1. MARCH 2 - APRIL 13, 2011
WHERE WE ARE IN PLACE AND TIME
GRADE 5 UNIT OF INQUIRY
Central Idea
People and places have histories
that can be uncovered and
interpreted through a variety of
sources.
Lines of Inquiry
* Sources people use to inquire
into the past
Des Voeux Road, Hong Kong, circa 1930 * Ways to interpret sources to
further our understanding
Enduring Understandings * The advantages and limitations
(Or, the “big ideas” students will work towards understanding of various forms of information
through this unit)
* Knowledge and understanding about the past is
Teacher Questions
based on/ determined by different perspectives and * How do we know what has
interpretations - Perspective happened in the past?
* There are different ways of knowing about the past - * Why do different interpretations
Reflection occur?
* Reflecting on conclusions, considering methods of * How do we know if the accounts
reasoning and evaluating the quality and reliability of of history are accurate?
evidence will lead to more informed opinions -
Reflection * Whose “story” is history?
Transdisciplinary Thinking Skills
Skills
Connections Students will learn to evaluate and make judgements
and/or decisions
Reading Communication Skills
Students will focus on the presentation of information
Writing and ideas through a variety of media, specifically
programs such as iMovie or Garageband
Speaking
Research Skills
Math Students will identify something they need or want to
know, and ask compelling and relevant questions that
Art can be researched in order to help them understand the
Music appreciation big ideas of this unit.

2. WHAT YOU CAN DO WITH YOUR CHILD AT HOME
Talk About the Learner Profile Vocabulary
Attributes and Attitudes history
perspective
reflection
Students will strive to be: bias
opinion
artifact
civilization
Inquirers by acquiring the skills necessary to conduct inquiry discovery
sources
and research and show independence in learning. inference
interpretations
hypothesis
theory
Reflective by giving thoughtful consideration to their own identity
objective
subjective
learning and experience; by assessing and understanding
legend
mythology
their own strengths and limitations in order to support their
archaeologist
historian
learning and personal development.
Students should demonstrate:
Curiosity: What the world, its people and events were like in
the past and how we know this information
Websites for Home Investigations
Myths, Folk Tales and Fairytales
http://teacher.scholastic.com/writewit/mff/myths.htm
Dig! Archaeology Magazine for Kids
http://www.digonsite.com/
Clues from the Past
http://www.amnh.org/ology/?channel=archaeology
Assessment During This Unit Unit Highlights
Through formative and summative tasks, the students Students will participate in FUN and
will be assessed on their: meaningful learning experiences
such as:
* Understanding of the Central Idea and Key Concepts
Dig Day - A day in the life of an
* Demonstration of the enduring understandings archaeologist
* Communication skills focusing on the presenting of findings Field trips to Hong Kong Cemetery and the
using technology Hong Kong Museum of History
* Ability to articulate answers to Teacher Questions and pose Artifact of the Day discussions
engaging, relevant questions
Reader’s Theatre
* Application and development of the selected skills
Preparing and conducting interviews
The assessment tasks and assessment criteria will be
shared and discussed with students in the early stages Designing and creating mosaics
of the unit, so they are best prepared for success.