March 4


Published on

  • Be the first to comment

  • Be the first to like this

No Downloads
Total Views
On Slideshare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

March 4

  1. 1. MARCH 4 2011 W E E K LY U P D A T E GRADE 5A @ CDNIS Uncovering the Past & World Math(s) DayDear Parents, It really is difficult to believe how fast our time is passing. We have just initiatedour new (and second last) unit on the the transdisciplinary theme, “Where we are inplace and time,” with our central idea being “People and places have histories thatcan be uncovered and interpreted through a variety of sources.” This is an excitingunit in which students will inquire into how we actually know and understand history,and how perspectives can affect the telling of history. The unit was kicked off with a Grade 5 field trip at the Happy Valley Cemetery. Wechallenged the students to find a way to reply to one question: What can you tell usabout the history of Hong Kong? Students were challenged to use the cemetery as asource for uncovering some of Hong Kong’s past. Next week we will discuss theirfindings. As our literacy connection I will begin reading Martin Booth’s Music on theBamboo Radio as a real aloud to the students. They will also be active in literaturecircles reading historical fiction novels selected by the students themselves. This willsupport the students as they research and prepare for writing their own pieces ofhistorical fiction. Tuesday was World Math(s) Day and students had the opportunity to compete withothers of their age around the world using Mathletics. In addition, we startedinquiring into the characteristics of various 2D shapes. We will continue thisdiscussion and make connections to art (Festival of the Arts is rapidly approaching). Students have completed their Public Service Announcements, as part of our lastunit, and you may find the on their blogs. Please take a moment to browsethrough some of the PSAs and make some constructive comments.Please note: Monday is a Professional Development Day. Dismissal will beat 11amKind Regards,DJ &
  2. 2. MARCH 2 - APRIL 13, 2011WHERE WE ARE IN PLACE AND TIME GRADE 5 UNIT OF INQUIRY Central Idea People and places have histories that can be uncovered and interpreted through a variety of sources. Lines of Inquiry * Sources people use to inquire into the past Des Voeux Road, Hong Kong, circa 1930 * Ways to interpret sources to further our understanding Enduring Understandings * The advantages and limitations(Or, the “big ideas” students will work towards understanding of various forms of information through this unit)* Knowledge and understanding about the past is Teacher Questions based on/ determined by different perspectives and * How do we know what has interpretations - Perspective happened in the past?* There are different ways of knowing about the past - * Why do different interpretations Reflection occur?* Reflecting on conclusions, considering methods of * How do we know if the accounts reasoning and evaluating the quality and reliability of of history are accurate? evidence will lead to more informed opinions - Reflection * Whose “story” is history? Transdisciplinary Thinking Skills Skills Connections Students will learn to evaluate and make judgements and/or decisions Reading Communication Skills Students will focus on the presentation of information Writing and ideas through a variety of media, specifically programs such as iMovie or Garageband Speaking Research Skills Math Students will identify something they need or want to know, and ask compelling and relevant questions that Art can be researched in order to help them understand the Music appreciation big ideas of this unit.
  3. 3. WHAT YOU CAN DO WITH YOUR CHILD AT HOME Talk About the Learner Profile Vocabulary Attributes and Attitudes history perspective reflection Students will strive to be: bias opinion artifact civilization Inquirers by acquiring the skills necessary to conduct inquiry discovery sources and research and show independence in learning. inference interpretations hypothesis theory Reflective by giving thoughtful consideration to their own identity objective subjectivelearning and experience; by assessing and understanding legend mythologytheir own strengths and limitations in order to support their archaeologist historianlearning and personal development.Students should demonstrate:Curiosity: What the world, its people and events were like inthe past and how we know this information Websites for Home Investigations Myths, Folk Tales and Fairytales Dig! Archaeology Magazine for Kids Clues from the Past Assessment During This Unit Unit Highlights Through formative and summative tasks, the students Students will participate in FUN and will be assessed on their: meaningful learning experiences such as: * Understanding of the Central Idea and Key Concepts Dig Day - A day in the life of an * Demonstration of the enduring understandings archaeologist * Communication skills focusing on the presenting of findings Field trips to Hong Kong Cemetery and the using technology Hong Kong Museum of History * Ability to articulate answers to Teacher Questions and pose Artifact of the Day discussions engaging, relevant questions Reader’s Theatre * Application and development of the selected skills Preparing and conducting interviews The assessment tasks and assessment criteria will be shared and discussed with students in the early stages Designing and creating mosaics of the unit, so they are best prepared for success.