Class/grade: 5
School:
School code:006272
transdisciplinary theme
Teacher(s): Bergeron, Shannon, Stewart
Date: September/October
central idea
What are the key concepts (form, function, causation, change, connection, perspective, responsibility,
reflection) to be emphasized within this inquiry?
function, connection, perspective
(change?)
1.
Students will present their understanding of the central idea and lines of
inquiry of how systems are connected to sustain life by using their personal
learning style. (ie visual learner makes a PowerPoint, kinesthetic learner uses
finger puppets, etc.)
Students will use their burning questions formulated at the beginning of the unit to
research a topic related to the central idea. Presentations will show the connection
between the central idea and their research.
What lines of inquiry will define the scope of the inquiry into the central idea?
Presentation Expectation:
-
2.
This column should be used in conjunction with How best might we learn?
What are the learning experiences suggested by the teacher and/or students to encourage the students to engage
with the inquiries and address the driving questions?
What are the possible ways of assessing students prior knowledge and skills? What
evidence will we look for?
Student and parent learning inventory- We will look for students describing what they do to
learn and understanding who they are as a learner. (This will pre-assess knowledge and
skills.)
Pre Assessment using concept map for Human Systems (What do you know about the body?)
What are the possible ways of assessing student learning in the context of the lines of
inquiry? What evidence will we look for?
Catch It! Performance Task (Cooperation, group decision making, and accepting
responsibility)
Functions of body systems-Students will describe how the experiment shows the
connection between stimuli and response
Interpretation of information and responses- Students will describe how our body
collects information and then then responds accordingly
Human behavior and responses to change- Students will describe the effect of the
information they gathered. Why did this organ respond in this way? Use this information for
post assessment
***Brain content will be teacher model and students can choose another system in the body to show the central idea
and lines of inquiry
Finding out
Performance Task- model how to research about our findings from Catch It! in order to improve our catch and
release (model a simple experiment) (stimuli, synapses, neurons, sense organs, senses)
Sound: https://www.youtube.com/watch?v=foZbv9IjEkg&noredirect=1
Jigsaw/research of 5 sensory systems
Reading: TC UNIT 1: Bend I Finding your voice as a reader.
Interpreting Book Club Communication
Writing: What do professional writers do? Qualities of narrative writing (develop real or imagined experiences
or events using effective technique, descriptive details, and clear event sequences)
Reading literature to find out quality examples of dialogue, description, and pacing, to develop experiences
and events or show the responses of characters to situations.
explore and reflect on the changing capabilities of the human body (Discussion and anonymous question
box)
identify and discuss the changes that occur during puberty and their impact on well-being
(discussions and diagram)
Reading: Bend II: Communicating about literature. Connection literature to the real- world.
Writing: Developing a personal perspective and style of writing based on model texts/authors
Going Further- (5.4, B24, B25- we use technology to enhance our tools)
How do we take things further? Comparing the eye and camera, pinhole camera , periscopes, telescopes,
speakers, hearing aids, microphones, etc.
Reading: Written Communication about Reading (Response, using evidence)
Connecting ideas, characters, events, and theories as a reader.
Writing:Generating/applying strategies for personal narrative to further develop drafting by establishing a
situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.
Drawing ConclusionsBegin Presentations- Model how to make choices based on your learning style, target audience, and burning
questions/research
Presentation includes research on a human system for presentation.
Reading: BEND III: Developing Themes as a reader and connecting fiction to understand what it means to be
human.
Writing: To understand who we are as writers we complete a final draft for Personal narrative including
strategies/perspectives developed in lessons and modeled texts.
What opportunities will occur for transdisciplinary skills development and for the development of the
attributes of the learner profile? In each case, explain your selection. (Thinking, research skills, and
Social Skills)
We are principled and act with commitment when cooperating, making group decisions, and accepting
responsibility.
We are inquirers and act with independence and integrity when formulating questions, planning and collecting
data.
We are balanced and act with appreciation and empathy when making safe choices and living a healthy
lifestyle.
We are caring and act with empathy when we resolve group conflicts.
Sound: https://www.youtube.com/watch?v=foZbv9IjEkg&noredirect=1
How will the classroom environment, local environment, and/or the community be used to facilitate the inquiry?
Learning inventory parent surveys
Assess the outcome of the inquiry by providing evidence of students understanding of the
central idea. The reflections of all teachers involved in the planning and teaching of the inquiry
should be included.
How you could improve on the assessment task(s) so that you would have a more accurate
picture of each students understanding of the central idea.
Design an outline/checklist to emphasize including the sense organs within
a system
Create a practice-run Inner/Outer circle activity so students can use
feedback from discussion to strengthen their presentations--Jigsaw 5 Sensory
Systems---in order to connect body systems
Give rubric for presentation earlier in the unit so students can familiarize
themselves with the expectations during their research
skills?
What was the evidence that connections were made between the central idea and the
transdisciplinary theme?
Students asked questions about how the systems work together and
identified how they make us human.
Students research the change that happens in puberty to understand what
it means to be human at their age. Students used resources to ask questions,
knowledge scavenger hunt, and answer questions.
Students created Figure Me Out posters in Math based on Who We Are as
Mathematicians
Students wrote Reading goals based on Who They Are as readers
Students designed Who am I character traits posters in their Interpretation
Book Clubs
Students developed a sense of Who I am as a writer based on lessons
based on examples from Mentor Texts
Cooperating: Students worked in small groups during reading (book clubs) to understand
how we work together as part of understanding our learning styles (who we are). Student
continued peer group work throughout task stations and math tasks; work included
identifying aspects of cooperating that were places of confidences and reflection pieces
what can we work on.
Making Group Decisions: Students make group decisions to decide how and what they
are presenting for the human system research project.
Students worked in small groups to make decisions about how to represent the parts of
the brain using symbols and similes to describe the relationship.
Accepting responsibility: Students learned strategies to keep their bodies healthy and
how to be proactive during Puberty.
Metacognition: Students thought about how they learn new information, according to their
preferred learning style(s), and applied it to their research and presentations
Healthy lifestyle: Students investigated ways to eat a well-balanced diet, keep the skin,
clean and communicate questions and concerns with teachers and trusted adults
Learner Profile
Principled:Students worked to identify how the essential agreements and being mindful
helps develop strong character and understand who we are and how we act.
Inquirer: Students worked to develop quality burning questions based on their research
topic. Students also used questioning techniques to dig deeper into their character study
and themes of their fiction books.
Balanced: Students used self-management skills to balance time and balance asking
questions, doing researching, and creating presentations. Students identified ways to
stay balanced while understanding the changes that happen to their body.
Attitudes:
Commitment: Students had to demonstrate commitment to the Inquiry process and
develop their research skills in a timely manner when working on their Systems
Research.
Independence-Students showed authority in the design and implementation of their
independent or group presentations on connecting body systems
Appreciation: Students showed Appreciation for their peers, families and communities by
participating in the Appreciation campaign. Students showed Appreciation for their peers
approaches to learning during the creation of their unit presentations.
9. Teacher notes
Record a range of student-initiated inquiries and student questions and highlight any that
were incorporated into the teaching and learning.
Revisit assessment for puberty unit- PRe and post word sort? Per CREC
curriculum.
How can the Nurse and the PE/Health teacher be involved with the presentation of
Puberty Materials.
At this point teachers should go back to box 2 What do we want to learn and highlight
the teacher questions/provocations that were most effective in driving the inquiries.
websites, Google docs and videos to teach peers about body systems and connection to
the brain
-Students created print materials like brochures, posters, research reports, diagrams to
show their knowledge and action