NOVEMBER 14- JANUARY 13, 2017
WHERE WE ARE IN PLACE AND
GRADE TIME
5 UNIT OF INQUIRY
Central Idea
Comparing different accounts
of the past can highlight
diverse perspectives.
Lines of Inquiry
* The preservation of historical
records
* How do we interpret accounts
about the past
Des Voeux Road, Hong Kong, circa 1930
Enduring Understanding
* Why historical accounts can
differ
Concepts
Reflection
What is the truth?
How do you know?
Perspective
Whose story is it?
How and why are the stories different?
Function
Students may take action beyond this unit by being
open-minded about perspectives of others. They will How do we critically evaluate sources?
Bias
critically evaluate sources and seek a range of
Who is telling the story?
points of view before developing an informed
Validity
opinion. They are encouraged to conduct
How do we know the information is valid?
independent inquiries during the unit.
Information needs to be critically evaluated if we
are to make informed opinions.
Taking Action
Assessment During This Unit
Through formative and summative tasks,
the students will be assessed on their:
*
Understanding of the Central Idea and
Key Concepts
*
Demonstration of the enduring
understanding
*
Ability to articulate answers to teacher
questions and pose engaging, relevant
questions
*
Application and development of the
selected skills
Skills
Thinking Skills
Students will learn to both analyze and evaluate
the validity of historical information and sources.
Communication Skills
Students will focus on viewing and interpreting
different forms of information and reading a variety
of sources.
Research Skills
Students will identify something they need or want
to know, and ask compelling and relevant
questions that can be researched in order to help
them understand the big ideas of this unit.
Students will collect, organize and interpret data
and present research findings.
What you can do with your child at home
Talk About the Learner Profile
Attributes and Attitudes as follows:
Vocabulary
Thinkers: Applying thinking skills critically and creatively analyze and
evaluate a range of primary and secondary sources.
Open- Minded: Be open to perspectives of other individuals. Seek
and evaluate a range of points of view, in order to develop an
informed opinion.
Curiosity: Be curious about past local and global events and view
them from a range of perspectives.
MATHEMATICS : Fractions
history
reflection
opinion
civilization
sources
interpretations
theory
objective
propaganda
validity
perspective
bias
artifact
archeology
inference
hypothesis
analysis
subjective
evaluation
historian
Conceptual Understandings
•Fractions and decimals are ways of representing whole-part relationships.
•Fractions, decimal fractions and percentages are ways of representing whole-part
relationships.
Learning Outcomes
I can...
Read, write, compare and order fractions
Model decimal fractions to hundredths or beyond on a place value chart
Use the language of fractions – numerator, denominator, equivalent, improper, mixed number
Read, write and model equivalent fractions (2/3 = 4/6 = 8/12) using e.g. a fraction kit or grid paper
Simplify fractions e.g. 6/10 =⅗
Find fractions of shapes, sets and quantities including length, time, and money.
Find the whole given the fractional part e.g. if 2/3 of the whole is 18, what is the whole?
Use number knowledge to find fractions of quantities e.g. 2/3 of 21 is 14
Model finding the whole, given the fractional part e.g. if ¼ of the whole is 10, what is the whole?
Model addition and subtraction of fractions.
Identify the use of decimals in real-life situations e.g. money.
Convert mixed numbers to improper fractions and vice versa e.g. 1 ¼ = 5/4
Use division to find fractions of quantities
Add and subtract common fractions by changing one denominator
Model improper fractions and mixed numbers.
Simplify fractions (to the lowest term) using manipulatives e.g. a fraction kit.
Simplify fractions (to the lowest term) in mental and written form and in computation answers.
Convert improper fractions to mixed numbers and vice versa in real life situations.
Measurement: Timelines
Conceptual Understandings
• Objects and events have attributes that can be measured using appropriate tools
Learning Outcomes
I can...
• Understand that measures can fall between numbers on a measurement scale
• Describe measures that fall between numbers on a scale
• Use timelines in units of inquiry and other real-life situations