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G52017-2018YearlyOverview
GRADE 5 Yearly Overview 2017-2018
Subject 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18
Unit of Inquiry
Where we are in place and time The story of humanity is a story of migration.
How the world works Energy is stored and used in different ways.
How we organize ourselves Understanding supply and demand is essential for a business to succeed.
Literacy Daily 5 Routines Reading- finding key words in non-fiction texts, reading responses 6 Traits Writing Text Type - Recount Words Their Way
Daily 5 Reading- finding key words in non-fiction texts, summarise text 6 Traits Writing Text type - Scientific reports, information report Words Their Way
Daily 5 6 Traits Writing Text Type - Poetry Words Their Way
Mathematics Number:Place Value Pattern & Function:Patterns & rules
Number : Addition Subtraction Problem Solving Strategy: -Act it out -Draw
Shape & Space: Lines, Angles, Direction and Mapping Skills
Measurement: Area Perimeter Volume Problem Solving Strategy: -Guess & Check
Data Handling: Surveys, Graphs
Number: Multiplication Problem Solving strategy: -Make a table or list
Mandarin Communication Phase 1: Introduction Phase 2: Family introduction Phase 3: Biography
Communities Phase 1: Basic school life Phase 2: School life with details Phase 3: School routine with details
Visual The Arrival A graphic novel Expressionists Sculpture
Arts by Shaun Tan. Artwork on migration.
Munch VanGogh Jackson pollock
Transforming 2D images to 3D shapes in space. Giacometti and Guernica by Picasso
Performing Arts
Music Connects Us Dance From Different Places
(cont) Learning and Instrument - focus on ukulele
PE Intro to PE Athletics Striking & Fielding Games
(cont) Movement Composition
Subject 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Unit of Inquiry
How we express ourselves Media influences the way we think and act.
Exhibition Central idea TBA
Who We Are There are changes that affect us during puberty.
Literacy Daily 5 6 Traits Writing Words Their Way Text type - exposition/ persuasion, writing to inquire (questionnaire, surveys) Speaking - debate on social media
Daily 5 6 Traits Writing Words Their Way Text type - Information reports, Writing to socialise (emails), Writing to inquire (surveys, questionnaires, interviews)
Daily 5 6 Traits Writing Words Their Way Text type - explanation Speaking - debate on puberty
Mathematics Number - Division
Shape and Space: 2D & 3D shapes Symmetry Transformations
Number: Fractions Decimals Percents
Data Handling: Probability Chance
Measurement: Mass Capacity Time
Number: Fractions Decimals Percents
Mandarin Cultures Phase 1 Basic food Phase 2 Food at restaurant Phase 3 Recipes from different cultures
Connections: Phase 1 Basic holidays Phase 2 Holidays Phase 3 Making travel plans
Visual Arts
Elements of art value
Portraits
Performing Arts
Speaking, presence and persuasion
Staging your exhibition Staging your exhibition
Original Composition
PE Net/Wall Games Invasion Games FMS Swimming
Who we are
Area of TD Theme ● personal, physical, mental, and social health
Central Idea There are changes that affect us during puberty.
Key Concepts ● Change ● Responsibility ● Reflection
Related concepts growth, choices, coping skills
Lines Inquiry ● The physical changes we experience ● Social and emotional changes ● Ways of managing these changes
Learner Profile Balanced, Open-minded
Attitudes Empathy, Respect
How Singapore will be used to facilitate the inquiry
Teacher Provocations ● Chalk talk Set up 4-5 chart papers with provoking statements.
Subject Focus PSPE, Science, Literacy
Subject Specific skills Science: ● Use scientific vocabulary to explain their observations
and experiences. Literacy:
● Argue persuasively and justify a point of view
Subject Specific Knowledge Science: ● Identify the characteristics of pubertal change and why
they occur. Understand how growth and development of your body are influenced by nutrition and lifestyle choices and that these occur in different ways.
PSPE: ● Understand factors that affect personal, physical, social
and emotional growth. Humanities:
● Identifying a problem within the school, Singapore or world community and explore possible ways of taking action to improve the world we live in
● Composing and asking questions about self, local community and current global issues
Core ATL’s (TD Skills) Research Skills: Formulating Questions Self-Management Skills: Informed Choices Thinking Skills: Acquisition of Knowledge, Evaluation Social Skills: Respecting Others. Communication Skills: Viewing, Presenting. Integrated Subjects : Information Literacy, Physical Education, Science
Integrators contributions Link to Pastoral - Being Healthy, Safe & Active, Personal Identity (PSPE)
What does a Grade Level appropriate understanding of this central idea look like?
● I am able to list all the physical changes we experience in puberty, using appropriate scientific vocabulary. ● I can identify and reflect on social and emotional
pressures that may influence my decisions.
● I can identify actions that affect my well-being in a positive and negative manner and develop a plan of
action
The essence of this unit in less than 20 words This unit focuses on the physical, emotional and social changes that happen in puberty and how to manage these changes..
Where we are in place and time
Area of TD Theme ● orientation in place and time ● personal histories ● home and journeys ● the discoveries, explorations and migrations of
humankind
Central Idea The story of humanity is a story of migration.
Key Concepts ● Change ● Causation
Related concepts consequences, patterns, impact
Lines Inquiry ● The reasons people migrate ● Impact of migration on Singapore ● Mapping journeys of migration
Learner Profile Communicators
Attitudes Empathy, Appreciation
How Singapore will be used to facilitate the inquiry Chinese Heritage Museum
Teacher Provocations ● Viewing photograph of migrants, students did the Visible Thinking Routine 10 x 2.
Subject Focus Literacy, Humanities
Subject Specific skills Humanities:
● Formulate and ask questions about the past, the future,
places and society. Use and analyse evidence from a variety of historical, geographical and societal sources. Orientate in relation to place and time. Identify roles, rights and responsibilities in society.
Subject Specific Knowledge Humanities: ● Identifying a problem within the school, Singapore or
world community and explore possible ways of taking action to improve the world we live in
● Synthesizing the information from case studies to determine the causes of migration
● Analyzing how migration has occurred and changed over time in Singapore
● Describing the impact of migration on their personal history
● Describing the impact of migration on current world events
● Identifying changes in personal growth through a timeline
● Identifying important historical events in SIngapore on a timeline in relation to today
● Analysing historical maps to determine settlement patterns in Singapore
Core ATL’s (TD Skills) Research Skills: Formulating Questions, Collecting Data, Presenting Research. Self-Management Skills: Organization. Thinking Skills: Comprehension.
Social Skills: Respecting Others. Communication Skills: Listening, Speaking, Presenting.
Integrators contributions Performing Arts in the Diaspora (Performing Arts) Exploring the graphic novel by Sean Tan The Arrival (Visual Arts) Developing vocabulary for family introduction/ family biography (Mandarin)
What does a Grade Level appropriate understanding of this central idea look like?
● I am able to explain reasons for migration and the effects it has on communities, cultures and individuals
The essence of this unit in less than 20 words We are part of a transient global community, and are personally affected by change due to migration. It is relevant to be aware of the reasons why people move.
How we express ourselves
Area of TD Theme ● An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values
Central Idea Media influences the way we think and act.
Key Concepts ● Perspective ● Causation ● Form
Related concepts pop media, social media, persuasion
Lines Inquiry ● How choices and behavior can be influenced by media ● The form and purpose of media
● Strategies that are used to influence people's choices and behavior
Learner Profile Reflective
Attitudes Appreciation, Creativity
How Singapore will be used to facilitate the inquiry ISS Marketing; Guest speaker from Singapore company regarding how media makers use data
Teacher Provocations ● Visible thinking routine of Claim Support Question using visual media pieces
Subject Focus Literacy, Visual Arts, Performing Arts, Humanities
Subject Specific skills Literacy: ● Use speech to inform, entertain and influence others .
Participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations to deepen understanding. Use register, tone, voice level and intonation to enhance meaning. Consistently using speech to inform, entertain and influence others
Subject Specific Knowledge Literacy: ● Persuasive writing
Visual Arts: ● Reflect on the use of media to influence others.
Humanities:: ● Identifying various media strategies and analysing their
effectiveness on audiences ● Identifying and comparing the impact of media on
different audiences ● Analysing reliability, perspective and bias of sources
used during research ● Identifying a problem within the school, Singapore or
world community and explore possible ways of taking action to improve the world we live in
Core ATL’s (TD Skills) Research Skills: Interpreting data Thinking Skills: Comprehension, Analysis, Synthesis, Dialectical Thought. Social Skills: Respecting Others, Cooperating. Communication Skills: Non-verbal, Viewing. Integrated Subjects: ESL, Mandarin, Visual Arts, Music, Physical Education
Integrators contributions Pop songs/ poetry (Mandarin)
Stage speaking, presence and persuasion (Performing Arts) How does media influence our body image/health (PSPE)
What does a Grade Level appropriate understanding of this central idea look like?
Drawing from a variety of media, identify what the message is and who the audience is; how the message was conveyed using
strategies and adapting media for different audiences.
The essence of this unit in less than 20 words Media makers use different strategies to express ideas and influence behaviour of audiences.
How the world works
Area of TD Theme ● the natural world and its laws ● how humans use their understanding of scientific
principles ● the impact of scientific and technological advances on
society and on the environment.
Central Idea Energy is stored and used in different ways.
Key Concepts ● Form ● Function ● Change
Related concepts transformation, transference, energy
Lines Inquiry ● Potential and kinetic energy ● How energy is transformed ● Applying our knowledge of energy
Learner Profile Inquirers, Thinkers
Attitudes Creativity, Curiosity
How Singapore will be used to facilitate the inquiry Singapore Science Museum (workshop)
Teacher Provocations ● Provocation statement: Energy can neither be created nor destroyed.
● Students share their understanding...prove it. ● KWL
Subject Focus Science, Literacy, Design
Subject Specific skills Science:
● Observe carefully in order to gather data. Use a variety of instruments and tools to measure data accurately. Use scientific vocabulary to explain their observations and experiences. Identify or generate a question or problem to be explored. Plan and carry out systematic investigations, manipulating variables as necessary. Make and test predictions. Interpret, evaluate data gathered in order to draw conclusions. Consider scientific models and applications of these models (including limitations)
Subject Specific Knowledge Science: ● Understand that heat can move from one object to
another by conduction and that some materials conduct heat better than others. Understand that heat is often produced as a byproduct when one form of energy is converted to another. Identify and describe everyday examples of sources of energy. Know that there are two forms of energy: stored versus used (potential versus kinetic). These forms are interchangeable. Understand that forms of energy can produce light, heat, sound, and magnetic effects. Explain how energy produces change. Compare the following ways in which energy can be transformed, mechanical to electrical, electrical to thermal.
Humanities:
● Identifying a problem within the school, Singapore or world community and explore possible ways of taking action to improve the world we live in
Core ATL’s (TD Skills) Research Skills: Formulating Questions, Observing, Collecting Data, Recording Data, Organizing Data, Interpreting Data.
Self-Management Skills: Safety. Thinking Skills: Acquisition of Knowledge, Evaluation. Communication Skills: Reading, Viewing, Presenting.
Integrators contributions Design ● Investigate ways to show transformation of energy
What does a Grade Level appropriate understanding of this central idea look like?
I am beginning to explain that energy is stored and not created or destroyed. (FUNCTION) I can explain and show different types of energy. (FORM) With some guidance, I can follow the scientific method to show my understanding of how energy transforms. (CHANGE)
The essence of this unit in less than 20 words How energy is transferred from one form to another and cannot be created nor destroyed.
How we organize ourselves
Area of TD Theme ● the interconnectedness of human-made systems and communities
Central Idea Understanding supply and demand is essential for a business to succeed.
Key Concepts ● Connection ● Function ● Responsibility
Related concepts interdependence, supply and demand, fair trade
Lines Inquiry ● Ethics of trade ● How we depend upon people in other places ● Integral parts of running a business
Learner Profile Thinker
Attitudes Integrity
How Singapore will be used to facilitate the inquiry
Teacher Provocations ● International trade game
Subject Focus Literacy, Humanities, Math
Subject Specific skills Humanities: ● Use and analyze evidence from a variety of historical,
geographical and societal sources. Literacy:
● Analyse and interpret different forms of poetry.
Math ● Design a survey and systematically collect record,
organise and display the data in a bar graph, circle graph
or line graph.
● Understand that different graphs have special purposes
Subject Specific Knowledge Humanities: ● Explaining how supply and demand works ● Developing criteria for ethical practices regarding
products and services ● Comparing and evaluating the differences between
needs and wants in relation to goods and services ● Making connections between local and global supply and
demand ● Analysing how businesses and trade can be ethical ● Synthesizing and applying the concepts of running a
business ● Identifying a problem within the school, Singapore or
world community and explore possible ways of taking action to improve the world we live in
Core ATL’s (TD Skills) Research Skills: Planning. Self-Management Skills: Fine Motor. Thinking Skills: Application, Evaluation. Social Skills: Accepting Responsibility. Communication Skills: Writing, Non-verbal, Presenting. Integrated Subjects: Social Studies, Information Literacy, Technology.
Integrators contributions Logo Creation (Art and Design)
What does a Grade Level appropriate understanding of this central idea look like?
I am able to explain the concept of supply and demand in connection with how a business functions, citing familiar
examples
The essence of this unit in less than 20 words Supply and demand connects people around the world and makes everyday businesses survive, an essential element to all communities.
EXHIBITION
TD THEME
Area of TD Theme All
Central Idea To be determined
Key Concepts To be determined
Related concepts To be determined
Lines Inquiry ● Identify the issue ● Explore further ● Take action
Learner Profile ALL
Attitudes ALL
How Singapore will be used to facilitate the inquiry Passion speakers, local organizations for action
Teacher Provocations ● Review TD themes ● Students create own central idea
Subject Focus All subjects
Subject specific concepts All subjects HUMANITIES:
● Composing and asking questions about self, local community and current global issues
● Identifying a problem within the school, Singapore or world community and explore possible ways of taking
action to improve the world we live in ● Analysing reliability, perspective and bias of sources
used during research
Subject Specific skills All subjects
Subject Specific Knowledge All subjects
Core ATL’s (TD Skills) All ATLs
Integrators contributions All Integrators involved
What does a Grade Level appropriate understanding of this central idea look like?
I can use my knowledge, skills, attitudes and take action with my inquiry.
The essence of this unit in less than 20 words An inquiry that allows students to study real life challenges with depth and rigour. The aim for the students is to take action on the challenge they inquired into.