How We Express Ourselves
UNIT OVERVIEW
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January 03 - February 17
KEY CONCEPTS:
FUNCTION
WHAT TECHNIQUES ARE USED TO
ATTRACT ATTENTION? HOW ARE
PERSUASIVE TECHNIQUES USED IN
DIFFERENT FORMS OF MEDIA/
ADVERTISING?
Issue No. 1
People can create
messages to target
and influence
specific audiences
s
Enduring
Understanding:
We need to critically
evaluate what we
learn through the
media.
REFLECTION
WHY ARE CERTAIN MESSAGES BEING
SENT?
PERSPECTIVE - HOW MIGHT
DIFFERENT PEOPLE INTERPRET
MESSAGES ? HOW DOES OUR
PERSPECTIVE AFFECT OUR
INTERPRETATION OF WHAT WE SEE,
FEEL, READ, AND EXPERIENCE?
RELATED CONCEPTS:
Media now means more than just what you read in the paper...
INFLUENCE - HOW ARE TARGET
AUDIENCES IDENTIFIED/USED? WHAT
DOES IT MEAN TO BE ‘INFLUENCED?’
WHAT TECHNIQUES ARE USED IN
DIFFERENT FORMS OF MEDIA TO
INFLUENCE OTHERS? WHAT IS
‘INFLUENTIAL LANGUAGE?’ SHOULD THE
MEDIA ATTEMPT TO INFLUENCE PEOPLE?
ADVERTISING - WHAT DIFFERENT
TECHNIQUES ARE USED TO ATTRACT
ATTENTION?
WHAT ROLE DOES THE MEDIA PLAY IN
OUR SOCIETY?
HOW DOES THE MEDIA INFLUENCE US?
LINES OF INQUIRY:
•
•
•
How persuasive tools and techniques are
used to influence people (Function)
How people are targeted and influenced
by the media (Function)
Critical evaluation of messages
presented by the media (Perspective,
Reflection)
It extends to social, print, online, advertising and broadcast
And it is EVERYWHERE!
*Media has the power to
influence society and
individuals much faster and
to a greater extent than it
ever could in the past.
CANADIAN INTERNATIONAL SCHOOL OF HONG KONG / GRADE 4 UNIT OF INQUIRY / 2017
UNIT OVERVIEW
2
PAGE
ATTITUDES / ATTRIBUTES
INDEPENDENCE / CREATIVITY / COMMUNICATOR / THINKER
ASSESSMENT
UNIT VOCABULARY
MEDIA
COMMERCIAL
VISUAL
ADVERTISEMENT
INFLUENCE OPINION
POWER FACT
SOCIETY SLOGAN
FUNCTION
LOGO
PERSPECTIVE
CAUSE
PERSUASIVE TESTIMONIAL
INFOMERCIAL
PRODUCT
TARGET AUDIENCE
SOCIAL BANDWAGON
BROADCAST ANALYSIS
BILLBOARD EVALUATION
BUZZ WORDS
MESSAGE
COMMUNICATION
Assessment in this unit will be
driven by the creative elements
that students put into their work.
Students will be required to
explain the techniques and tools
they have chosen when creating
many different forms of media, but
the focus will be on the use of
their s k ills, k nowledge and
understanding of the central idea
to create many different types of
original pieces of media - media
that influences and informs.
HELPING AT HOME
ACTION
Students can take action in this
unit by bringing in articles,
magazines, newspapers; saving
websites and commercials; and
sharing what they have found with
others in their class. A key element
to creating original pieces is being
able to analyse media created by
professionals and being able to see
what they have done to influence
others and to determine if they
have done so with integrity. We are
also looking for students to develop
a habit of critically analysing news
items and advertising before
forming opinions.
• Discuss with family different types of media that you see on a day to day basis and what has the most impact
• Take pictures of different forms of media/advertising to reinforce the idea that it is all-pervasive
• Talk with family members about how we know what we know
• Did our ideas and thoughts come from facts that we have read? Did they come from others opinions? Where did
we find the information about the people, places, things and ideas that we have?
• Create pieces of media that help to inform or influence others.
• Discuss what techniques were used
• Post your research and creations to your blog. Share your findings with friends and family.
Getting a sense of the all-pervasiveness of media by mind mapping.
Logos from around the world.
CANADIAN INTERNATIONAL SCHOOL OF HONG KONG / GRADE 4 UNIT OF INQUIRY / 2017
MATHEMATICS
CDNIS January 2017
STAND ALONE MATHEMATICS
SHAPE AND SPACE (2D AND 3D SHAPES)
Learning Outcomes
I can...Understand the common language used to describe shapes
I can...Understand the properties of regular and irregular polygons
I can...Understand congruent or similar shapes
I can...Understand that visualisation of shape and space is a strategy for solving problems
I can...Understand that 2D representations of 3D objects can be used to visualise and solve problems
I can…Identify, describe and model congruency and similarity in 2D shapes
MEASUREMENT (PERIMETER, AREA AND VOLUME)
Learning Outcomes
I can...Understand the use of standard units to measure perimeter, area and volume
I can...Estimate and measure using standard units of measurement: perimeter, area and volume
I can... Select appropriate tools and units of measurement
I can...Use standard units of measurement to solve problems in real-life situations involving perimeter,
area and volume
Design Project
GRADE FOUR
MATHEMATICS
LEARNING INTENTIONS:
•Understand the use of standard units to
measure perimeter, area and volume
•Estimate and measure using standard
units of measurement: perimeter, area and
volume
•Select appropriate tools and units of
measurement
•Use standard units of measurement to
solve real-life situations involving
perimeter, area and volume
•Understand that 2D representations of
3D objects can be used to visualise and
solve problems
•Understand how scale is used to enlarge
and reduce shapes
•Use whole numbers up to thousands and
beyond in real life situations
•Select efficient method for solving a
problem, for example mental estimation,
mental of written strategies, or using a
calculator
•Use strategies to estimate the
reasonableness of answers
Using their knowledge of
perimeter, area and volume, Grade
4s will be creating blue prints to
design their very own house on a
Minecraft EDU world provided by
the IT team at CDNIS.
Mathematical Strands:
Shape and Space Measurement
Number
CANADIAN INTERNATIONAL SCHOOL OF HONG KONG / GRADE 4 UNIT OF INQUIRY / 2017