Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Summary
Unit 4: How We Organise Ourselves
Subject
French, Mathematics, Dance
and Yoga, Music
Year
Grade 4
Start date
Week 4, January
Duration
6 weeks
36 hours
Description
In this unit, we shall be looking at countries' resources and how they use them to trade with other countries. Our focus will be
on the responsibilities of consumers, retailers and consumers, the promotion of fair global trade and the different systems that
countries use in promoting trade.
Inquiry
Transdisciplinary Theme
How we organize ourselves
Economic activities and their impact on humankind and the environment
The Central Idea
Global trade depends on a country's resources and systems.
Lines of Inquiry
- The role and responsibility of traders, consumers and producers in trade
- Fair trade and Global interdependence (trading organisations)
- Systems that facilitate trade (eg. currency, transport, communication, technology, politics)
Student questions
-
Why is trade important?
What is fair trade?
How does fair trade work?
Why is fair trade important?
What are the roles of trading organisations?
What are the different types of trade?
How can I promote fair trade?
Teacher questions
-
What is trade?
How can we ensure Global fair trade?
What systems facilitate trade?
How can we create systems for Global trade?
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 1 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
- Why is fair trade important?
- How do countries ensure sustainability of resources?
- How do the different types of trade work?
Learning Goals
Connections: Transdisciplinary and Past
The students will explore:
•
•
•
•
•
•
•
•
•
Define international trade and describe how it impacts various countries.
Discuss how politics affect international trade.
Explain open trade and discuss its benefits and drawbacks.
The different types of trade
The roles and responsibilities of producers, consumers and traders.
What fair trade is, its standards and benefits to the farmers.
Different trade organisations
The roles of trade organisations
The students will visit a fair trade flower farm to extend their learning and make connections.
Key and Related Concepts
Key Concepts
Key
Concepts
Key questions and
definition
How is it linked to
Connection
other things?
The understanding
that we live in a world
of interacting systems
in which the actions of
any individual element
affect others.
What are our
Responsibility
obligations?
The understanding
that people make
choices based on their
understandings,
beliefs and values, and
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Rationale
Related concepts
This concept will help bring out
the
understanding
of
connections between countries
around the world and how they
exchange resources
Social studies---Exchange of
goods and services
Language---- Report writing.
Students will write reports to
show their understanding of
trade
Subject
Focus
Language
Arts,
Mathematics,
Social
Studies
Math---Measurement--Students will learn about money
as one of the systems that
facilitates trade
Responsibility----Students will
learn about their responsibility
as
consumers
towards
promoting fair trade. They will
also learn about management
of resources used for trade.
Page 2 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Key
Concepts
Key questions and
definition
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Rationale
Related concepts
Subject
Focus
the actions they take
as a result do make a
difference.
Developing IB Learners
Learner Profile
Communicators
Principled
Description
Communicators- As students negotiate to make agreements they will be enhancing their communication skills. They will work in
with each other to ensure that the report they write about their findings are in line with the report writing expectations.
Principled- Students will ensure they make wise choices when buying products.
ATL Skills
Approaches to Learning
Description
Communicators- As students negotiate to make agreements they will be enhancing their communication skills. They will work in
with each other to ensure that the report they write about their findings are in line with the report writing expectations.
Principled- Students will ensure they make wise choices when buying products.
Communication Skills
- Exchanging information - Listening, interpreting and speaking
Listening
Listen to, and follow the information and directions of others.
Listen actively to other perspectives and ideas.
Ask for clarifications.
Listen actively and respectfully while others speak.
Speaking
Speak and express ideas clearly and logically in small and large groups.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 3 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Discuss and negotiate ideas and knowledge with peers and teachers.
- Literacy - Reading, writing and using language to gather and communicate information
Reading
Read a variety of sources for information and for pleasure.
Read critically and for comprehension.
Make inferences and draw conclusions.
Use and interpret a range of terms and symbols.
Writing
Use appropriate forms of writing for different purposes and audiences.
Paraphrase accurately and concisely.
Record information and observations by hand and through digital technologies.
Use a variety of scaffolding for writing tasks.
Organize information logically.
Make summary notes.
Communicate using a range of technologies and media.
Understand and use mathematical notation and other symbols.
Responsibly participate in, and contribute to, digital social media networks.
Action
Student-initiated Action
One student had an idea on writing a book on fair trade to enlighten people.
Assessment & Resources
Ongoing Assessment
GRADE_4_UNIT_4_SUMMATIVE_TASK.pdf TERM 2 2021/2022 Feb 25, 2022
What are the possible ways of assessing student learning in the context of the lines of inquiry? What evidence will we look for?
GRADE_4_UNIT_4_SUMMATIVE_TASK.pdfTERM 2 2021/2022 Feb 25, 2022
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 4 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
What are the possible ways of assessing students’ prior knowledge and skills? What evidence will we look for?
Students will engage in a trading activity where they will all bring and exchange items from home.
Learning Experiences
Designing engaging Learning Experiences
Grade: 4
Week 1 24th - 28th January- Tuning In
Global trade depends on a country’s resources and systems.
Lesson 1 – Unit Provocation
Success criteria
I brought an item to trade
I have traded an item with a peer.
Resources
Items brought by students for trading
Active Starter
Ask students ‘what happens when you trade something?’
Briefly discuss and let students share their understanding of trading.
Ensure students understand that in real life, once items have been traded, they are not returned.
Main teaching activity
Ask students to lay out the items they brought for trading.
When done, explain they are going to trade their items with each other.
Reinforce that once they trade, the items will not be retrieved. They will keep the new items they have traded with the ones they
brought.
Let students ask questions and seek clarification as necessary.
Let students physically trade their items. Allow enough time for them to do so, avoid rushing them to ensure that they are
comfortable with the items they acquire during the trade.
Observe students behaviour during the activity. Note down the negotiation, satisfaction and frustration.
Refrain from making interventions the negotiations unless it is absolutely necessary.
When all students are done, direct them to write down their thoughts and feelings about trade as an exercise. These will be
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 5 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
revisited during the second line of inquiry as students learn about fair trade.
• Review some of the thoughts and feelings shared by a few students.
Lesson 2
Learning Intention
• To understand the central idea
Success criteria I can…
• Discuss the key words in the central idea
• Write individual understanding of the central idea in own words
Active Starter
Review the Transdisciplinary Themes and share with students that they are going to carry out inquiry under the theme ‘How we
organise ourselves’.
Together with the students, unpack the central idea by highlighting and discussing the key words.
Global trade depends on a country’s resources and systems.
Guide students to identify the key words- Global, Trade, resources, systems
Discuss the meanings and synonyms of the words. Guide the students on how to find and use the dictionary (online or printed)
to get meanings and synonyms of the words.
Guide them to ensure that they choose the meanings and synonyms that are in line with the context of the unit.
Once done, ask the students to write the central idea in their own words
Lesson 3
Learning Intention
To create key concept questions based on the central idea.
Success Criteria.. I can
Create questions that are relevant to the unit
Match my questions to their respective key concepts
Review the different key concepts with their descriptors.
Explain to students that they are going to create questions related to the central idea. Model the task by sharing sample
questions. Discuss and link them to the different key concepts.
Allow time for questions and clarification if any.
Once done, Ask the students to create 2-3 thoughtful questions and match them to the different key concepts.
Finding Out
Lesson 4 and 5
The students will explore the role and responsibility of traders, consumers and producers in trade.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 6 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
LI:
To understand the different types of trade
Success Criteria
I can explain what trading is.
Name the different types of trade
Explain how the types of trade work
Guiding questions
What is trade?
Why do we trade?
How does trading work?
Week 2 - 31st January - 4th February
Lesson 1
I can explain the different types of trade
Together with the students, discuss the different ways through which goods and services are exchanged.
Explain to students that there are various ways through which trade is conducted.
Explore the different types of trade.
1. Internal Trade is also known as home trade. It is conducted between different regions and geographical locations of the
same country. It helps to maintain a level of coordination and exchange of goods between every city of the state.
Wholesale Trade
It is the process of buying products in huge quality from manufactures and then distributes to retailor so that they sell it to
consumers. Wholesalers are used to supplying the product to a retailer since manufacturing and production are happening.
Wholesalers are the middle man
between retailers and manufacturers because companies can’t sell their products direct to consumers. There are specific
charges of wholesalers that depend upon the quantity and service of the product.
Retail Trade
In this, retailers buy a small number of goods from wholesalers and sell it to the end consumers. It establishes the link between
wholesalers and consumers. Also, it is the last step to make the product available for consumers to use.
External trade
External trade is the process of selling or buying products and services from one country to another. It is also called foreign
trade. It has no boundary; anyone from the globe can buy and sell anything to any region and state of the world. It makes
business global and makes the easy availability of every product for the whole world. There are some national and international
limitation and laws for external trade which save traders from any fraud.
External trade is further divided into three sub-trades.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 7 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Export trade
• Import trade
• Entrepot trade
Export Trade
When trading occurs between the trader of one country and the trader of another country by selling any product it is called
export trade. For example, traders in America sell any product to the trader in Germany.
Import Trade
When a trader of one country buys any goods from the trader of any other country called import trade. For example, traders
located in England buy any products from traders in America to sell it in its region.
Entrepot Trade
When a trader of one country purchases any product and goods from the trader of any other country and makes some changes
and integration in it for reselling this product to any other country is called Entrepot trade.
For example, the trader in America purchases any spare parts, machinery, and raw material from Japan and Russia and then
restructures it to make a new product and sell it to other countries.
Differentiation
Working below expectations - Ask questions and seek clarification as necessary. The teacher will scaffold the lesson
Working within expectations - Will work in ability groups to explore the types of trade
Working above expectations - Will work in ability groups to explore the types of trade
Lesson 2 and 3
I can explain the meaning of resources.
I can list some resources that are used by different countries in trade.
Lesson engagements
As a class, define the word resources.
• Natural resources are items that are readily available in a country while man-made resources are resources that are made by
humans.
• Ask students to share examples of natural and man-made resources that are used for trade in Kenya. E.g Coffee, tea,
flowers e.t.c
• People are also resources. They use different skills to participate in local and global trade eg driving, teaching etc
Have the students use different resources such as tablets, books and atlases to research on different resources different
countries trade in.
Ask students to share what could happen if a country does not have a certain type of resource that it needs.
The country would need to import the resource.
• Ask what countries do to ensure sustainability of resources, both natural and manmade. Hold a discussion on ways to
promote continuity in availability of resources e.g. reforestation, continuous training of skilled labour etc.
• It is the role of the country to ensure continuity of its resources for the purpose of trade.
Respond to questions and make clarification as necessary.
Differentiation
Working below expectations - Ask questions and seek clarification as necessary. The teacher will scaffold the lesson
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 8 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Working within expectations - Will work in ability groups to explore the different resources different countries use to trade.
Working above expectations - Will work in ability groups to explore the different resources different countries use to trade.
Lesson 4 and 5
Learning Intention: To explore the role and responsibility of traders, consumers and producers in trade.
Success Criteria
I can explain the role and responsibility of traders in trade.
I can explain the role and responsibility of consumers in trade.
I can explain the role and responsibility of producers in trade.
Learning Engagements
https://www.ireappos.com/news/... Responsibilities of producers
The students will work in groups to research on the role and responsibility of traders, consumers and producers in trade.
They will then make presentations on their findings.
Differentiation
Working below expectations - Ask questions and seek clarification as necessary. The teacher will scaffold the lesson.
Working within expectations - Will work in ability groups to explore the role and responsibility of traders, consumers and
producers in trade.
Working above expectations - Will work in ability groups to explore the role and responsibility of traders, consumers and
producers in trade.
Week 3 - 7th - 11th February
Lesson 1 and 2
Learning Intention:
To explore the role and responsibility of traders and consumers in trade.
Success Criteria
I can explain the role and responsibility of traders in trade.
I can explain the role and responsibility of consumers in trade.
Learning Engagements
The students will work in groups to research on the role and responsibility of traders, consumers and producers in trade.
They will then make presentations on their findings.
https://www.youtube.com/embed/-T3vWwQEPL4
https://nios.ac.in/media/docum...
https://www.ca.go.ke/wp-conten...
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 9 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Differentiation
Working below expectations - Ask questions and seek clarification as necessary. The teacher will scaffold the lesson.
Working within expectations - Will work in ability groups to explore the role and responsibility of traders, consumers and
producers in trade.
Working above expectations - Will work in ability groups to explore the role and responsibility of traders, consumers and
producers in trade.
Lesson 3
Learning Intention
• To understand transport and communication in trade
Success Criteria
• Name the different ways through which goods are imported and exported around the world.
• Explain the process of transportation of goods for export and import
Resources
• Transport and communication chart posted on seesaw before the lesson.
Active starter
Show images of different transportation modes and let students have discussions around what they see.
Explain to students that goods are transported using different means during the process of importation and exportation.
Together with students, discuss the different types of land, air and water transport. Some of the examples include:
Land transport---cars, lorries, cargo train,
Water—Ships, ferries
Air—Cargo planes,
Develop the charts (below) to show examples of goods that are transported through land, water and air. As you list the items,
discuss the reasons as to why the goods are transported using the different means. For example, flowers are transported by air
due to their fragile nature. They would get damaged if transported by water as it will take a long time to reach destination.
Land
Air
Water
Fish
Flowers
Vehicles
After listing some examples, discuss the ways in which importers and exporters track and communicate about the movement of
goods.
Share ideas on digital tracking systems where importers and exporters use tracking apps to know where their goods are. The
digital tracking apps shows the approximate date of delivery of goods on transit.
Differentiation-
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 10 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Working above expectations- Participate actively in the discussion on transport and communication of import and export
goods. Fill the chart and complete the task independently. Ask questions and seek clarification as necessary
Working within expectations – The students will participate in discussions and fill in the chart with a little help.
Working below expectations – The teacher will provide sentence starters to prompt the students to join in the
discussions. The teacher will work with the students to scaffold the transport and communication systems of trade. The
students will fill in the chart with help.
WEEK 8
Lesson 1
Share the summative task
Lesson 2
International Mother Language Day
Lesson 3
Learning Intention
• To understand transport and communication in trade
Success Criteria
• Name the different ways through which goods are imported and exported around the world.
• Explain the process of transportation of goods for export and import
Resources
• Transport and communication chart posted on seesaw before the lesson.
Active starter
Show images of different transportation modes and let students have discussions around what they see.
Explain to students that goods are transported using different means during the process of importation and exportation.
Together with students, discuss the different types of land, air and water transport. Some of the examples include:
Land transport---cars, lorries, cargo train,
Water—Ships, ferries
Air—Cargo planes,
Develop the charts (below) to show examples of goods that are transported through land, water and air. As you list the items,
discuss the reasons as to why the goods are transported using the different means. For example, flowers are transported by air
due to their fragile nature. They would get damaged if transported by water as it will take a long time to reach destination.
Land
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Air
Water
Page 11 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Fish
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Flowers
Vehicles
After listing some examples, discuss the ways in which importers and exporters track and communicate about the movement of
goods.
Share ideas on digital tracking systems where importers and exporters use tracking apps to know where their goods are. The
digital tracking apps shows the approximate date of delivery of goods on transit.
DifferentiationWorking above expectations- Participate actively in the discussion on transport and communication of import and export
goods. Fill the chart and complete the task independently. Ask questions and seek clarification as necessary
Working within expectations – The students will participate in discussions and fill in the chart with a little help.
Working below expectations – The teacher will provide sentence starters to prompt the students to join in the
discussions. The teacher will work with the students to scaffold the transport and communication systems of trade. The
students will fill in the chart with help.
Lesson 4
Success Criteria
I can explain how politics impacts trade.
I can explain how currency impacts trade.
I can explain how technology impacts trade.
Grresearch on on system.
Allow them time to research and to share theirtheir findingsoup
Lesson 5
I can…
• I can explain the meaning of fair trade.
• I can list some products that are fairly traded
• I can give some reasons why fair trade is important.
https://www.youtube.com/embed/PLKTGWH398Q
Explain each point in detail, allowing students to share ideas and questions if any.
Participate in the lesson by actively engaging in the lesson discussion.
Ask questions and seek clarification where necessary
Participate in the lesson by actively engaging in the lesson discussion.
Ask questions and seek clarification where necessary
Participate in the lesson by actively engaging in the lesson discussion.
Ask questions and seek clarification where necessary
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 12 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Week 9 – 28th – 4th March
Success Criteria
I can research on and complete my summative task
Grade 4 Unit 4 Summative Assessment Task
Part 1
Pick any one fair trade product of your choice to base your research on.
Your research should cover the following information:
•
•
•
•
•
•
•
•
•
A brief but clear explanation of what fair trade is;
General information about 5 fair trade products, including countries that deal with each of these products;
Specific information about any one fair trade product from (b) above.
Any two trading systems that the country uses;
At least two countries that import that product;
Facts about the pricing of the product (optional)
Very brief but concise information about fair trade products in general.
In-depth information about the specific fair trade product that you are selling.
Your brochure must be visually appealing enough to attract people into wanting to know more about the product you are
selling.
Part 2:
Assume the role of a business owner who is starting to sell fair trade products and wants customers to know about the products.
You wish to inform customers about the fair-trade product you have researched on in (c) above.
Use the information from your research to create a tri-fold brochure which will be given out to potential customers.
The brochure will contain:
WEEK 9 PLAN: 7TH – 11 TH MARCH
LI: to be able to complete my summative task.
SC: I can complete part one research work.
I can start working on my brochure.
The students will work on their summative task.
Week beginning: 22nd -26th February 2021
Week 4
Monday
Strand(s)
TD link(s):
ATL focus
Conceptual understanding(s)
Learning outcome(s)
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 13 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Global trade depends on a country’s
resources and systems.
Learning intention
• · To understand the central idea
•
Students will be able to:To understand the central idea
I can…
Success criteria
• · Discuss the key words in the central idea
• Write individual understanding of the central idea in own words
•
•
Resources
Lesson PPT
Active Starter
Review the Transdisciplinary Themes and share with students that they are going to carry
out inquiry under the theme ‘How we organise ourselves’.
Together with the students, unpack the central idea by highlighting and discussing the
key words.
Global trade depends on a country’s resources and systems.
Guide students to identify the key words-Global, Trade, resources, systems
Discuss the meanings and synonyms of the words. Allow students to use the dictionary
(online or printed) to get meanings and synonyms of the words. Guide them to ensure
that they choose the meanings and synonyms that are in line with the context of the unit.
Main teaching
Once done, direct students use the template below to write the central idea in their own
words (task set on seesaw just before the lesson)
activity
Transdisciplinary Theme: How we organise ourselves
Central Idea: Global trade depends on a country’s resources and systems.
Key Words
Meaning or synonyms
Global
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 14 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Trade
Resources
Systems
Add more of any
Central Idea on your own words
Working
below
expectations
Participate
Learning engagement
(differentiation)
Working
within
expectations
in
the
Participate
Working
above
expectations
in
the
Participate
in
the
discussion about the
discussion about the
discussion about the
central
central
central
idea
identifying
by
and
idea
identifying
by
and
idea
identifying
by
and
looking for meanings
looking for meanings
looking for meanings
or synonyms of the
or synonyms of the
or synonyms of the
key words.
key words.
key words.
Students will rewrite
Students will rewrite
Students will rewrite
the
the
the
central
idea
in
central
idea
in
central
idea
in
their own words.
their own words.
their own words.
Ask questions and seek
clarification
as
necessary.
Ask questions and seek
clarification
as
necessary.
Ask questions and seek
clarification
as
necessary.
Key Vocabulary
Global, Trade, resources, systems
Plenary
• Encourage students to use their own words in re-writing the central idea. Their central
ideas should be written in full sentences and with correct punctuation.
Assignment(s)
Complete and post the task on central idea worksheet on Seesaw.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 15 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Tuesday
Strand(s)
TD
link(s):
How
we
express
ATL
focus:
Thinking
skills,
ourselves
Communication Skills
Conceptual understanding(s)
Learning outcome(s)
Global trade depends on a country’s
resources and systems.
To create key concept questions
based on the central idea
• ·
•
• ·.
•
Students will be able to:
Learning intention
• To create key concept questions based on the central idea.
I can…
Success criteria
Resources
• Create questions that are relevant to the unit
• Match my questions to their respective key concepts
•
•
•
•
•
•
•
•
•
•
Lesson PPT
Central idea
Key concepts
· Ask questions and seek clarification as necessary
· Ask questions and seek clarification as necessary
· Ask questions and seek clarification as necessary
Key concepts, questioning. Thoughtful question
Encourage students to think carefully as they create the key concept questions.
Complete the task on key concepts and submit on seesaw.
Active Starter
Review the different key concepts with their descriptors.
Main teaching
Explain to students that they are going to create questions related to the central idea.
Model the task by sharing sample questions. Discuss and link them to the different key
concepts.
activity
Allow time for questions and clarification if any.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 16 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Once done, guide students to their individual task I seesaw (posted just before the
lesson). They will use the organiser below to complete the task by creating 2-3 thoughtful
questions and match them to the different key concepts.
Question
Key Concept
Working
below
Working
expectations
Participate
Learning engagement
(differentiation)
within
expectations
in
the
Participate
Working
above
expectations
in
the
Participate
in
the
lesson by discussing
lesson by discussing
lesson by discussing
and
and
and
matching
the
matching
the
matching
the
sample questions with
sample questions with
sample questions with
respective
respective
respective
key
concepts.
Complete
questioning
key
concepts.
the
task
Complete
on
questioning
seesaw.
key
concepts.
the
task
on
seesaw.
Complete
questioning
the
task
on
seesaw.
Key Vocabulary
Plenary
Assignment(s)
Wednesday
TD
1st Lesson
ourselves
Strand(s)
link(s):
How
we
express
Conceptual understanding(s)
Global trade depends on a country’s
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Learning outcome(s)
Page 17 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
resources and systems
• ·
•
• · Unit provocation
• To Unit provocation
Learning intention
Success criteria
• I brought an item to trade
• I have traded an item with a peer.
• Items brought by students for trading
Resources
Active Starter
Main teaching
activity
• Ask students ‘what happens when you trade something?’
• Briefly discuss and let students share their understanding of trading.
• Ensure students understand that in real life, once items have been traded, they are
not returned.
• Ask students to lay out the items they brought for trading.
• When done, explain they are going to trade their items with each other.
• Reinforce that once they trade, the items will not be retrieved. They will keep the new
items they have traded with the ones they brought.
• Let students ask questions and seek clarification as necessary.
• Let students physically trade their items. Allow enough time for them to do so, avoid
rushing them to ensure that they are comfortable with the items they acquire during
the trade.
• Observe students behaviour during the activity. Note down the negotiation,
satisfaction and frustration.
• Refrain from making interventions the negotiations unless it is absolutely necessary.
• When all students are done, direct them to write down their thoughts and feelings
about trade as an exercise. These will be revisited during the second line of inquiry as
students learn about fair trade.
Working
below
Working
within
Working
above
expectations
expectations
expectations
• Bring an item to trade
Bring an item to trade
Bring an item to trade
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 18 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
• Trade the items with
other students.
• Write down the
thoughts and feelings
about trade as an
exercise
• Ask questions and
seek clarification as
necessary
•
Trade the items with
other students.
Write
down the
thoughts and feelings
about trade as an
exercise
Ask questions and seek
clarification as necessary
Trade the items with
other students.
Write
down the
thoughts and feelings
about trade as an
exercise.
Ask questions and seek
clarification as necessary
Key Vocabulary
Trade
Plenary
Review some of the thoughts and feelings shared by a few students.
Assignment(s)
N/A
Wednesday
TD
2nd
ourselves
lesson
link(s):
How
we
express
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s
resources and systems
Learning outcome(s)
• ·
• ·
• · To understand
what trade is
• To understand what
trade is
• Explain what trading is.
• Lesson PPT—what is
trade?
• Review the activity just
concluded where
students traded items
with each other by
asking them to share
what they learned from
the lesson.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 19 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Learning intention
Students will be able to:
Success criteria
I can-
Resources
Active Starter
Hold a whole class discussion on student learning from the trading of items. Guide
students by asking:-
Main teaching
activity
1. What do you feel about the item you have acquired?
2. How can you compare the value of the item you got to the one you brought?
3. Is there anything else you could exchange your item with? If yes, what could that
be?
4. Do you think the exchange was fair? Why or why not?
5. What do you think about the act of exchanging goods (and services if any)?
6. What would stop people or countries from engaging in trade?
As a group, develop the definition of trade by putting together key words from the
answers given e.g. items, exchange, negotiation, persuasion, agreement.
Working
below
expectations
•
•
•
•
•
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Working
expectations
within
Working
above
expectations
Participate in the
lesson discussion by
responding to the
guiding questions.
Share thoughtful
responses and
perspective based on
the guiding questions.
Ask questions and
seek clarification as
necessary
Participate in the
lesson discussion by
responding to the
guiding questions.
Share thoughtful
responses and
Page 20 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
•
•
•
•
•
•
•
perspective based on
the guiding questions.
Ask questions and
seek clarification as
necessary
Participate in the
lesson discussion by
responding to the
guiding questions.
Share thoughtful
responses and
perspective based on
the guiding questions.
Ask questions and
seek clarification as
necessary
Trade
Reinforce that when
trade happens, there
is permanent
exchange of items.
N/A
Key Vocabulary
Plenary
Assignment(s)
Thursday
TD
link(s):
How
we
express
ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s
resources and systems
Learning outcome(s)
• ·
• ·
• · To understand
trade links between
countries.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 21 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Learning intention
Success criteria
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Students will be able to:
• · To understand trade links between countries.
•
•
•
•
I can explain the trade links between countries.
I can use maps to show a country’s trade links with other countries.
Lesson PPT, World Map., tablets
Review what trade is by asking a few students to share their understanding from the
previous lesson.
Resources
Active Starter
Explain to students that they are going to learn about the trade links between countries.
Allow a few minutes (3-5) for students to share what they know about how trade links
countries. Ask them to:1. Name some of the items that countries trade.
2. Why do countries engage in trade with the specific countries they trade with?
3. What countries trade with each other?
Main teaching
activity
Take students through the slide as you discuss about the items traded between different
countries. Let students use string or lines to connect and write a brief descriptor of items
and countries that trade eg Use a string to link Kenya to China then list the items traded
between the two countries on a piece of paper. Post the piece of paper on the end of the
string to show the items traded between the two countries.
While doing that, introduce the terms export and import to show items sold and items
bought from the countries.
For students learning from home, post the world map and let them edit the task by
drawing lines and adding text with relevant information.
Allow students to use tablets to collect information on items exported and imported to
Kenya from different countries.
Working
below
expectations
•
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Working
expectations
within
Working
above
expectations
Participate in the
lesson activity as
directed by the
Page 22 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
teacher.
• Do the assignment as
per the
given instructions.
• Ask questions and
seek clarification as
necessary
• Participate in the
lesson activity as
directed by the
teacher.
• Do the assignment as
per the
given instructions.
• Ask questions and
seek clarification as
necessary
• Participate in the
lesson activity as
directed by the
teacher.
• Do the assignment as
per the
given instructions.
• Ask questions and
seek clarification as
necessary
• Trade links, import,
export.
• Exit ticket—Write a
sentence to explain
how Kenya is linked to
other countries by
trade.
• Complete the task
showing how a
country of your choice
is linked to other
countries of the world
through trade.
Key Vocabulary
Plenary
Assignment(s)
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 23 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Friday
TD link(s):
ATL focus:
Strand(s)
Conceptual understanding(s)
Learning outcome(s)
• ·
• · Global trade depends
on a country’s
resources and systems
• · To understand the
importance of fair
trade.
• To understand the
importance of fair
trade.
Learning intention
Students will be able to:
I can…
Success criteria
•
•
•
•
•
•
•
I can explain the meaning of fair trade.
I can list some products that are fairly traded.
I can describe the fair trade process for some products.
I can give some reasons why fair trade is important.
Lesson PPT.
Ask students to share what they understand by the words Fair and fair trade
Keep pausing to allow for student participation in sharing ideas.
Resources
Active Starter
Main teaching
Take students through the slide to discuss fair trade.
activity
Ask questions and make clarifications as necessary.
Learning engagement
Working
(differentiation)
expectations
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
below
Working
expectations
within
Working
above
expectations
Page 24 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Participate in the
lesson by actively
engaging in the lesson
discussion.
• Ask questions and
seek clarification
where necessary
• Participate in the
lesson by actively
engaging in the lesson
discussion.
• Ask questions and
seek clarification
where necessary
• Participate in the
lesson by actively
engaging in the lesson
discussion.
• Ask questions and
seek clarification
where necessary
• Fair, fair trade,
producer, consumer
• Review the
importance of fair
trade to both
producers and
consumers.
Key Vocabulary
Plenary
Assignment(s)
Look out and spot fair trade items whenever you get an opportunity to go shopping or
when items have been brought home from a shopping.
Grade: 4
Week beginning: 1st –5th March 2021
Week 2
Monday
TD link(s):
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL focus
Page 25 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Strand(s)
Learning
intention
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Conceptual understanding(s)
Learning outcome(s)
Global trade depends on a country’s resources
and systems.
• · To understand the different
types of trade
• To understand the different types
of trade
Students will be able to:
I can…
Success criteria
• Name the different types of trade
• Explain how the types of trade work
• Lesson PPT, world map showing export and import of goods and services, reference link
https://businessfinancearticles.org/types-of-trade
• Review fair trade by asking students to share if they were able to identify any fair trade items
around them.
• Internal Trade is also known as home trade. It is conducted between different regions and
geographical locations of the same country. It helps to maintain a level of coordination and
exchange of goods between every city of the state.
• Export trade
• Import trade
• Entrepot trade
• Review the different types of trade by asking students to name and briefly explain them
• Collect information on organisations that promote fair trade
Resources
Active Starter
Together with the students, discuss the different ways through which goods and services are
exchanged.
Explain to students that there are various ways through which trade is conducted.
Main teaching
Go through the slide and explain the different types of trade.
activity
Wholesale Trade
It is the process of buying products in huge quality from manufactures and then distributes
to retailor so that they sell it to consumers. Wholesalers are used to supplying the product
to a retailer since manufacturing and production are happening. Wholesalers are the middle
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 26 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
man between retailers and manufacturers because companies can’t sell their products direct
to consumers. There are specific charges of wholesalers that depend upon the quantity and
service of the product.
Retail Trade
In this, retailers buy a small number of goods from wholesalers and sell it to the end consumers.
It establishes the link between wholesalers and consumers. Also, it is the last step to make the
product available for consumers to use.
External trade
External trade is the process of selling or buying products and services from one country to
another. It is also called foreign trade. It has no boundary; anyone from the globe can buy and
sell anything to any region and state of the world. It makes business global and makes the
easy availability of every product for the whole world. There are some national and international
limitation and laws for external trade which save traders from any fraud.
External trade is further divided into three sub-trades.
Export Trade
When trading occurs between the trader of one country and the trader of another country by
selling any product it is called export trade. For example, traders in America sell any product to
the trader in Germany.
Import Trade
When a trader of one country buys any goods from the trader of any other country called import
trade. For example, traders located in England buy any products from traders in America to sell
it in its region.
Entrepot Trade
When a trader of one country purchases any product and goods from the trader of any other
country and makes some changes and integration in it for reselling this product to any other
country is called Entrepot trade.
For example, the trader in America purchases any spare parts, machinery, and raw material from
Japan and Russia and then restructures it to make a new product and sell it to other countries.
Working
Working below expectations
within
expectations
Working
above
expectations
Learning
engagement
(differentiation)
Ask questions and seek clarification
as necessary.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Ask questions
and
seek
clarification as
necessary.
Ask questions and seek
clarification as necessary.
Page 27 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Key Vocabulary
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Global, Trade, resources, systems
Plenary
Assignment(s)
Tuesday
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s resources
and systems.
Learning outcome(s)
• ·
•
• · To
understand
the role of
WTO as an
organisation
that promote
fair trade.
• To understand
the role of
organisations
that promote
fair trade.
• Identify the
organisations
that promote fair
trade
Learning
intention
Students will be able to:
Success criteria
I can…
Resources
• Lesson PPT
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 28 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
•
•
•
•
•
•
•
•
•
Active Starter
https://www.weforum.org/agenda/2016/12/world-trade-organization-wto-explained/
· Ask questions and seek clarification as necessary
· Ask questions and seek clarification as necessary
· Ask questions and seek clarification as necessary
W.T.O., Global trade
Encourage students to think carefully as they create the key concept questions.
Collect information on other organisations that promote fair trade.
Ask-Which organisations promote fair global trade?
Explain to students that WTO is one of the organisations that promote fair global trade.
Explain to students that WTO stands for World Trade Organisation
Go through the slide lowly to explain the role of WTO in global trade.
Explain that the WTO’s main aim is to promote free trade by lowering tariffs and other barriers.
It does this through agreements negotiated and signed by most of the world’s trading nations.
Main teaching
activity
The WTO then polices these agreements to make sure all nations stick to the rules. When trade
disputes between governments flare up, it steps in as mediator and, if necessary, arbitrator.
And when member countries don’t play by the agreed rules, the WTO can impose trade
sanctions against them.
Hold a whole class discussion on the explanation you have given.
Allow time for students to ask questions as they arise. Discuss to come up with the answers and
make clarifications as necessary.
Working
within
expectations
Working below expectations
Participate
Learning
Participate
engagement
discussing about the role of WTO
(differentiation)
in
the
lesson
in promoting fair trade.
by
in the lesson
by
discussing
about the
role of WTO
Working
above
expectations
Participate in the lesson
by
discussing
about the
role of WTO in promoting
fair trade.
in promoting
fair trade.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 29 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Key Vocabulary
Plenary
Assignment(s)
Wednesday
1st Lesson
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s resources
and systems
Learning outcome(s)
• ·
•
• · To contribute
ideas on the
summative
assessment
task and
rubric.
• To contribute
ideas on the
summative
assessment
task and
rubric.
Learning
intention
Success criteria
•
•
•
•
I have listened to the explanation about the proposed summative task.
I have contributed relevant ideas to the summative task.
Proposed summative task and rubric.
Ask students to share their understanding of the purpose of the summative task. Spend a
few minutes (3-5) listening to what students say about summative assessment task and tool.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 30 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Resources
Active Starter
Main teaching
activity
• Take students through the summative task and tool, explaining each part of the task and
tool clearly. Respond to questions or make clarification as need be.
• When done, ask students what they thing/feel needs to be added on the task and or rubric.
• Come to a common agreement and add the information as suggested by students.
Working
Working below expectations
within
expectations
Working
above
expectations
• Listen carefully to the explanation
of summative task.
• Think carefully and add relevant
ideas if any.
• Ask questions and seek
clarification as necessary
• Listen carefully to the explanation
of summative task.
• Think carefully and add relevant
ideas if any.
• Ask questions and seek
clarification as necessary
• Listen carefully to the explanation
of summative task.
• Think carefully and add relevant
ideas if any.
• Ask questions and seek
clarification as necessary
• Summative assessment task,
rubric.
• Reinforce the importance of
carrying out the task and
submitting by the due date.
• N/A
Key Vocabulary
Plenary
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 31 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Assignment(s)
Wednesday
2nd lesson
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s resources
and systems
Learning outcome(s)
• ·
• ·
• · To
understand
world trade
agreements
• To understand
world trade
agreements
• Lesson PPT,
articles on world
trade agreement
printed from htt
ps://www.wto.or
g/english/thewt
o_e/whatis_e/ti
f_e/fact2_e.htm
• Review the
organisations
that promote fair
trade by asking
students to
share the
information they
collected on the
topic(10-15
minutes)
• After the 20
minutes, hold a
whole class
discussion and
let students
share what they
have picked as
global trade
agreement from
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 32 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
the text.
Learning
intention
Success criteria
Students will be able to:
I canList and explain at least three trade agreements between countries
Resources
Active Starter
Main teaching
activity
Explain to students that they are going to read independently to extract information on global
trade agreement. They will read for 20 minutes and note down the agreement on global trade.
Allow time for others to expound on the information, ask and answer questions as well as make
clarification as necessary.
Working
Working below expectations
within
expectations
•
•
•
•
•
•
•
•
•
Working
above
expectations
Participate in the lesson reading
the articles provided
Extract information on global trade
agreement.
Share ideas during whole class
discussion.
Ask questions and seek
clarification as necessary
Participate in the lesson reading
the articles provided
Extract information on global trade
agreement.
Share ideas during whole class
discussion.
Ask questions and seek
clarification as necessary
Participate in the lesson reading
the articles provided
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 33 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Extract information on global trade
agreement.
• Share ideas during whole class
discussion.
• Ask questions and seek
clarification as necessary
• Global Trade Agreement
• Reinforce that the global trade
agreement is followed by countries
that are members of the world
trade organisation.
• Collect information on common
trade partners
Key Vocabulary
Plenary
Assignment(s)
Thursday
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s resources
and systems
Learning outcome(s)
• ·
• ·
• · To
understand
trade links
between
countries.
Learning
Students will be able to:
intention
• · To understand trade links between countries.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 34 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Success criteria
•
•
•
•
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
I can explain the trade links between different countries around the world.
I can use maps to show a country’s trade links with other countries.
Lesson PPT, World Map., tablets
Review the concept of import and export by asking a few students to share their
understanding.
Resources
Active Starter
Explain to students that they are going to learn about the trade links between countries.
Allow a few minutes (3-5) for students to share what they found out about how trade links
between countries. Ask them to:1. Name some of the items that countries trade.
2. Why do countries engage in trade with the specific countries they trade with?
3. What countries trade with each other?
Main teaching
activity
Discuss about the items traded between different countries. Let students use string or lines to
connect and write a brief descriptor of items and countries that trade eg Use a string to link
Kenya to China then list the items traded between the two countries on a piece of paper. Post
the piece of paper on the end of the string to show the items traded between the two countries.
While doing that, introduce the terms resources and need. Discuss how imports and exports are
determined by resources and needs.
For students learning from home, post the world map and let them edit the task by drawing lines
and adding text with relevant information.
Allow students to use tablets to collect information on items exported and imported to Kenya
from different countries.
Working
Working below expectations
within
expectations
Working
above
expectations
•
Participate in the lesson activity as
directed by the teacher.
• Do the assignment as per the
given instructions.
• Ask questions and seek
clarification as necessary
• Participate in the lesson activity as
directed by the teacher.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 35 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Do the assignment as per the
given instructions.
• Ask questions and seek
clarification as necessary
• Participate in the lesson activity as
directed by the teacher.
• Do the assignment as per the
given instructions.
• Ask questions and seek
clarification as necessary
• Trade links, import, export.
• Exit ticket—Write a sentence to
explain how Kenya is linked to
other countries by trade.
• Complete the task showing how a
country of your choice is linked to
other countries of the world
through trade.
Key Vocabulary
Plenary
Assignment(s)
Friday
TD link(s):
ATL focus:
Strand(s)
Conceptual understanding(s)
Learning outcome(s)
• ·
• · Global trade
depends on a
country’s
resources and
systems
• · To
understand
how resources
determine a
country’s
trade
• To understand
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 36 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
how resources
determine a
country’s
trade
Learning
intention
Students will be able to:
I can…
•
•
•
•
•
•
Success criteria
•
•
•
I can explain the meaning of resources.
I can list some resources that are used by different countries in trade.
Lesson PPT.
Ask students to share what they understand by the words resources
Ask students to share examples of natural and man-made resources that are used for trade
in Kenya. E.g Coffee, tea, leso, flowers e.t.c
Explain that people are also resources. They use different skills to participate in local and
global trade eg driving, teaching etc
Ask students to share what could happen if a country does not have a certain type of
resource that it needs. Explain that the country would need to import the resource.
Ask what countries do to ensure sustainability of resources, both natural and manmade.
Hold a discussion on ways to promote continuity in availability of resources e.g.
reforestation, continuous training of skilled labour etc.
Explain to students that it is the role of the country to ensure continuity of its resources for
the purpose of trade.
•
• Respond to questions and make clarification as necessary.
Resources
Active Starter
Main teaching
activity
As a class, define the word resources. Explain that natural resources are items that are readily
available in a country. Explain that man-made resources are resources that are made by
humans.
Learning
engagement
Working
Working below expectations
(differentiation)
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
within
expectations
Working
above
expectations
Page 37 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Participate in the lesson by actively
engaging in the lesson discussion.
• Ask questions and seek
clarification where necessary
• Participate in the lesson by actively
engaging in the lesson discussion.
• Ask questions and seek
clarification where necessary
• Participate in the lesson by actively
engaging in the lesson discussion.
• Ask questions and seek
clarification where necessary
• Resources, natural, man-made,
skilled labour
• Review the importance of
resources in trade
Key Vocabulary
Plenary
Assignment(s)
Collect information on systems of trade.
Grade: 4
Week beginning: 8th –12th March 2021
Week 3
Monday
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Learning outcome(s)
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s
resources and systems.
Learning
• To understand the different systems
of trade
• To understand transport and
communication in trade
Students will be able to:
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 38 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
intention
Success
I can…
criteria
• Name the different ways through which goods are imported and exported around the world.
• Explain the process of transportation of goods for export and import
Resources
• Lesson PPT
• Transport and communication chart posted on seesaw before the lesson.
• Ask students to name the different modes of transportation of goods for import and export.
Active Starter
Explain to students that goods are transported using different means during the process of
importation and exportation.
Together with students, discuss the different types of land, air and water transport. Some of
the examples include L
Land transport---cars, lorries, cargo train,
Water—Ships, ferries
Air—Cargo planes,
Main teaching
Develop the charts (below) to show examples of goods that are transported through land, water
and air. As you list the items, discuss the reasons as to why the goods are transported using the
different means. For example, flowers are transported by air due to their fragile nature. They would
get damaged if transported by water as it will take a long time to reach destination.
activity
Land
Air
Water
Communication
Fish
Flowers
Vehicles
Digital tracking
After listing some examples, discuss the ways in which importers and exporters track and
communicate about the movement of goods.
Share ideas on digital tracking systems where importers and exporters use tracking apps to know
where their goods are. The digital tracking apps shows the approximate date of delivery of goods
on transit.
Learning
Working
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
below
Working
within
Working
above
Page 39 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
expectations
expectations
engagement
(differentiation)
• · Participate actively in
the discussion on
transport and
communication of
import and export
goods.
• · Start filling the chart
during the lesson and
compete the task
independently on
seesaw.
• · Ask questions and
seek clarification as
necessary
expectations
• · Participate actively
in the discussion on
transport and
communication of
import and export
goods.
• · Start filling the
chart during the
lesson and compete
the task
independently on
seesaw.
• · Ask questions and
seek clarification as
necessary
• · Participate actively in
the discussion on
transport and
communication of
import and export
goods.
• · Start filling the chart
during the lesson and
compete the task
independently on
seesaw.
• · Ask questions and
seek clarification as
necessary
•
• Transport,
communication, transit,
tracking
• Review the different
means of transportation
and tracking of import
and export goods.
• Collect information on
modes of payment of
import and export goods
and services.
• · To understand the
different systems of
trade
• To understand the
exchange rates of
different currencies
around the world.
Key
Vocabulary
Plenary
Assignment(s)
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 40 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Tuesday
TD link(s):
ATL focus
Strand(s)
Conceptual understanding(s)
Learning outcome(s)
Global trade depends
resources and systems.
Learning
intention
Success
on
a
country’s
Students will be able to:
I can…
criteria
• I can name currencies used in different parts of the world.
• I can explain the exchange rates between the different currencies.
Resources
• Lesson PPT, Chart of currency exchange rates from https://www.centralbank.go.ke/rates/fore
x-exchange-rates/
• Review the different currencies from around the world.
• Review the currencies from around the world and their exchange rates.
• Collect information on modes of payment.
Active Starter
Ask students name the currencies from around the world. Match each currency to countries they
are used.
Main teaching
activity
Hold a discussion on how we use currencies in the trade of goods and services.
Discuss how prices of goods and services vary depending on the currencies used. Explain that
transport costs affect the cost of goods and services.
Share ideas on factors that affect the exchange rates. Discuss the exchange rates for different
currencies depending and how they vary from one country to another.
Working
Learning
engagement
(differentiation)
below
expectations
Participate
discussion
Unit 4: How We Organise Ourselves
within
expectations
in
the
Participate
about
discussion
currencies from around
The Aga Khan Academy, Nairobi
Working
Working
above
expectations
in
the
Participate
about
discussion
currencies from around
in
the
about
currencies from around
Page 41 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
the
world.
information
prices
Key
Vocabulary
of
Share
the
world.
on
how
information
items
vary
prices
of
Share
on
items
on
the
world.
how
information
vary
prices
import
of
Share
on
how
items
vary
depending on import and
depending
depending on import and
export.
and export
export
Ask questions and seek
clarification as necessary.
Ask questions and seek
clarification as necessary.
Ask questions and seek
clarification as necessary.
Currency exchange rates
Plenary
Assignment(s)
Wednesday
2nd
Lesson
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends
resources and systems
on
a
country’s
Learning outcome(s)
• ·
•
• · To
understand
the different
systems of
trade
• To understand
the different
modes of
payment for
different
goods and
services
• I can explain
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 42 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
the different
modes of
payment for
imported and
exported
goods and
services
• Lesson PPT
• Ask students
to name the
different ways
in they pay for
goods and
services
Learning
intention
Success
criteria
Resources
Active Starter
Main teaching
activity
• Explain that we also use different modes to pay for imported and exported goods and
services.
• Discuss the different modes of payment for imported goods including bank transfer, Mpesa,
western union money transfer, cheques etc.
• Allow students to share their knowledge on the same.
• Ask students to share their thoughts on why people use different modes of payment.
• Explain that the mode of payment is determined by the amount of money to be paid for
example, it is easier and more convenient to pay huge amounts via cheque than mobile phone
transaction. People also choose payment modes that are convenient to them and depending
on the regions they are trading.
• Answer questions and make clarifications if any.
Working
expectations
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
below
Working
expectations
within
Working
above
expectations
Page 43 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Share ideas on different
modes of payment for
imported and exported
goods.
• Ask questions and seek
clarification as necessary
• Share ideas on different
modes of payment for
imported and exported
goods
• Ask questions and seek
clarification as necessary
• Share ideas on different
modes of payment for
imported and exported
goods
• Ask questions and seek
clarification as necessary
• Modes of payment,
Mpesa, Bank transfer,
Western Union.
• Review the different
modes of payment for
imported goods.
• N/A
Key
Vocabulary
Plenary
Assignment(s)
Wednesday
1st
lesson
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends
resources and systems
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
on
a
country’s
Learning outcome(s)
Page 44 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
• ·
• ·
• · To
understand
the different
systems of
trade
• To
understand
the factors
that
influence
global
currency
exchange
rates
Learning
intention
Students will be able to:
I canSuccess
criteria
•
•
•
•
List some of the factors that influence global currency exchange rates.
Explain how some factors affect global currency exchange rates.
Lesson PPT
Review the meaning of currency exchange rate by asking students to share their
understanding from yesterday’s lesson.
Resources
Active Starter
Main teaching
activity
Explain to students that they are going to learn about the factors that influence currency exchange
rates.
Take students through the slide and explain the different factors, one at a time, while allowing time
for students to share ideas.
Working
expectations
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
below
Working
expectations
within
Working
above
expectations
Page 45 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Listen to the explanation
about factors that
influence currency
exchange rates.
• Ask questions and seek
clarification as necessary
• Listen to the explanation
about factors that
influence currency
exchange rates.
• Ask questions and seek
clarification as necessary
• Listen to the explanation
about factors that
influence currency
exchange rates.
• Ask questions and seek
clarification as necessary
• Currency exchange rates,
factors, inflation,
appreciation,
depreciation, debt,
interest
• Review the different
factors that influence
currency exchange rates
by asking students to
share their learning from
the lesson.
Key
Vocabulary
Plenary
Assignment(s)
Thursday
Friday
Strand(s)
and
Carry on with summative assessment task.
TD link(s): How we express ourselves
Conceptual understanding(s)
Global
trade
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
depends
on
a
country’s
ATL
focus:
Thinking
skills,
Communication Skills
Learning outcome(s)
Page 46 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
resources and systems
To understand the different systems of
• ·
• ·
trade
Learning
Students will be able to:
intention
To understand the role of politics in export of trading goods and services
Success
criteria
• I can name political factors that impact global trade.
• I can explain the how the political factors impact global trade
• Lesson PPT, https://saylordotorg.github.io/text_international-business/s06-02-political-and-le
gal-factors-th.html
• Review the different factors that influence currency exchange rates and modes of payment.
Resources
Active Starter
Main teaching
activity
Explain to students that they are going to learn about the ways through which global politics affect
trade.
Take students through the slide and explain the different reasons as to why and how governments
influence trade.
Allow time for student questions and ideas. Make clarification as necessary.
Working
below
expectations
Working
expectations
within
Working
above
expectations
• Actively participate in
the lesson by sharing
ideas about politics in
trade.
• Ask questions and seek
clarification as necessary
• Actively participate in
the lesson by sharing
ideas about politics in
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 47 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
trade.
• Ask questions and seek
clarification as necessary
• Actively participate in
the lesson by sharing
ideas about politics in
trade.
• Ask questions and seek
clarification as necessary
• Politics, impact
• Review the different
reasons as to why and
how governments
influence trade.
• Continue working on
summative task..
Key
Vocabulary
Plenary
Assignment(s)
Thursday
Friday
and
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends
resources and systems
on
a
country’s
Learning outcome(s)
To understand the different systems of
• ·
• ·
trade
Learning
Students will be able to:
intention
To understand the role of politics in export of trading goods and services
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 48 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Success
criteria
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• I can name political factors that impact global trade.
• I can explain the how the political factors impact global trade
• Lesson PPT, https://saylordotorg.github.io/text_international-business/s06-02-political-and-le
gal-factors-th.html
• Review the different factors that influence currency exchange rates and modes of payment.
Resources
Active Starter
Main teaching
activity
Explain to students that they are going to learn about the ways through which global politics affect
trade.
Take students through the slide and explain the different reasons as to why and how governments
influence trade.
Allow time for student questions and ideas. Make clarification as necessary.
Working
below
expectations
Working
expectations
within
Working
above
expectations
• Actively participate in
the lesson by sharing
ideas about politics in
trade.
• Ask questions and seek
clarification as necessary
• Actively participate in
the lesson by sharing
ideas about politics in
trade.
• Ask questions and seek
clarification as necessary
• Actively participate in
the lesson by sharing
ideas about politics in
trade.
• Ask questions and seek
clarification as necessary
• Politics, impact
• Review the different
reasons as to why and
how governments
influence trade.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 49 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• Continue working on
summative task..
Key
Vocabulary
Plenary
Assignment(s)
Grade: 4
Week beginning: 15th –19th March 2021
Week 4
Monday
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Learning outcome(s)
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s resources
and systems.
Learning
intention
• To understand the role of
COMESA in the promotion of
regional trade.
• To understand the role of
organisations in settling of
trade conflicts
Students will be able to:
I can…
Success
criteria
•
•
•
•
•
•
•
Explain what COMESA is.
Name countries that are members of COMESA
Explain how countries become members of COMESA
Lesson PPT, Map of Africa-posted on seesaw before start of lesson.
Ask students to share any knowledge they might have on COMESA as a trade organisation.
· Ask questions and seek clarification as necessary
· Ask questions and seek clarification as necessary
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 50 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
•
•
•
•
•
•
•
•
•
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
· Ask questions and seek clarification as necessary
Share quick facts about COMESA
Find out why some countries in Africa are not members of COMESA.
· To understand the role of COMESA in the promotion of regional trade.
To understand the role of COMESA in the promotion of regional trade.
. Explain ways in which COMESA promotes trade Africa
Review names of countries that are members of COMESA by asking students to name them.
Resources
Active Starter
Explain to students that COMESA is Common Market for Eastern and Southern Africa
Explain that some countries in Africa are members of COMESA. The member countries are the
countries that have willingly/chosen to agree to abide by the rules of COMESA.
Main teaching
activity
Give students the names of countries that are members of COMESA. While giving the names of
the countries, let students. Locate and highlight the countries on the map of Africa on seesaw.
Students should also list the names of countries that are members of COMESA in their notebooks/
seesaw.
When done, ask students to share what they notice about the location of all the countries they
have marked.
Explain that the countries marked are located on the Eastern and Southern Africa.
Reinforce that COMESA promotes trade in Eastern and Southern Africa.
Learning
engagement
Working
Working below expectations
within
expectations
Working
above
expectations
(differentiation)
Key
Vocabulary
Plenary
The Common Market for Eastern and Southern Africa is a free trade area with twenty-one member
states stretching from Tunisia to Eswatini. COMESA was formed in December 1994.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 51 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Headquarters location: Lusaka, Zambia
Founded: 8 December 1994
Membership: 21 Member States
Official languages: English; French; Portuguese
Type of business: Trade bloc
Assignment(s)
Tuesday
and
Wednesday
Strand(s)
TD link(s):
ATL focus
Conceptual understanding(s)
Learning outcome(s)
Global trade depends on a country’s resources and
systems.
Learning
intention
Success
criteria
Resources
Students will be able to:
I can…
Lesson PPT, Map of Africa, https://www.comesa.int/overview-of-comesa/
Active Starter
Explain to students that they are going to learn about ways in which COMESA promotes trade in
Eastern and Southern Africa.
Main teaching
activity
Take students through the different ways in which COMESA promotes trade in Eastern and
Southern Africa and explain the points as follows:• A wider, harmonised and more competitive market
• Greater industrial productivity and competitiveness
• Increased agricultural production and food security
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 52 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• A more rational exploitation of natural resources
• More harmonised monetary, banking and financial policies
• More reliable transport and communications infrastructure
Explain each point in detail, allowing students to share ideas and questions if any.
Working
within
expectations
Working below expectations
Learning
engagement
(differentiation)
Key
Vocabulary
• Listen to
the
explanation.
• Share ideas
if any.
Working
above
expectations
• Listen to the explanation.
• Share ideas if any.
• Ask questions and seek clarification as
necessary.
• Ask questions and seek clarification as
necessary.
• Listen to the explanation.
• Share ideas if any.
• Ask questions and seek clarification as
necessary.
• Review the ways in which COMESA
promotes trade in Africa by asking students
to share their learning from the lesson.
• Continue working on summative task.
COMESA, Eastern and Southern Africa
Plenary
Assignment(s)
Thursday
TD link(s): How we express ourselves
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Page 53 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s resources and
systems
Learning outcome(s)
• ·
• ·
• · To
understand
action as
part of
inquiry
• To
understand
action as
part of
inquiry
• Explain the
different types
of action
• Identify an
action to
implement as
a result of my
learning in the
unit.
• Lesson PPT.,
Individual
student
summative
task
• Ask students
to name the
different types
of action
Learning
intention
Success
criteria
Students will be able to:
I can
Resources
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 54 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Active Starter
Take students through the lesson PPT and discuss the different types of action.
Main teaching
Let students share examples of things that can be done under each type of action.
activity
Direct students to reflect on their individual learning from the summative tasks. Ask them to
identify an action they can carry out, write it down and post on the action board in the class.
Working
Working below expectations
within
expectations
Working
above
expectations
• Share ideas about action.
• Identify an action from personal inquiry.
• Write and post the action identified on the
action wall/board
• Ask questions and seek clarification as
necessary
•
• Share ideas about action.
• Identify an action from personal inquiry.
• Write and post the action identified on the
action wall/board
• Ask questions and seek clarification as
necessary
• Share ideas about action.
• Identify an action from personal inquiry.
• Write and post the action identified on the
action wall/board
• Ask questions and seek clarification as
necessary
• Action, Action cycle, implementation,
recording
• Review the different types of action by asking
students to match examples of different
actions with their respective types of action.
• Continue working on summative task.
Key
Vocabulary
Plenary
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 55 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Assignment(s)
Friday
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global trade depends on a country’s resources and
systems
Learning outcome(s)
• ·
• ·
• · To reflect
on
summative
progress
• To reflect on
summative
progress
Learning
intention
Students will be able to:
I can
Success
criteria
•
•
•
•
Share the progress of my work
Take turns to listen and speak confidently about my summative progress
Summative tasks-In books and on seesaw.
Ask students to ensure that they have access to their work, whether they have saved online or
in books.
Resources
Active Starter
Main teaching
activity
Students will work in small breakout groups of 3-4 students. They will take turns to share what
they have done so far on their summative tasks. They will take turns to listen and speak. They will
use TAG to give feedback to each other on the content of summative tasks and oral presentation.
Teacher will go round, listen and guide students as necessary.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 56 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Working
Working below expectations
Working
within
expectations
above
expectations
• Take turns to share information on
summative progress.
• Use TAG to give feedback.
• Ask questions and seek clarification as
necessary
• Take turns to share information on
summative progress.
• Use TAG to give feedback.
• Ask questions and seek clarification as
necessary
• Take turns to share information on
summative progress.
• Use TAG to give feedback.
• Ask questions and seek clarification as
necessary
• Progress, independence
• Close the breakout rooms. Encourage
students to finalise their summative
presentations and post on seesaw for
feedback by the due date.
• Continue working on summative tasks.
Key
Vocabulary
Plenary
Assignment(s)
Grade: 4
Week beginning: 22th –26th March 2021
Week 5
Monday
TD link(s): How we express ourselves
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Page 57 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Learning outcome(s)
•
•
•
•
•
Conceptual understanding(s)
Strand(s)
Global
trade
depends
resources and systems.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
on
a
country’s
• · Ask questions and seek
clarification as necessary
• · Ask questions and seek
clarification as necessary
• · Ask questions and seek
clarification as necessary
•
•
•
•
•
•
•
•
• · Ask questions and seek
clarification as necessary
• · Ask questions and seek
clarification as necessary
• · Ask questions and seek
clarification as necessary
•
•
•
•
•
•
•
• · Ask questions and seek
clarification as necessary
• · Ask questions and seek
clarification as necessary
• · Ask questions and seek
clarification as necessary
•
•
•
•
•
•
•
• · Ask questions and seek
clarification as necessary
• · Ask questions and seek
clarification as necessary
Page 58 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
• · Ask questions and seek
clarification as necessary
•
•
•
• To share summative research
• To share summative research
Learning
intention
Success
criteria
Students will be able to:
I can…
Resources
Active Starter
Main teaching
activity
Learning
engagement
Teacher vaccination
Working below expectations
Working
within
expectations
Working
above
expectations
(differentiation)
Key
Vocabulary
Plenary
Assignment(s)
Week 5
TD link(s): How we express ourselves
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Page 59 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Tuesday
Conceptual understanding(s)
Strand(s)
Global
trade
depends
on
a
country’s
Learning outcome(s)
resources and systems.
Learning
intention
Success
criteria
Students will be able to:
I can…
Resources
Active Starter
Main teaching
activity
Learning
engagement
P.T.C.
Working below expectations
Working
within
expectations
Working
above
expectations
(differentiation)
Key
Vocabulary
Plenary
Assignment(s)
Week 5
TD link(s): How we express ourselves
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL
focus:
Thinking
skills,
Page 60 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Wednesday
Communication Skills
Conceptual understanding(s)
Strand(s)
Global
trade
depends
on
a
country’s
Learning outcome(s)
resources and systems.
Learning
intention
Success
criteria
Students will be able to:
I can…
Resources
Active Starter
Main teaching
activity
Learning
engagement
P.T.C.
Working below expectations
Working
within
expectations
Working
above
expectations
(differentiation)
Key
Vocabulary
Plenary
Assignment(s)
Week 5
TD link(s): How we express ourselves
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL
focus:
Thinking
skills,
Page 61 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Wednesday
Communication Skills
Conceptual understanding(s)
Strand(s)
Global
trade
depends
on
a
country’s
Learning outcome(s)
resources and systems.
Learning
intention
Success
criteria
Students will be able to:
I can…
Resources
Active Starter
Main teaching
activity
Learning
engagement
P.T.C.
Working below expectations
Working
within
expectations
Working
above
expectations
(differentiation)
Key
Vocabulary
Plenary
Assignment(s)
Week 5
TD link(s): How we express ourselves
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
ATL
focus:
Thinking
skills,
Page 62 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Thursday
Communication Skills
Conceptual understanding(s)
Strand(s)
Global
trade
depends
on
a
country’s
Learning outcome(s)
resources and systems.
Learning
intention
Students will be able to:
I can…
Success
criteria
•
•
•
•
•
•
•
•
•
•
•
•
I have completed my summative research
I am ready to share my summative research using the expectations on the rubric.
· Ask questions and seek clarification as necessary
· Ask questions and seek clarification as necessary
· Ask questions and seek clarification as necessary
To share summative research
To share summative research
Resources
Active Starter
Main teaching
activity
Learning
engagement
Students will take turns to share their summative research. They will carry out the oral
presentations while others listen attentively.
Working below expectations
Working
within
expectations
Working
above
expectations
(differentiation)
Key
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 63 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
IB PYP Grade 4J 2021-2022 (Grade 4)
Vocabulary
Plenary
Assignment(s)
Week 5
Friday
TD link(s): How we express ourselves
ATL
focus:
Thinking
skills,
Communication Skills
Conceptual understanding(s)
Strand(s)
Global
trade
depends
on
a
country’s
Learning outcome(s)
resources and systems.
Learning
intention
Students will be able to:
I can…
Success
criteria
• I have completed my summative research
• I am ready to share my summative research using the expectations on the rubric.
•
•
• Students will take turns to share their summative research. They will carry out the oral
presentations while others listen attentively.
• · Ask questions and seek clarification as necessary
• · Ask questions and seek clarification as necessary
• · Ask questions and seek clarification as necessary
•
•
•
Resources
Active Starter
Main teaching
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 64 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
activity
Learning
engagement
Working below expectations
Working
within
expectations
Working
above
expectations
(differentiation)
Key
Vocabulary
Plenary
Assignment(s)
Language Integration
Reading & Comprehension- Fairtrade informational texts, World Fairtrade Day
Writing - Craft a persuasive letter to raise awareness and promote fair trade
-Task: 'You are writing to a local supermarket. You want to persuade them of the benefits to everyone of ensuring
that farmers in developing countries receive a fair price for their crops so that they will think more about the products they stock.
Remember that using evidence can give your arguments more influence'
Supporting Student Agency
Participated in development of summative task
Carried out personal inquiries on individual questions.
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 65 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Reflections
General Reflections
Looking Back
Erick Owino Dec 11, 2019 at 11:19 AM
The unit was well done as we explored on Biashara. They learnt and used the new words and practiced how to use them.
Fatuma Ismael Mar 24, 2021 at 5:43 PM
Students had sessions to discuss summative progress. They were given feedback so as to improve on work before the main
presentation.
Fatuma Ismael Mar 24, 2021 at 5:46 PM
Students carried out summative tasks on products or services of their choice. Their presentation of summative tasks
captured the conceptual understanding. hey used research skills to collect information. They used communication skills to
prepare oral presentation of their tasks.
Mary (Ms. Mary) Anyango Mar 24, 2021 at 10:20 PM
Language Integration
Reading & Comprehension- Fairtrade informational texts, World Fairtrade Day
Writing - Crafting a persuasive letter to raise awareness and promote fair trade
-Task: 'You are writing to a local supermarket. You want to persuade them of the benefits to everyone of ensuring that
farmers in developing countries receive a fair price for their crops so that they will think more about the products they stock.
Remember that using evidence can give your arguments more influence'
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 66 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Looking Forward
Erick Owino Dec 11, 2019 at 11:20 AM
The unit Biashara was very involving and intend to use site visits next time.
Fatuma Ismael Mar 24, 2021 at 5:48 PM
All disciplines were applied in the unit. Team teaching between single subject teachers and homeroom teachers would
strengthen the lessons especially where students were learning about services e.g. music producers, footballers.
Mary (Ms. Mary) Anyango Mar 24, 2021 at 10:07 PM
The trade unit is a heavy one that needs time to be explored at greater depth. It would be important for the unit to be
accorded more time in the future.
Stream & Resources
Resources
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 6:06 PM
Modes of payment in trade
Modes of payment in trade
Wednesday--1st_Session---Modes_of_payment.pptx
2 MB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 6:04 PM
Global trade agreements
Global trade agreements
Wednesday_2nd_session---Global_Trade_Agreement.pptx
1 MB PowerPoint Presentation
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 67 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 6:03 PM
Factors that influence currency exchange rates
Factors that influence currency exchange rates
Wednesday_1st_session_--Factors_that_influence_currency_exchange_rates.pptx
2 MB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 6:02 PM
W.T.O. in trade
W.T.O. in trade
Tuesday--W.T.O._in_trade.pptx
900 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 6:01 PM
Role of COMESA in trade
Role of COMESA in trade
Tuesday---Role_of_COMESA_in_trade.pptx
300 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 6:00 PM
Key concept questions
Key concept questions
Tuesday--Key_Concept_Questions.pptx
50 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:59 PM
Currency in trade
Currency in trade
Tuesday---Currency_exchange_rates.pptx
2 MB PowerPoint Presentation
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 68 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:58 PM
World map
World map
Plain_world_map.pdf
300 KB PDF Document
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:57 PM
Politics in trade
Politics in trade
Thursday----Impact_of_politics_in_trade.pptx
1000 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:57 PM
Common trade partners
Common trade partners
Thursday--Common_Trade_Partners..pptx
1000 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:56 PM
Action in inquiry
Action in inquiry
Thursday--Action.ppt
7 MB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:55 PM
Types of trade
Types of trade
Monday--Types_of_Trade.pptx
1 MB PowerPoint Presentation
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 69 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:54 PM
Transport and Communication in trade
Transport and Communication in trade
Monday--Transport_and_communication_in_Trade.pptx
200 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:53 PM
Members of COMESA
Members of COMESA
Monday---Members_of_COMESA.pptx
300 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:52 PM
Resources in trade
Resources in trade
Friday--Resources_in_trade.pptx
1000 KB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:51 PM
Fair trade
Fair trade
Friday--Fair_trade.ppt
8 MB PowerPoint Presentation
Fatuma Ismael
Posted 1 file on Mar 24, 2021 at 5:50 PM
Summative task and rubric
Summative task and rubric
How_we_organise_ourselves----summatives.pdf
400 KB PDF Document
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 70 of 71
Unit 4: How We Organise Ourselves
The Aga Khan Academy, Nairobi Nadia Janmohamed, Erick Owino, Perez Amalemba, Lilian Monari, Bavon
IB PYP Grade 4J 2021-2022 (Grade 4)
Ochieng, Carol Kamanu, Cynthia Sang, David Muinde, James Keya,
Simon Njehia, Winifred Nyanchoga, Mary (Ms. Mary) Anyango, Fatuma
Ismael, Evelyn Awino, Maureen Ojwang
Note posted on Aug 15, 2019 at 12:07 PM
https://www.nationalgeographic...
Guest speaker- Dyuti's mother
Andrew & Amanda (1998).Transport. Great Britain: Wayland Publishers Ltd.
Fradin, B.D. & Fradin, J.B: (2011). Borrowing money. Malasia: Marshall Cavendish Benchmark.
Brennan, C.L. (2013).T he Stock Market. USA: The Child’s World.
Atkinson, M. (2009). Is That Fair? United Kingdom: Colorcraft Ltd.
Furgang. K (2013). National Geographic Kids, Everything Money.Washington, D.C USA: National Geographic Society.
Website posted on Aug 15, 2019 at 12:07 PM
https://wfto.com/fair-trade/10-principles-fair-trade
Website posted on Aug 15, 2019 at 12:07 PM
https://www.explainthatstuff.com/fairtrade.html
Website posted on Aug 15, 2019 at 12:07 PM
https://www.nationalgeographic.org/activity/the-trading-game/
1 File posted on Aug 15, 2019 at 12:07 PM
Global_Trade_sample_Lessons_1.pdf
300 KB PDF Document
1 File posted on Aug 15, 2019 at 12:07 PM
Lessons_on_trade.pdf
100 KB PDF Document
The Aga Khan Academy, Nairobi
Unit 4: How We Organise Ourselves
Page 71 of 71