Current Unit of Inquiry and Planning


Current unit

Who We Are – How We Learn

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New Unit of Inquiry – UOI 5 Governance

POI unit 5

Transdisciplinary Theme

How we express ourselves

Term 2 week 10

Term 2 Week 9

Term 2 Week 8

Term 2 Week 7

Term 2 week 6 

Term 2 Week 5

Term 2 Week 4

Term 2 Week 3

Term 2 Week 2

Term 2 Week 1

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.

The Central Idea

Humans have a responsibilty to address environmental changes

Lines of Inquiry

Global environmental change

Causes and effect environmental changes

Responses to environmental change

Key Concepts




Learner Profile



Approaches to Learning

  •  Thinking Skills
  •  Research Skills

KIS Weekly Plan G5 November 4th-8th 2019

Week: 4 Team: Nic Rachel Carole Grade: 5
Transdisciplinary Theme:
Sharing the Planet
LP Focus:Knowledgeable. Open Minded. Principled. QLB Focus:

Caring for the Community

Events, speakers, assemblies, field trips: 

Lyn (alumni Nov 4th ) Protest organised for bangkok climate change marches.

Sunny Bang Chek – Nov 20  Solar Panel Farm.

Skills: analysis, thinking, research     Concepts: Causation, Perspective , Responsibility


Climate Change
Central Idea

Humans have a responsibility to address environmental changes 
Learning Outcome

Understanding the causes of climate change

Understanding the effects that communities have on climate change
Line(s) of Inquiry

Causes of environmental changes & Effects of environmental changes

Responses to environmental changes (perspective, action, responsibility…)
Teacher Questions:

What are the current global environmental challenges?

How do global environmental challenges change people’s lives?

Different perspectives on the global challenges

Human responses to the environmental changes. 

Humans responsibility to address climate change
This week’s 

Student Engagement

  1. Creating a Learning Journal for Research based on real-world issues students choose. Students apply the knowledge and skills learned to fill-out the sheet. Full week of research and analysis.

Guiding Questions

What are the current global environmental challenges?

How do global environmental challenges change people’s lives?

How can we make a change and what is our responsibility?
ATL Application

Thinking, analysis, listening, speaking (in turn)

Math(s)  Learning Outcomes

  • When applying with understanding learners:
    • use timetables and schedules (12- hour and 24-hour clocks) in real-life situations
    • determine times worldwide.

Student Engagement

(A brief teacher overview of the math learning experiences for the week, both those connected to the unit and stand alone

  1. Playing time games
  2. Learning to use a timeline to find elapsed time.
  3. Working on time word problems

Success Criteria

(A brief teacher statement with evidence of learning you are looking from the students.  For ex. ‘Students will develop their understanding of how to approach word problems, use a consistent strategy and identify key info) 

Language Arts – Reading  Learning Outcomes 

  • distinguish between fact and opinion, and reach their own conclusions about what represents valid information
  • use the internet responsibly and knowledgeably, appreciating its uses and limitations
  • locate, organize and synthesize information from a variety of sources including the library/media centre, the internet, people in the school, family, the immediate community or the global community.
  • read a wide range of texts confidently, independently and with understanding
  • work in cooperative groups to locate and select texts appropriate to purpose and audience

Student Engagement

Writing persuasive letters

Planning persuasive letters

Following a checklist rubric when deconstructing a persuasive letter

Success Criteria

Able to deconstruct and highlight elements of a persuasive text.

Language Arts – Writing Learning Outcomes 

  • locate, organize, synthesize and present written information obtained from a variety of valid sources
  • write using a range of text types in order to communicate effectively, for example, narrative, instructional, persuasive
  • adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader
  • use appropriate paragraphing to organize ideas
  • use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood

Student Engagement

Writing a plan for a persuasive text

Success Criteria

I able to write a plan for a persuasive text.

Is able to use a plan to write a persuasive text.


Transdisciplinary 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 Central Idea

Human migration affects communities, cultures and individuals

Lines of Inquiry

Migration journeys (what are the migration experiences in our community?)

Reasons for migration (Why do people migrate?) (what are some of the factors that lead to migration?)

Impacts of migration (How does migration affect people?) (what are some of the influences of migration?)

Key Concepts




Learner Profile





Approaches to Learning

  •  Social Skills
    • Interpersonal relationships, social and emotional intelligence – positive interpersonal relationships and collaboration
      • Interpersonal relationships
        • Practise empathy and care for others.
        • Listen closely to others’ perspectives and to instructions.
        • Be respectful to others.
      • Social and Emotional Intelligence
        • Be aware of own and others’ emotions.
  •  Thinking Skills
    • Critical thinking – Analysing and evaluating issues and ideas, and forming decisions
      • Analysing
        • Analysing and evaluating issues and ideas, and forming decisions
        • Consider meaning of materials.
        • Take knowledge or ideas apart by separating them into component parts.
      • Evaluating
        • Evaluate evidence and arguments, and associated decisions.
        • Recognize unstated assumptions and biases.
        • Consider ideas from multiple perspectives.
        • Synthesize new understandings by finding unique characteristics; seeing relationships and connections.
        • Test generalizations and conclusions.
      • Forming Decisions
        • Develop contrary or opposing arguments.
        • Revise understandings based on new information and evidence.
        • Draw conclusions and generalizations
    • Information Transfer – Using skills and knowledge in multiple contexts
      • Apply skills and knowledge in unfamiliar situations or outside of school.
    • Reflection and Metacognition – Using thinking skills to reflect on the process of learning
      • Identify strengths and areas for improvement.
      • Consider new skills, techniques and strategies for effective learning.
      • Record thinking and reflection processes.
      • Reflect on their learning by asking questions.
  •  Research Skills
    • Information literacy – Formulating and planning, data gathering and recording, synthesizing and interpreting, evaluating and communicating
      • Data gathering and recording
        • Gather information from a variety of primary and secondary sources.
      • Synthesizing and interpreting
        • Use critical literacy skills to analyse and interpret information.
        • Draw conclusions from relationships and patterns that emerge from data.
      • Ethical use of media/information Understanding and applying social and ethical technology
        • Differentiate reliable from unreliable resources.