Grade 5 – Curriculum Overview 2011­2012 PYP Language Continuum: Reading Semester 1 – Phase 4
Semester 2 – Phase 5 PYP Language Continuum: Writing Semester 1 – Phase 4 Semester 2 – Phase 5 Conceptual Understandings: •
Reading and thinking work together to enable us to make meaning. •
Checking, rereading and correcting our own reading as we go enable us to read new and more complex texts. •
Identifying the main ideas in the text helps us to understand what is important. Knowing what we aim to achieve helps us to select useful reference material to conduct research.
Conceptual Understandings: •
Authors structure stories around significant themes. •
Effective stories have a structure, purpose and sequence of events (plot) that help to make the author’s intention clear. •
Synthesizing ideas and information from texts leads to new ideas and understanding. Reading opens our minds to multiple perspectives and helps us to understand how people think, feel and act.
Conceptual Understandings: •
Writing and thinking work together to enable us to express ideas and convey meaning. •
Asking questions of ourselves and others helps to make our writing more focused and purposeful. •
The way we structure and organize our writing helps others to understand and appreciate it. •
Rereading and editing our own writing enables us to express what we want to say more clearly. Learning Outcomes: Learners: •
Read a variety of books for pleasure, instruction and information; reflect regularly on reading and set future goals •
Distinguish between fiction and non‐fiction and select books appropriate for specific purposes •
Understand and respond to the ideas, feelings and attitudes expressed in various texts, showing empathy for characters •
Recognize the author’s purpose, for example, to inform, entertain, persuade, instruct •
Understand that stories have a plot, identify the main idea; discuss and outline the sequence of events leading to the final outcome •
Appreciate that writers plan and structure their stories to achieve particular effects; identify features that can be replicated when planning their own stories •
Use reference books, dictionaries, and computer and web‐based applications with increasing independence and responsibility •
Know how to skim and scan texts to decide whether they will be useful, before attempting to read in detail •
As part of the inquiry process, work cooperatively with others to access, read, interpret and evaluate a range of source materials •
Identify relevant, reliable and useful information and decide on appropriate ways to use it •
Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comics, graphic books, e‐
books, blogs and wikis •
Know when and how to use the Internet and multimedia resources for research •
Understand that the Internet must be used with the approval and supervision of a parent or a teacher; read understand and sign the school’s cyber‐safety policy. Learning Outcomes: Learners: •
Read a wide range of texts confidently, independently and with understanding •
Work in cooperative groups to locate and select texts appropriate to purpose and audience •
Participate in class, group or individual author studies, gaining an in‐depth understanding of the work and style of a particular author and appreciating what it means to be an author •
Identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres •
Appreciate structural and stylistic differences between fiction and non‐fiction; show understanding of this distinction when structuring their own writing •
Appreciate authors’ use of language and interpret meaning beyond the literal •
Understand that authors use words and literary devices to evoke mental images •
Recognize and understand figurative language, for example, similes, metaphors, idioms •
Make inferences and be able to justify them •
Identify and describe elements of a story – plot, setting, characters, theme – and explain how they contribute to its effectiveness •
Compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact •
Distinguish between fact and opinion, and reach their own conclusions about what represents valid information •
Use a range of strategies to solve comprehension problems and deepen their understanding of a text •
Consistently and confidently use a range of resources to find information and support their inquiries •
Participate in collaborative learning, considering multiple perspectives and working with peers to co‐construct new understandings •
Use the Internet responsibly and knowledgeably, appreciating its users and limitations •
Locate, organize and synthesize information from a variety of sources including the library/media center, the Internet, people in the school, family, the immediate community or the global community Learning Outcomes: Learners: •
Write independently and with confidence, demonstrating a personal voice as a writer •
Write for a range of purposes, both creative and informative, using different types of structures and styles according to the purpose of the writing •
Show awareness of different audiences and adapt writing appropriately •
Select vocabulary and supporting details to achieve desired effects •
Organize ideas in a logical sequence •
Reread, edit and revise to improve their own writing, for example, content, language, organization •
Respond to the writing of others sensitively •
Use appropriate punctuation to support meaning •
Use knowledge of written code patterns to accurately spell high‐frequency and familiar words •
Use a range of strategies to record words/ideas of increasing complexity •
Realize that writers ask questions of themselves and identify ways to improve their writing, for example, “Is this what I meant so say?”, “Is it interesting/relevant?” •
Check punctuation, variety of sentence starters, spelling, presentation •
Use a dictionary and thesaurus to check accuracy, broaden vocabulary and enrich their writing •
Work cooperatively with a partner to discuss and improve each other’s work, taking the roles of authors and editors •
Work independently to produce written work that is legible and well‐presented, written either by hand or in digital format. Conceptual Understandings: •
Stories that people want to read are built around themes to which they can make connections. •
Effective stories have a purpose and structure that help to make the author’s intention clear. •
Synthesizing ideas enables us to build on what we know, reflect on different perspectives, and express new ideas. •
Knowing what we aim to achieve helps us to plan and develop different forms of writing. •
Through the process of planning, drafting, editing and revising, our writing improves over time. Learning Outcomes: Learners: •
Write independently and with confidence, showing the development of their own voice and style •
Write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive •
Adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader •
Use appropriate paragraphing to organize ideas •
Use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood •
Use planning, drafting, editing and reviewing processes independently and with increasing competence •
Critique the writing of peers sensitively; offer constructive suggestions •
Vary sentence structure and length •
Demonstrate an increasing understanding of how grammar works •
Use standard spelling for most words and use appropriate resources to check spelling •
Use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing •
Choose to publish written work in handwritten form or in digital format independently •
Use written language as a means of reflecting on their own learning •
Recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration •
Identify and describe elements of a story‐
setting, plot, character, theme •
Locate, organize, synthesize and present written information obtained from a variety of valid sources •
Use a range of tools and techniques to produce written work that is attractively and effectively presented. Units of Inquiry Unit of Inquiry #1
Unit of Inquiry #2
How we express ourselves
Where we are in place and time
Sharing the planet
Central idea:
Media is a powerful tool that influences the decisions
people make.
An inquiry into:
• Different forms of media
• Influence of media on society and individuals
• Responsible consumption and use of media
Central idea:
People move for many reasons, and its impact has
affected us and changed the world.
An inquiry into:
• Point of view (Perspective)
• Reasons for migration(Causation)
• Impact of migration(Connection)
Concepts:
Change, Causation, Perspective
Related concepts:
Population, settlement, consequences, impact,
prejudice, chronology, civilizations, conflict,
migration, progress, borders, geography, push and
pull factors
Central idea:
The ocean, sierra and jungle are vital resources whose
ecological balance is affected by humans.
An inquiry into:
• How people impact the ecological balance of the
environment
• The conflict for resources
• How the environment is a vital resource
Concepts:
Function, Perspective, Responsibility
Related concepts:
Subjectivity, truth, values, communication, system,
consumption, distribution, wealth, poverty,
sustainability
Unit of Inquiry #3
Concepts:
Responsibility, Function, Causation
Related concepts:
Growth, transformation, consequences, impact,
conservation, balance, biodiversity, conflict, peace
*Subject to modifications
Unit of Inquiry #4
How the world works
Unit of Inquiry #5
Who we are
Central idea:
We are part of the universe, and we are compelled
to adapt to and explore it.
An inquiry into:
• Scientific method and its impact on our daily
lives
• What humans need to survive
• Adaptation of technology and its application in
our daily lives
• How space exploration affects the environment
Concepts:
Connection, Function, Change
Related concepts:
Adaptation, properties, systems, cycles,
sustainable, renewable, non-renewable, gravity,
atmosphere, innovation
Central idea:
We take personal and social responsibility for
ourselves, our community, environment and others.
(Students will be generating their own central idea
and LoI based on their interests.)
An inquiry into:
• Current, local social inequalities
• Current, local environmental issues
• Taking action
Concepts:
Responsibility, Reflection, Connection, Form,
Function, Causation, Change, Perspective
Related concepts:
Systems, economics, taking action, choice,
diversity, perception, role, consequences, impact,
networks, prejudice
*Subject to modifications Unit of Inquiry #6
How we organize ourselves
Central idea:
Governments evolve through events and individual
actions.
An inquiry into:
• How government decisions affect individuals
• How actions and events influence government
• How individuals affect government
Concepts:
Responsibility, Causation
Related concepts:
power, freedom, equality, government, structure,
transformation
Math Number and Numeration Operations and Computation Data and Chance • Read and write whole numbers
and decimals; identify places in
such numbers and the values of
the digits in those places; use
expanded notation to represent
whole numbers and decimals.
• Solve problems involving
percents or discounts; describe
and explain strategies used;
identify the unit whole in
situations involving fractions.
• Identify prime and composite
numbers; factor numbers; find
prime factorizations.
• Use numerical expressions
involving one or more of the
basic four arithmetic operations,
grouping symbols, and
exponents to give equivalent
names for whole numbers;
convert between base-10,
exponential, and repeated-factor
notations.
• Use numerical expressions to
find and represent equivalent
names for fractions, decimals,
and percents; use and explain
multiplication and division rules
to find equivalent fractions and
fractions in simplest form;
convert between fractions and
mixed numbers; convert
between fractions, decimals, and
percents.
• Compare and order rational
numbers; use area models,
benchmark fractions, and
analyses of numerators and
denominators to compare and
order fractions and mixed
numbers; describe strategies
used to compare fractions and
mixed numbers.
• Use mental arithmetic, paper-and-pencil
algorithms, and calculators to solve
problems involving the addition and
subtraction of whole numbers, decimals and
signed numbers; describe the strategies used
and explain how they work.
• Demonstrate automaticity with
multiplication facts and proficiency with
division facts and fact extensions.
• Use mental arithmetic, paper-and-pencil
algorithms, and calculators to solve
problems involving the multiplication of
whole numbers and decimals and the
division of multidigit whole numbers and
decimals by whole numbers; express
remainders as whole numbers or fractions as
appropriate; describe the strategies used and
explain how they work.
• Use mental arithmetic, paper-and-pencil
algorithms, and calculators to solve
problems involving the addition and
subtraction of fractions and mixed numbers;
describe the strategies used and explain how
they work.
• Use area models, mental arithmetic, paperand-pencil algorithms, and calculators to
solve problems involving the multiplication
of fractions and mixed numbers; use
diagrams, a common-denominator method,
and calculators to solve problems involving
the division of fractions; describe the
strategies used.
• Make reasonable estimates for whole
number and decimal addition, subtraction,
multiplication, and division problems and
fraction and mixed number addition and
subtraction problems; explain how the
estimates were obtained.
• Use repeated addition, arrays, area, skip
counting, and scaling to model
multiplication and division; use ratios
expressed as words, fractions, percents, and
with colons; solve problems involving
rations of parts of a set to the whole set.
• Collect and organize
data or use given data
to create bar, line, and
circle graphs with
reasonable titles, labels,
keys, and intervals. • Use the maximum,
minimum, range,
median, mode, and
mean, and graphs to ask
and answer questions,
draw conclusions, and
make predictions. • Describe events using
certain, very likely,
likely, unlikely, very
unlikely, impossible and
other basic probability
terms, use more likely,
equally likely, same
chance, 50-50, less
likely, and other basic
probability terms to
compare events;
explain the choice of
language. • Predict the outcomes of
experiments and test the
predictions using
manipulatives and
summarize the results;
use summaries and
comparisons to predict
future events; express
the probability of an
event as a fraction,
decimal, or percent. Last updated: August 2011 Measurement and Reference Frames • Estimate length with
and without tools;
measure length to the
nearest 1/8 inch and
millimeter; estimate the
measure of angles with
and without tools; use
tools to draw angles with
given measures. • Describe and use
strategies to measure the
perimeter of polygons
and area of circles;
choose and use
appropriate formulas to
calculate the areas of
rectangles,
parallelograms, and
triangles, and the volume
of a prism; define pi as
the ratio of a circle’s
circumference to its
diameter. • Describe relationships
among U.S. customary
units of length and
among metric units of
length; and among U.S.
customary units of
capacity. • Use ordered pairs of numbers to name, locate, and plot points in all four quadrants of a coordinate grid. Geometry • Identify, describe,
compare, name, and
draw right, acute,
obtuse, straight, and
reflex angles;
determine angle
measures in vertical
and supplementary
angles and by
applying properties of
sums of angle
measures in triangles
and quadrangles.
• Describe, compare,
and classify plane and
solid figures using
appropriate geometric
terms; identify
congruent figures and
describe their
properties.
• Identify, describe,
and sketch examples
of reflections,
translations, and
rotations.
Patterns, Functions, and Algebra • Extend, describe, and
create numeric patterns;
describe rules for
patterns and use them to
solve problems; write
rules for functions
involving the four basic
arithmetic operations;
represent functions
using words, symbols,
tables, and graphs and
use those
representations to solve
problems.
• Determine whether
number sentences are
true or false; solve open
number sentences and
explain the solutions;
use a letter variable to
write an open sentence
to model a number
story; use a pan-balance
model to solve linear
equations in one
unknown.
• Evaluate numeric
expressions containing
grouping symbols;
insert grouping symbols
and nested grouping
symbols to make
number sentences true;
describe and use the
precedence of
multiplication and
division over addition
and subtraction.
• Describe and apply
properties of arithmetic.