Caring for the Community

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

Sunny Bang Chek – Nov 20  Solar Panel Farm.

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)

• 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) 

• 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.

• 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.