Senior 5-6

Grade 5/6 - Term 3 2017

CURRENT UNIT (Exhibition)

TRANSDISCIPLINARY THEME - HOW WE EXPRESS OURSELVES

Central Idea - All cultures use the arts to help explain the world around them 


Key concepts - Connection and Function

LP Attributes - Balanced and Open-minded

Attitudes - Empathy and Reflective


 

Teacher questions:

  • How can we communicate without words?
  • What does it mean to think creatively?
  • What can you learn about a place/culture through it artwork?
  • How are different techniques are used for different audiences?
  • How does art form reflect the wealth and/or background of a country?

 

 

Grade 5/6 Term 1 2017 Overview

 

The 5/6 teachers welcome you all to Term 1, 2017. We look forward to having a successful, productive and fun year.


Literacy

In Reading, students in 5/6 have been learning about language and text features for the purpose of the audience. They are understanding how the use of text structures can achieve particular effects and can analyse and explain how language features, images and vocabulary are used by different authors to represent ideas, characters and events. To assist student learning, students have been placed into differentiated groups (reading groups) to directly teach to the needs of the student. Within the lesson, students will read independently every day and then be given specific tasks to complete. This approach is based on our students reading as much as they can every day. All students are expected to read at home fifteen minutes a night and should reflect regularly on their goals whilst at home and school.

 

In Writing, students have been inquiring about persuasive writing including, How it is used? Why it is used? What are the features of the text type? The topic of our 5-6 debate is “Caged or Free: Should animals be kept in zoos?”  Students have enjoyed discussing their points of view and we are looking forward to our debates later in the term.

 

Students have been working on narrative writing within their writer’s workshop. Students are beginning to get back into some excellent writing, focusing on twenty-five minutes of independent writing and editing of their work. Students are encouraged to continue compiling ideas to assist them in writing narrative texts.

 

In Speaking and Listening, students are interacting with others to clarify understanding of the lesson using our transdisciplinary skills and questioning techniques.  They will be connecting ideas to themselves (self) or other about experiences (world) and present this point of view to others. Within this term students have been regularly asked to present their points of view and this will prepare them for the debate as part of the Community Celebration of Learning.  

 

Numeracy

In Term One, students have been working on place value and measurement and learning to:

  • Apply place value to partition, rearrange and regroup numbers to at least tens of thousands to assist calculations and solve problems (VCMNA153).

Students have been using problem solving tasks and manipulatives to assist their learning. Students are grouped based on pre-assessment tasks and taught directly at their point of need. These hands on materials have been very popular with the students and they enjoy being able to use other methods rather than a worksheet. Examples of this were with students using decimats and place value number houses to work with numbers left and right of the decimal point, exploring the four operations and using different strategies to solve problems using these and completing mental maths tasks during our daily lessons.  

 

decimats      place value houses

 

  • Choose appropriate units of measurement for length, area, volume, capacity and mass (VCMMG195).

Students have been getting back to basics with focusing on the units of measurement and using estimation and conversions to help them tackle real life problems. Within this, students have been learning about length, mass and capacity and converting these units. Students have been given problem based tasks to engage them within the lesson. Students are estimating and converting these units of measurement.

Students are expected weekly to log onto Mathletics to complete specifically assigned task given to them for homework each week.  

 

Current Unit of Inquiry:

Who We Are: Although we are all the same, fundamentally we are all different.


Within this unit students have been learning about how we as humans have many similarities but we are all different as individuals.  This focus through biological, physical, gender, mental and psychological topics has started the tuning in phase were students generated discussions and ultimately created questions based on their wonderings.

 

Our inquiry based approach focuses on tuning in, finding out, sorting out, going further, reflecting and acting and evaluating. Students will reflect on how their journey throughout the unit has been and demonstrate this in their portfolios. As the year progresses, students, teachers and parents will be able to see the growth in their understanding of this Murdoch Inquiry Based Cycle.

 

As part of student led action, they will be presenting to the community their knowledgeable traits in “Although we are the same, fundamentally we are all different”.

 

5/6 inquiry cycle       who we are


2016


Sharing the Planet - Children worldwide face a variety of challenges and risks

 

Lines of Inquiry

  • Challenges, risks and opportunities that children encounter.
  • Children’s responses to challenges, risks and opportunities.
  • Ways in which individuals and organisations work to protect children from risk.

 

Grade 5/6 - Sharing the Planet Unit Planner

 

 

How the World Work - Energy is transferable and its form may change


Lines of Inquiry

1. What is Energy and how do we use it?

2. How can energy’s form be changed?


Going Further and making connections!

Recently for our inquiry, we have been taking action by researching further into the questions we formed.

We have gathered information from different resources and have made plenty of experiments including a

turbine. We created the turbine out of a small milk carton, masking tape, string, a nail and water.

We had three tests which included:

1 hole open for the first trial, 2 holes open for a second trial (test), and all four holes open as a third and final test.  The whole 5 / 6 cohort was involved in the experiment and we created a scientific procedural text on our opinion on how to make a Turbine.

 

 

PYP Planners

Term 1 - Who We Are

Term 2 - How We Express Ourselves/Where We Are in Place and Time

Term 3 - How the World Works

Term 4 - How We Organise Ourselves/Sharing the Planet