Grade 5
Welcome to grade 5!
On this page you can find information about our units of inquiry.
- UOI 1 How we organize ourselves
- UOI 2 How we express ourselves
- UOI 3 Where we are in place and time
- UOI 4 How the world works
- UOI 5 Sharing the planet
- UOI 6 Who we are
Contact:
Elizabeth Covington and Gary Herbison
Unit of inquiry 1
Interdisciplinary theme
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making; economic activities and their impact on humankind and the environment.
Central idea
The decisions we make affect ourselves and others.
Lines of inquiry
The effects that our decisions have on ourselves and others
Decision-making models
Key concepts
Causation
Form
Learner profile attributes
Open-minded
Principled
Attitudes
Integrity
Tolerance
One of the ways the students inquired into the lines of inquiry and their own questions was interviewing decision makers from the ISU community. The guest speakers were asked; What are the points of view when decisions affect people? Whose responsibility is it to make good decisions for the country? What changes when we make good decisions and bad decisions? What is it like to have a government that makes bad decisions?
Thank you to all our guest speakers who helped us find wise answers to these questions: Mr. Elya, Mr. Stearns, and Ambassador Goldhawk from the Canadian embassy.
For the summative assessment, students applied their new-found knowledge to make good decisions regarding real-life issues at ISU. They will perform skits at a primary assembly to demonstrate the process they went through to gather information before making a good decision.
In maths the students have been reviewing place value, including decimal points, addition, subtraction, multiplication and division. They are now exploring square numbers and square roots, factoring numbers, and using exponents to write prime factorization of numbers.
In addition to self-selected reading and writing projects, fifth graders have written persuasive letters to friends in the other homerooms. Students have also responded to short stories and local news articles pertaining to our unit.
The students in Mongolian A are reading the story “ Little Lord Fauntleroy” by Frances Hodgson Burnett in order to improve their reading and oral communication skills. While reading students are analizing the use of language in the story. They are also practicing to write their own stories with a beginning, middle and end. While writing they are focusing on spelling grammar and the correct use of the suffixes.
In Mongolian B, the fifth graders have practiced the 35 letters in print as well as in cursive. They are continuously building their vocabulary by learning words with certain starting letters. The students are able to introduce themselves, ask and answer questions. Each student has made an informative poster “All About Me “successfully.
In PE the students have been inquiring into a unit about body control and spatial awareness. They have learnt how to move in space by using several skills. This was achieved through team games and through individual practice.
In music the students are working on the musical ‘Alice in Wonderland’ as most of the lead cast members are in grade 4 and 5. The students are working on choreography and breaking it all down into rhythm activities. In small groups, the students work on the various dances, helping each other, experimenting and coming up with combinations of dances for two of the songs in the musical. This allows them to be risk-takers, as they work to choreograph the musical. Along with working on the musical, the students are also learning five songs to be performed throughout the year. The songs are all based on their units of inquiry into theory and rhythm & rhyme and allow them to develop the vocal skill needed to prepare for concerts.
In art the students recently completed their project ‘Kaleidoscope Names’. This work of art allowed them to identify and demonstrate symmetrical and radial balance in 2 dimensions. They used warm and cool colors and applied principles of repetition in their work. Currently they are developing their creativity by designing their sketchbook cover using batik painting style. Students used contour lines in white pastel to draw wild animals in their nature and painted their design with dye. They identified shapes seen in animals. This knowledge will be a great foundation for their next project – building paper mache animal sculptures. The students are becoming more aware of details in the appearance of animals and acquiring skills and techniques of making 3D forms
Unit of inquiry 2
Interdisciplinary theme
How we express ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend and enjoy our creativity; our appreciation of the aesthetic.
Central idea
Advertising can create, alter and manipulate perceptions.
Lines of inquiry
The purpose of advertisements
Perceptions that are formed through advertising
Techniques that are used to persuade
Key concepts
Function
Perspective
Causation
Form
Learner profile attributes
Communicators
Thinker
Open-minded
Principled
Attitudes
Creativity
Appreciation
Integrity
Tolerance
Unit of inquiry 3
Interdisciplinary theme
Interdisciplinary theme
Where we are in place and time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Central idea
Children world-wide face a variety of challenges and risks.
Lines of inquiry
The history of children’s rights
The ways that nations and international organizations aim to protect children’s rights
Children affected by conflict or crisis
Key concepts
Connection
Responsibility
Function
Perspective
Causation
Form
Learner profile attributes
Knowledgeable
Caring
Communicators
Thinker
Open-minded
Principled
Attitudes
Empathy
Cooperation
Creativity
Appreciation
Integrity
Tolerance
Unit of inquiry 4
Interdisciplinary theme
How the world works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment.
Central idea
Technology has changed the way humans interact with each other.
Lines of inquiry
Changes in social networking
How technology affects relationships between people
Key concepts
Reflection
Change
Connection
Responsibility
Function
Perspective
Causation
Form
Learner profile attributes
Reflective
Communicators
Knowledgeable
Caring
Thinker
Open-minded
Principled
Attitudes
Independence
Curiosity
Empathy
Cooperation
Creativity
Appreciation
Integrity
Tolerance
Unit of inquiry 5
Interdisciplinary theme
Sharing the planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things; communities and the relationships within and between them; access to equal opportunities; peace and conflict resolution.
Central idea
We can make a difference.
Lines of inquiry
To be determined by the students.
Key concepts
All
Learner profile attributes
All
During this unit the students engage in a culminating project called the Exhibition. Students will be involved in a collaborative, transdisciplinary inquiry process that involves them in identifying, investigating and offering solutions to real-life issues or problems with a focus on the concept that one Can Make a Difference.
Students will work in smaller groups and define their own lines of inquiry. Within each group the following aspects need to be included:
- • Examples of written work (Exhibition Folder & Exhibition display/presentation)
• Oral presentations: in mother tongue and a second language
• Examples of the use of technology (where appropriate)
• Performing arts in any medium – dance, song, music
• Visual arts in the form of a personal piece of art
The culminating event, where the students will share the process they went through, will take place on the 3rd of May.
Unit of inquiry 6
Interdisciplinary theme
Who we are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families, friends, communities, and cultures; rights and responsibilities; what it means to be human.
Central idea
External and internal factors cause changes in our lives.
Lines of inquiry
Changes and challenges from childhood to adolescence
Transition to secondary school
Key concepts
Responsibility
Causation
Change
Learner profile attributes
Open-minded
Balanced
Attitudes
Respect
Confidence