LP Reflective ASSESSMENT Paired drawings (portfolio) RESOURCES Wonder Wall, Week 1 strips · pinterest ↗
TD LANGUAGE
Story connections: characters and me
Revisit Lola and Gregory: what did each character learn about food? Learners make text-to-self connections: “Gregory learned… and I learned…”.
TEACHER’S QUESTIONS
What changed for the character? · What changed for you? · Which book helped you most?
OUTCOME Make connections between personal experience and characters in texts. ATL Thinking LP Reflective ASSESSMENT Anecdotal record RESOURCES both books · pinterest ↗
TD MATH
Pictograph #2: did our choices change?
Re-run the favourite-snack survey and build a new pictograph beside Week 1’s. Compare: did more of us choose fruit this time? Learners explain the difference.
TEACHER’S QUESTIONS
What is different from our first graph? · Why do you think it changed? · What might it look like next month?
OUTCOME Compare data sets and make predictions with reasoning. ATL Thinking LP Thinker ASSESSMENT Class graphs RESOURCES both graphs, snack cards · pinterest ↗
Tuesday · The Wellness Promise
UOI
Wellness Promise: my goal, my steps
Each learner sets one wellness goal (food, sleep, hygiene or play) on a promise card: the goal, two little steps, and who can help. Trackers from Week 4 come back and inform the choice.
TEACHER’S QUESTIONS
What does your tracker show? · What goal will you promise? · What tiny step comes first? · Who can help you?
OUTCOME Set a personal wellness goal and identify steps to achieve it. ATL Self-Management: goal setting LP Principled ASSESSMENT Promise card (portfolio) RESOURCES promise cards, trackers · pinterest ↗
TD LANGUAGE
Writing the promise: “I will… so that…”
Learners write their promise sentence for a family audience: “I will drink water at play time so that I feel fresh.” Model the so that reason-giving frame.
TEACHER’S QUESTIONS
Who will read this at home? · What is your ‘so that’? · Does it sound like you?
OUTCOME Write for a real audience with a reason clause. ATL Communication LP Communicator ASSESSMENT Work sample RESOURCES sentence frames · pinterest
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TD MATH
Tracker maths: count our habit stars
Count the returned trackers: how many days did you keep your habit? Add star counts, compare with a partner, find how many more days to make 7.
TEACHER’S QUESTIONS
How many days did you manage? · How many to reach 7? · Who in your pair kept more days?
OUTCOME Count, compare and find missing parts to a target number. ATL Self-Management LP Reflective ASSESSMENT Tracker maths sheet RESOURCES trackers, number lines · pinterest ↗
Wednesday · Action: Wellness Campaign (1)
UOI
Wellness Campaign: teams and posters
Teams choose a message to teach another class: handwashing, everyday foods, sleep, or play. Plan the poster: the message, the picture, who does what.
TEACHER’S QUESTIONS
Who is your audience? · What is your one big message? · How will your poster make them stop and look?
OUTCOME Take action: advocate for healthy choices to others. ATL Social: collaboration LP Caring ASSESSMENT Team plan RESOURCES chart paper, art materials · pinterest ↗
TD LANGUAGE
Poster words: big, few, clear
Craft the poster text: a short strong message (“Wash before you munch!”), labels for pictures. Revisit Monday’s ad lesson: now we use colour and size to influence our audience.
TEACHER’S QUESTIONS
Can a PYP 2 friend read this from far away? · Which word is your power word? · Why did you make it big?
OUTCOME Use visual techniques and few words to communicate a message. ATL Communication LP Communicator ASSESSMENT Poster draft RESOURCES markers, letter stencils · pinterest ↗
TD MATH
Shapes in our poster
Design the layout with 2D shapes: circle for the plate, rectangles for the border, triangles for bunting. Name the shapes used and count each kind.
TEACHER’S QUESTIONS
Which shapes did your team use? · How many rectangles? · Which shape works best for a plate: why?
OUTCOME Recognise and use 2D shapes in a design. ATL Thinking LP Thinker ASSESSMENT Observation RESOURCES shape templates · pinterest ↗
Thursday · Action: Wellness Campaign (2)
UOI
Finish posters + rehearse the gallery
Teams finish posters and rehearse a 30-second presentation each. Class walk-through as a friendly audience; warm and cool feedback (“I like… maybe add…”).
TEACHER’S QUESTIONS
Is your message clear in 30 seconds? · What feedback will you use? · Who says which part?
OUTCOME Prepare and refine a presentation with feedback. ATL Social · Communication LP Open-minded ASSESSMENT Rehearsal notes RESOURCES finished posters · pinterest ↗
TD LANGUAGE
Presenting: our visitors arrive
A buddy class visits the gallery. Teams present their posters; visitors ask questions and learners answer. Photos for portfolios and the HCL.
TEACHER’S QUESTIONS
Did you speak so all could hear? · What question were you asked? · What would you say louder next time?
OUTCOME Communicate ideas to a familiar audience with speech and visuals. ATL Communication LP Communicator · Risk-taker ASSESSMENT Presentation photos/notes RESOURCES gallery space, camera · pinterest ↗
TD MATH
Visitor votes: tally and total
Visitors vote: “Which message will you try this week?” Learners tally votes per poster, total them, and announce the results like sports commentators.
TEACHER’S QUESTIONS
How many votes for your poster? · Which message won? · How many votes altogether?
OUTCOME Collect, tally and total real data. ATL Thinking LP Thinker ASSESSMENT Vote chart RESOURCES voting tokens, tally chart · pinterest ↗
Friday · Reflection and celebration
UOI
Portfolio selection + closing circle
Learners choose two pieces of work: “this shows I learned…”: for their portfolio and Student-Led Conference. Closing KOKORO circle: one thing I now do for my own well-being.
TEACHER’S QUESTIONS
Why did you choose this piece? · What does it show you can do? · What do you now do all by yourself?
OUTCOME Reflect on how choices influence well-being; curate evidence of growth. ATL Self-Management · Thinking LP Reflective ASSESSMENT Portfolio selections RESOURCES portfolios, work samples · pinterest ↗
TD LANGUAGE
Reflection frame: I used to think… now I know…
Draw-and-write reflection using the thinking routine: one “before” picture/sentence, one “now” picture/sentence. Shared in pairs.
TEACHER’S QUESTIONS
What did you use to think? · What do you know now? · What changed your mind?
OUTCOME Express changed thinking in words and pictures. ATL Thinking: reflection LP Reflective ASSESSMENT Reflection sheet (portfolio) RESOURCES routine frames · pinterest ↗
TD MATH
Maths I can show you
Learners pick one maths skill from the unit (tally, pictograph, halves, o’clock, pattern) and teach it to a partner in two minutes with materials of their choice.
TEACHER’S QUESTIONS
Which skill did you choose? · Show me how it works · Where did we use it in our unit?
OUTCOME Consolidate and explain a chosen skill. ATL Communication LP Knowledgeable ASSESSMENT Peer-teach observation RESOURCES maths trolley · pinterest ↗
Week 6 · Formative assessment week
Five tasks · rubric + reflection · see Artifact 07 for the full assessment
Assessment tasks run in small groups during the UOI block while other learners work at revisiting stations. Each task maps to a unit learning outcome and is scored on the four-level rubric in Artifact 07 (Exemplar · Intermediate · Developer · Beginner), alongside the learner’s own reflection.
Monday · Assessment Task 1
ASSESSMENT
Task 1: Everyday or Sometimes? (food classification)
Individual sort of 10 food pictures onto the two plates; learner explains one tricky choice aloud.
OUTCOME ASSESSED Classify foods and justify choices TOOL Checklist + rubric (Identifying Choices) EVIDENCE Sorted sheet + noted explanation
TD LANGUAGE
Listening check: retell from pictures
Learners hear a short wellness story and retell it using three picture prompts, in order.
OUTCOME ASSESSED Identify and describe main events in oral texts TOOL Anecdotal record EVIDENCE Retell notes
TD MATH
Number check: count, estimate, represent
Station task: estimate then count a food-counter collection; show the number with drawings and numerals.
OUTCOME ASSESSED Estimate and represent quantities TOOL Recording sheet EVIDENCE Work sample
Tuesday · Assessment Task 2
ASSESSMENT
Task 2: My Balanced Plate (design)
Learners design a balanced plate choosing from all food groups and tell the teacher what each food does for the body.
OUTCOME ASSESSED Design a balanced plate; describe what foods do TOOL Rubric (Understanding Food & Body) EVIDENCE Plate + conference notes
TD LANGUAGE
Writing sample: caption with CUPS
Learners caption their assessment plate with one or two sentences, self-checking with CUPS.
OUTCOME ASSESSED Write to convey meaning with conventions TOOL Work sample EVIDENCE Captioned plate
TD MATH
Fractions check: fair share
Show half of a paper roti and half of 6 counters; explain how you know the shares are fair.
OUTCOME ASSESSED Model ½ through partitioning and sharing TOOL Observation checklist EVIDENCE Photo + notes
Wednesday · Assessment Task 3
ASSESSMENT
Task 3: Hygiene routine: sequence and teach
Learners sequence the handwashing steps and “teach” the routine to a puppet, explaining why we do it.
OUTCOME ASSESSED Sequence hygiene practice; explain why it prevents illness TOOL Rubric (Healthy Habits & Hygiene) EVIDENCE Sequenced cards + oral explanation
TD LANGUAGE
Speaking check: instruction talk
While teaching the puppet, the learner’s instructional language (first, next, then) is captured.
OUTCOME ASSESSED Give clear sequenced instructions TOOL Anecdotal record EVIDENCE Talk notes/recording
TD MATH
Ordinal check, which step is third?
Within Task 3: answer ordinal questions about the routine (first, third, last).
OUTCOME ASSESSED Use ordinal numbers in sequence TOOL Checklist EVIDENCE Noted responses
Thursday · Assessment Task 4
ASSESSMENT
Task 4: My Healthy Day (routine timeline)
Learners build their ideal healthy day on a sun-to-moon timeline: meals, play, wash, rest: with o’clock times on three moments.
OUTCOME ASSESSED Plan and sequence a routine that supports well-being TOOL Rubric (My Role & Responsibility) EVIDENCE Timeline work sample
TD LANGUAGE
Reading check: everyday words
Read six unit words (with digraph words included) and match to pictures.
OUTCOME ASSESSED Decode and read topic vocabulary TOOL Checklist EVIDENCE Word-match sheet
TD MATH
Time & data check
Within Task 4: set breakfast time on a mini clock; then read the class pictograph and answer most/fewest questions.
OUTCOME ASSESSED Read time to the hour; interpret a pictograph TOOL Checklist EVIDENCE Clock photo + answers
Friday · Assessment Task 5 · closing
ASSESSMENT
Task 5: Wellness Promise conference + Learner Portrait
1:1 conference: the learner shares their Wellness Promise, explains why it helps (reasoning), and completes the Learner Portrait self-check and Grows & Glows exit ticket.
OUTCOME ASSESSED Reflect on choices; explain reasoning TOOL Rubric (Reasoning) + conference EVIDENCE Promise card + Portrait + exit ticket
TD LANGUAGE
Portfolio captions
Learners finish captions for their two chosen portfolio pieces, ready for the Student-Led Conference.
OUTCOME ASSESSED Write captions for an audience TOOL Work sample EVIDENCE Captioned portfolio
TD MATH
Celebration graph: our promises
Whole-class closing: graph the promise types (food / sleep / hygiene / play) as a final human graph → pictograph, and read it together.
OUTCOME ASSESSED Represent and read class data TOOL Observation EVIDENCE Class graph photo
How this was made
Prepared with Koncepts: the inquiry engagements with Inquiry Studio, and the maths engagements with Maths Lessons, starting from the unit's central idea and lines of inquiry. It lays out the six weeks day by day, each day with three learning engagements and a strip of teacher notes. The reference photos are being replaced, so each one shows as a labelled space for now.
About this unit planning grid
What is this document?
A real day-by-day PYP unit planning grid for Taking Care of Myself, a PYP 1 unit, prepared by a practising IB teacher. Free to read in full.
How was it made?
Prepared with Koncepts: the inquiry engagements with Inquiry Studio, and the maths engagements with Maths Lessons, starting from the unit's central idea and lines of inquiry. It lays out the six weeks day by day, each day with three learning engagements and a strip of teacher notes. The reference photos are being replaced, so each one shows as a labelled space for now.
Is it free to read?
The whole unit planning grid, free to read on this page.