Yearly Curriculum Overview 2013-2014 Grade 5:

Calendar
September/ October Approximately 5/6 weeks November/ December Approximately 5/6 weeks January/ February Approximately 5/6 weeks February/ March Approximately 5/6 weeks April/ May Approximately 5/6 weeks May/ June Approximately 5/6 weeks

Transdisciplinary themes Subjects & Strands

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

An Inquiry into:

Who We Are

Where We Are In Place & Time

An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations.

How The World Works

How We Organize Ourselves

An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact.

How We Express Ourselves

An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

Sharing The Planet

An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

An exploration of the physical and material world; of natural and humanmade phenomena; of the world of science and technology.

An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them.

Central Idea

Understanding the different ways of learning enables people to respond to their own learning needs as well as those of others.

By exploring chronology we can analyze and make connections about the relationship between people and events.

Human survival is connected to understanding the continual changing nature of the Earth.

Economic activity relies on systems of production, exchange and consumption of goods and services.

People use symbols to be expressive and to communicate.

Individual action and group strategies can inspire us to make ours a better world.

Language-English
Listening and speaking

Learners:
-use oral language appropriately, confidently and with increasing accuracy -appreciate that people speak and respond according to personal and cultural perspectives

Learners:
-use speech responsibly to inform, entertain and influence others -participate appropriately as listener and speaker, in discussions, conversations and group presentations -view and critically analyze a range of visual texts, communicating understanding through oral, written

Learners:
-use register, tone, voice level and intonation to enhance meaning -use standard grammatical structures competently in appropriate situations

Learners:
-use an increasing vocabulary and more complex sentence structures with a high level of specificity -listen and respond appropriately to instructions, questions and explanations

Learners:
-infer meanings, draw conclusions and make judgments -paraphrase and summarize when communicating orally

Learners:
-generate, develop and modify ideas and opinions through discussion -argue persuasively and defend a point of view

Viewing & Presenting

-view and critically analyze a range of visual texts, communicating understanding through oral, written

-reflect on ways in which understanding the intention of a visual message can influence personal responses.

-analyze the selection and composition of visual presentations; select examples to explain how they achieve a particular

-identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to

-view and critically analyze a range of visual texts, communicating understanding through oral, written

and visual media -show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning Reading -use a range of strategies to solve comprehension problems and deepen their understanding of a text -participate in collaborative learning, considering multiple perspectives and working with peers to co-construct new understanding -appreciate structural and stylistic differences between fiction and nonfiction; show understanding of this distinction when structuring their own writing

and visual media -navigate the internet in response to verbal and visual prompts with confidence and familiarity

-analyze and interpret the ways in which visual effects are used to establish context

impact -identify the intended audience and purpose of a visual presentation

create their own visual effects -realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation

and visual media -use ICT to prepare group presentations

-Work in cooperative groups to locate and select texts appropriate to purpose and audience consistently and confidently use a range of resources to find information and support their inquiries -Use the internet responsibly and knowledgeably, appreciating its uses and limitations

-make inferences and be able to justify them identify and describe elements of a story plot, setting, characters, theme and explain how they contribute to its effectiveness -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.

-participate in class, group or individual author studies, gaining an in-depth understanding of the work and style of a particular author and appreciating what it means to be an author -read a wide range of texts confidently, independently and with understanding

-identify genre (including fantasy, biography, science fiction, mystery, historical novel) and explain elements and literary forms that are associated with different genres -recognize and understand figurative language, for example, similes, metaphors, idioms

-distinguish between fact and opinion, and reach their own conclusions about what represents valid information -compare and contrast the plots of two different but similar novels, commenting on effectiveness and impact

Writing

-demonstrate an increasing understanding of how grammar works -choose to publish written work in handwritten form or in digital format -identify and describe elements of a story setting, plot, character, theme

-use appropriate paragraphing to organize ideas -critique the writing of peers sensitively and constructively -locate, organize, synthesize and present written information obtained from a variety of valid sources -use a range of tools and techniques to produce written work that is attractively and effectively presented.

-write using a range of text types in order to communicate effectively, specifically narrative in this unit -critique the writing of peers sensitively; offer constructive suggestions -use written language as a means of reflecting on their own learning

-write independently and with confidence, showing the development of their own voice and style -use planning, drafting, editing and reviewing processes independently and with increasing competence -use appropriate paragraphing to organize ideas

-adapt writing according to the audience and demonstrate the ability to engage and sustain the interest of the reader -use standard spelling for most words and use appropriate resources to check spelling -use a range of vocabulary and relevant supporting details to convey meaning

-vary sentence structure and length -use a dictionary, thesaurus, spellchecker confidently and effectively to check accuracy, broaden vocabulary and enrich their writing -recognize and use figurative language to enhance writing, for example, similes, metaphors, idioms, alliteration

Language-Arabic
Listening and speaking

Learners:
-recognize and use figurative language to enhance speak, for example, similes, metaphors, idioms, alliteration

Learners:
-generate, develop and modify ideas and opinions through discussion

Learners:

Learners:

Learners:
-participate appropriately as listener and speaker, in discussions, conversations, debates and group presentations -show how body language, for example, facial expression, gesture and movement, posture and orientation, eye contact and touch, can be used to achieve effects and influence meaning -read a wide range of

Learners:
-reflect on communication to monitor and assess their own learning.

- listen to directions and -understand the to others conventions - listen for information associated with speaking and listening and the value of adhering to those convention

Viewing & Presenting

-formulating questions: identifying something one wants or needs to know and asking compelling and relevant questions which can be researched

-identify elements and techniques that make advertisements, logos and symbols effective and draw on this knowledge to create their own visual effects

-speak: speaking clearly; -plan and carry out giving oral reports to activities effectively small and large groups; expressing ideas clearly and logically; stating opinions

-realize that cultural influences affect the way we respond to visual effects and explain how this affects our interpretation, for example, the use of particular colors or symbol

Reading

-use the correct

-use the internet

-read a variety of

-read, think and work

-use a range of

pronunciation of words and common understanding of the meaning

responsibly and knowledgeably, appreciating its uses and limitations

sources for information and pleasure; comprehending what has been read; making inferences and drawing conclusions -record information and observe; taking notes and paraphrasing; writing summaries; writing reports; keeping a journal or record

together enabling them to make meaning

texts confidently, independently and with understanding

strategies to solve comprehension problems and deepen their understanding of a text

Writing

-use written language as a means of reflecting on their own learning

-demonstrate an increasing understanding of how grammar works

-show understanding of this distinction when structuring their own writing

-demonstrate an increasing understanding of how grammar works

-use a range of vocabulary and relevant supporting details to convey meaning and create atmosphere and mood

Mathematics

Learners:

Learners:

Learners:

Learners:

Learners:

Learners:

Data handling

Measurement

-read and write whole numbers and decimals numbers and the values of the digits in those places -solve problems involving percents and discounts -identify prime and composite numbers; factor numbers; find prime factorizations. -use numerical expressions involving one or more of the basic four arithmetic operations -find group symbols, and exponents to give equivalent names for whole numbers -use numerical expressions to find and represent equivalent names for fractions, decimals, and percentages

-use and explain multiplication and division rules to find equivalent fractions and fractions in simplest form -use area models, benchmark fractions, and analyses of numerators and denominators to compare and order fractions and mixed numbers solve problems involving the multiplication and division of whole numbers and decimals

-express remainders as whole numbers or fractions as appropriate -use and explain multiplication and division rules to find equivalent fractions and fractions in simplest form -estimate length and measure length, estimate the measure of angles, draw angles with given measures.

Shape & Space

Pattern & Function

-find the perimeter of polygons and the area of circles; use formulas, to find the areas of rectangles, parallelograms, and triangles, and the volume of a prism; define pi as the ratio of a circles circumference to its diameter. --use ordered pairs of numbers to name, locate, and plot points in all four quadrants of a coordinate grid.

-extend, describe, and create numeric patterns -describe rules for patterns and use them to solve problems - write rules for functions involving the four basic arithmetic operations -represent functions using words, symbols, tables, and graphs and use those representations to solve problems

Number

-determine whether number sentences are true or false; solve open number sentences and explain the solutions -use a letter variable to write an open sentence to model a number story -use a pan-balance model to solve linear equations in one unknown

Problem solving

-evaluate numerical expressions; insert grouping symbols and nested grouping symbols to make number sentences true -describe and use the precedence of multiplication and division over addition and subtraction.

Science
Forces, Motion & Energy Earth & Space Living things

Learners:
-inquire into the characteristics, systems and behaviors of humans and other animals, and of plants; the interactions and

Learners:
Investigations

Learners:
- explore planet Earth and its position in the universe, particularly its relationship with the sun; the natural phenomena and systems that shape

Learners:
-explore energy, its origins, storage and transfer, and the work it can do; - study forces; the application of scientific

Learners:
Investigations

Learners:
-inquire into the properties, behaviors and uses of materials, both natural and human-made; the origins of humanmade materials and

Materials & Matter Investigations

relationships between and among them, and with their environment

the planet and the distinctive features that identify it; the infinite and finite resources of the planet.

understanding through inventions and machines

how they are manipulated to suit a purpose

Social studies
Human systems & economic activities

Learners:
- distinguish between personal beliefs and belief systems - identify the source of beliefs - reflect upon how beliefs affect the individual and society

Learners:
- identify the reasons why people feel compelled to explore the unknown - investigate the impact of exploration on people in the past, present and future - analyze how available technology influences peoples abilities to navigate

Learners:

Learners:
- analyze how individuals and communities needs and/or wants are met - evaluate the equity of different economic systems and marketplaces - develop criteria for ethical practices regarding products and services

Learners:
- identify and describe the components of culture - recognize how rituals and traditions contribute to cultural identity - interpret cultural beliefs and values using the evidence provided by rituals, traditions and artifacts - reflect on the influence of the arts and technology throughout history in the representation of culture

Learners:
- explore issues relating to childrens rights, roles and responsibilities in relation to his or her own and other cultures - analyze a variety of sources that describes the risks and challenges that children face - describe how organizations and individuals meet the needs and wants of children - suggest ways in which an individual can overcome adversity

Social organization & culture

Continuity & change through time

Human & natural environments

Resources & environment

UAE Social studies Learners: in Arabic

-distinguish between personal beliefs and belief systems -identify the source of beliefs

Learners:
-identify reasons why people migrate -analyze ways that people adapt when they move from one place to another

Learners:
-identify the evidence that the Earth has changed (for example, land formations in local environment)

Learners:
-compare availability of services in two or more different communities

Learners:
-explore a variety of signs and symbols and interpret their messages

Learners:
-explain why fresh water is a limited resource -describe the relationships between the location of water and population

UAE Social studies Learners: in English

-explore Feasts and Festivities -investigate the Birth of Prophet Mohammad -Find out about The Ascension: (al Isra and Al-Miraje)

Learners:
-explore the Prophets Emigration -find out about the Two Feasts; Eid Al-Fitr and Eid Al-Adha -celebrate National Day

Learners:
-investigate The Great Battle of Badr -explore the armed forces -find out about the Education and Mass Media services

Learners:
-explore government for the welfare of the people -investigate Social and Health Services

Learners:
-explore Police Services in the UAE -investigate different methods of local transportation and communication links

Learners:
-find out about the Municipality -investigate the different methods of Telecommunication

Islamic studies
Learner profile

Learners:
Knowledgeable -develop and use conceptual understanding -exploring knowledge of Quran and Hadeeth

Learners:
Open-minded appreciate our own cultures and personal histories -discuss some important events in Islamic history

Learners:
Communicator, collaborate effectively, listening carefully to the prospective of other individuals and groups -define relationship between Islam and science

Learners:
Inquirer -develop skills for inquiry and research about humans commonalities in an Islamic society

Learners:
Reflective -work to understand our strength and weaknesses in order to support our learning and personal development -describe the qualities of a true Muslim

Learners:
Thinkers -use creative Thinking skills to analyze and take responsible action in order to play an effective role as a Muslim in the world

PE Identity; Responsibility

Learners:
-learn best (some) when moving and participating in groups and teams

Learners:
-shape their character through events, time and relationships

Learners:
-show understanding that adapting to change and tough situations is a big part of the human experience -learn that movement and exercise helps them cope with their changing feelings, emotions and physical changes

Learners:
-explore concept integration

Learners:
-use physical activity such as movement and exercise as a way to openly express oneself

Learners:
-strive to get along with each other and accept differences as these are key values in building strong teams -explore concept integration

Active living; Fitness

-explore concept integration

-are informed about a healthy lifestyle as this will shape their future in a positive way

-explore concept integration

-experience that physical activity is a form of expression and also a way to improve your fitness.

Interactions; Concepts & Principles

-learn about their classmates learning which helps them build better teams

-must be openminded which will allow them to learn about each other more effectively

-communicate with each other about wants and needs helps them adapt and go through change

-demonstrate that production is more effective when teams or groups work together rather than one person focusing on a task -explore concept integration

-learn that communication can occur in several different ways such as physical movement and sequences

-experience that working on a team with a common goal is a challenging and rewarding endeavor

Motor skill development The Arts Visual Arts Creating

-explore concept integration.

-explore concept integration

-explore concept integration

-explore concept integration

-explore concept integration

Learners:
-become increasingly independent in the realization of the creative process -adjust and refine their creative process in response to constructive criticism -reflect on the factors that influence personal reactions to artwork

Learners:
-select, research and develop an idea or theme for an artwork

Learners:
(Stand-alone project) -develop and awareness of their personal preferences

Learners:
(Stand-alone project) -become increasingly independent in the realization of the creative process

Learners:
-utilize a broad range of ways to make meaning

Learners:
-identify factors to be considered when displaying an artwork

Responding

-explain the cultural and historical perspectives of an artwork

-reflect throughout the creative process to challenge their thinking and enact new and unusual possibilities

-reflect on the factors that influence personal reactions to artwork

-understand the role and relevance of visual arts in society

-reflect on the factors that influence personal reactions to artwork

Music
Creating

Learners:
-create and accompany music using a variety of sounds and instruments, -participate in performing and creating music both individually and collectively

Learners:
-compose for instrument of study -improvisation for found percussion or body percussion

Learners:
-explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings, -create music to represent different cultures and styles, -read, write and perform simple

Learners:
-perform notated rhythm with body percussion and instruments using 4/4 and and other steady beats

Learners:
-deliver a musical message to different audiences (to parents, kindergarteners, friends), -improvise upon a basic pattern to reinforce the importance of the individual within the

Learners:
-sing and match pitch with good vocal quality -continue to study instruments -play notated melodies

musical patterns and phrases Responding -express their responses to music on multiple ways (drawings, games, songs, dance, oral discussion) -recognize different sources of music in daily life -recognize that sound can be notated in a variety of ways -apply; Music technologyFinale project Garageband project -compare aspects of music from different times and places reflect upon how their music express their personal voice and the impact it has on others -play; Violin Twinkle Lightly Row

group

-express their responses to music from different cultures and styles, -explore individually and collectively a musical response to a narrated story, -analyze different compositions describing how the musical elements enhance the message

-experience; American Music Spirituals Blues Jazz

Drama and Dance

Creating

Learners:
-use performance as a problem solving tool

Learners:
-create and perform a sequential drama that explores a particular issue by experimenting with different dramatic forms -analyse how the meanings of movements can change in various cultural and historical contexts

Learners:
-manipulate a variety of different drama strategies and techniques to create informed scripts, characterizations and contexts -describe how drama plays an innovative role in communicating ideas within cultures and societies

Learners:
-explore the dynamic flow of body movements such as fast, slow, big, small, strong, smooth, sharp, tension and relaxation -recognize how dance can be used to express our inner thoughts and our understanding of the world around us

Learners:
-choreograph performance to express and communicate an idea, feeling, experience, relationship or narrative -identify and explain why certain body postures and movements communicate certain ideas and feelings

Learners:
-work cooperatively towards a common goal, taking an active part in a creative experience

Responding

-describe and evaluate the learnings and understandings developed through their exploration of dance

-recognize and discuss how the consequences and actions of a performance teach audience members and performers life lessons

ICT

Learners:
-develop an understanding of Power-point and safe internet searching

Learners:
-design and create a multimedia presentation combining text, animation, graphics

Learners:
-use word processing, publishing and presentation software to convey messages and meanings for

Learners:
-reflect on experiences and evaluate practices in terms of being socially aware, safe,

Learners:
-organize and digitally store information, images, sound files and references to information sources

Learners:
-reflect on the choice of software to complete a specific task -navigate spreadsheet

and sound

specific audiences through text and images

responsible and respectful

for later retrieval and use -use filing systems to store and retrieve data including the use of electronic folders and files and meaningful file and folder names

software to explore, record and collate data, perform simple statistical calculations, construct simple tables and graphs

ELL Phase 2/3 push-in model

Phase 2 students receive in class support from the ELL Teacher. They are taught explicitly in small groups for no more than 4 times in 8 day cycle and in the sessions; grammar, vocabulary and spelling activities, as relates to the UOI, are carried out as well as differentiated mainstream teaching for low English level students. Phase 3 students receive in class support mostly for reading and vocabulary to support the quality of their writing.

Learners phase 1:
-practice: . Phonics . Alphabet . Numbers . Food vocabulary -greet people -express themselves through -I like/I dont like -start procedural writing -use connectives -describe body parts -use appropriate body language according to personal and cultural differences

Learners phase 1:
-are Introduced to simple past tense -are introduced to verbs -learn vocabulary about exploration, geography and history -write autobiography & biography -plan writing and brainstorm ideas -use editors checklist; paragraphing & punctuation -use adjectives to describe who they are

Learners phase 1:
-pronounce, identify and use WEATHER, SCIENCE and TECHNOLOGY vocabulary. use: .This/ That/ These/ Those .There is/ There are .Prepositions (in, on, under, above, between, behind, in front of, opposite) -formulate simple research questions

Learners phase 1:
-pronounce, identify and use JOBS and THINGS IN A TOWN vocabulary. -use Verb to be questions, short answers, positive and negative sentences -practice Future tense -make predictions -use Imperatives (must, should) -ask for and tell the time

Learners phase 1:
-pronounce, identify and use vocabulary to describe feelings, emotions in oral and written form. -read and analyze a variety of comprehension activities based on different cultural traditions to express their values and heritage. -speak & Listen through activities videos and songs from other cultures -compare and contrast-completing a Venn diagram

Learners phase 1:
-pronounce, identify and use ANIMAL and HABITAT vocabulary in reading, written and oral responses. -use words from the Grade 5 WORD WALL. -practice Past, Present and Future tense -determine Cause and Effect (ecosystems, life cycles and adaptations)

Library

Learners:
-use the Dewey Decimal System to find books for each of the Multiple Intelligences

Learners:
-utilize databases to research explorers; use keywords when researching

Learners:
-evaluate Young Readers Choice book award nominees and explain how story elements contribute

Learners:
-analyze the visual work in books to determine how it affects the story and the messages that are

Learners:
-examine a range of genres for symbols that are used to express and communicate a story

Learners:
-determine whether material presented in different texts represents fact or opinion

to their effectiveness

conveyed

or a characters unique attributes

-evaluate sources for validity