SFS Year 4 British School:
Teeth, Digestion, Healthy Eating,
Good to Be Me

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Pre- Existing
Unit Wonderings

Are the units from science, DT, and PE integrated?

What are the culminating projects?

In adding relevance through the SDGs would if be preferential to keep the units siloed (Science via SDG14/15, DT and PE via SDG3) or find a way to have a common link?

Are Andy’s pillars of successful learning evident in the unit (thinking, collaboration and relevance)? Where are how could it be improved?

How deep does the unit need to go into the teeth of other species? Is this an enduring understanding or something worth being familiar with?

What informational reading and research skills have been taught, assessed, and implemented at this point in the year?


Inspire Citizens’ Y4 British School Unit
Prototypes and Possibilities:
Promote Universal Understanding of Sustainable Lifestyles (SDG 12.8)

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Healthy Eating and Wellness Fair

Interdisciplinary thematic unit for science, DT, and PSHE
built around:

How do our diet, hygiene, and consumption/waste choices affect our health and wellbeing and the health and wellbeing of other species?


SDG 3: Health and Wellbeing
SDGs 14/15: Life Below Water / Life on Land

In this unit, students will host a health and wellness fair where they take multiple perspectives:

First, students will collaboratively work with others (gradual release of responsibility) to develop health and wellbeing plans with regards to teeth, digestion/eating, nutrition, and stress reduction, examining what it takes to make humans less “endangered” with regards to the WHY of personal health, wellbeing, and choices.


Half way through the fair, teams of students will students will change perspective and independently represent a species affected by human choices (or an endangered-specific species) and share their design related to a health and wellbeing challenge (food web issue, malnutrition, recipe and meal needs, digestive system and/or teeth model inhibited by an issue) related to that species.

Students should be able to articulate the science standards involved in the model while analyzing the health and wellbeing challenges that species faces. Lastly, connecting a solution to personal or societal choices will highlight a deep understanding of the relevance and interconnectedness of humans and other species.

*Potential choices of design ideas:
1. 3D or VR Model
(3D camera / Tinkercad / Google Expeditions / Tour Creator)
2. Health/science podcast or a other “virtual tour”
3. Physical model or 3D print
4. Creative non-fiction health and wellness little book for a species
(see below)


Creative writing or acting/role playing around the challenging interactions between two species and/or anxieties and worries and how to overcome them.
(Linked to PSHE)

Student Learning:


Enduring Understanding

Enduring Understandings:

4b3: Student can construct and interpret interdependent relationships in food chains, identifying producers, predators and prey.

Teeth and digestion are important in healthy survival and supporting food chains.

Student can explain why we need a balanced diet and proper hydration to keep us healthy and well and how consuming unhealthy substances affects our health and wellness.

Student can use design and technology work as a means of powerful communication, helping others to better understand the health needs of species other than ourselves?

PSHE: Student can better understand and use strategies for surviving through teamwork, games, and real world understanding of:
A threatening situation
Anxieties and worrying
Student can justify wise choices, collaboration, and utilize the things we are good at to deal with difficult situations, keep ourselves sharp, and be strong and healthy?

Essential Questions:

How is my health and wellbeing connected to the health and wellbeing of others and other species?

Why are healthy teeth, a healthy diet, and a healthy exercise plan important to my wellness?

What happens in digestion when species eat or drink things they shouldn’t (cows and corn, sea turtles and plastic)?

What is the health and wellness status of other species and how can I empathize with the survival needs of other species?

How does my design prototype model and illuminate an important scientific concepts while sparking an analysis of issues facing a species?

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Important to
Know and Do

4b1: describe the simple functions of the basic parts of the digestive system in humans

4b2: identify the different types of teeth in humans and their simple functions

Understand that interdependent relationships exist in ecosystems

Systems dynamics and consequences of broken food chains.

Research and non-fiction reading strategies

Speaking and presentation skills

Experience with the design process

Collaboration strategies

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Worth Being
Familiar With

Capture and evasion game strategies

Basic project needs of:
Tinkercad, Google Explorations, VR goggles…

Background experience with the SDGs

Rubric Example for Communication
and Collaboration Skills

Potential Resources:

Building Relevance
and Assessing Global Competence:

UN Sustainable Development Goals
Sustainable Systems Thinking: Compass
Global Competence Framework

SDGs: 3, 12, 14, 15: Potential Reflection Questions
- How do my healthy choices affect my mental wellbeing (anxiety and worry) and my ability to positively support my immune system (avoid sickness)?
- What consumption choices can I make to act more sustainably with regards to the health and wellbeing of myself and nature?
- How are marine ecosystems being threatened? How can I help while remaining well?
- How are land habitats being threatened? How can I help while remaining well?

OECD: Take Action for Collective Wellbeing and Sustainable Development
- How do my healthy eating choices affect myself, others in society, and ecosystems in the natural world?

- How does my design prototype model and illuminate an important scientific concept while sparking an analysis of issues facing an endangered species?

Deep Thinking:
Inquiry, Design, Empathy to Action Cycles

PYP model at SFS

Identifying the specific links in Design Thinking or the Empathy to Action Cycle within a design thinking protocol at the British School will help students more richly reflect on their prototypes and actions, integrating lexicon and thinking related to application of collaboration, critical friends’ feedback, interdisciplinary standards, and sustainable thinking.

Inspire Citizens’ Empathy to Action


Potential Models and Interactive Experiences at the
Health and Wellness Fair

3D Print of a Cow Mandible

Augmented Reality Experiences

Systems Thinking Interactive Food Webs

Systems Thinking Interactive Food Webs

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How healthy choices support good digestion

Integration of Augmented Reality

Use of TinkerCad for modeling

Recipes of ideal, healthy meals for animals

How dangerous materials can get stuck in digestive tracks

Model: What happen when an animal eats plastic? When cows eat corn instead of grass?