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.