Hanoi International School
Elementary School Curriculum
Social Studies Curriculum 2014-2015
Adapted from: IBO PYP Social Studies
The IB learner profile
Inquirers
We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We
learn with enthusiasm and sustain our love of learning throughout life.
Knowledgeable
We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and
ideas that have local and global significance.
Thinkers
We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in
making reasoned, ethical decisions.
Communicators
We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively,
listening carefully to the perspectives of other individuals and groups.
Principled
We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people
everywhere. We take responsibility for our actions and their consequences.
Open-minded
We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and
evaluate a range of points of view, and we are willing to grow from the experience.
Caring
We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the
lives of others and in the world around us.
Risk-takers
We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and
innovative strategies. We are resourceful and resilient in the face of challenges and change.
Balanced
We understand the importance of balancing different aspects of our lives—intellectual, physical and emotional—to achieve wellbeing for ourselves and others. We recognize our interdependence with other people and with the world in which we live.
Reflective
We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in
order to support our learning and personal development.
Elementary School Curriculum
Social Studies Curriculum
Adapted from: IBO PYP Social Studies
Philosophy
It is the mission of our school to provide a stimulating, balanced and challenging education for our students, as well as encouraging them
to be independent, life long learners, critical thinkers and responsible citizens. We therefore structure all our teaching in the Primary
School to achieve these aims, so that our students not only learn skills and knowledge, but also the bigger ideas and concepts which will
allow them to transfer their skills and knowledge to solve real life problems. Our students will learn in an integrated environment where
subject matter, attitudes, skills and behaviour are all valued equally so that they develop their complete potential as enthusiastic, well
balanced, creative and reflective thinkers, ready to accept the challenges of their secondary education and of their future lives.
The role of Social Studies
In the Primary Years Programme (PYP), social studies learning guides students towards a deeper understanding of themselves and
others, and of their place in an increasingly global society. It provides opportunities for students to look at and think about human
behaviour and activity realistically, objectively, and with sensitivity. Exposure to and experience with social studies therefore opens doors
to key questions about life and learning. It is recognized that teaching and learning social studies as a subject, while necessary, is not
sufficient. Of equal importance is the need to learn social studies in context, exploring content relevant to students, and transcending the
boundaries of the traditional subject area. The transdisciplinary themes provide the framework for a highly defined, focused, in-depth
programme of inquiry, and as social studies is relevant to all the transdisciplinary themes, all planned social studies learning should take
place within this framework. In return, the social studies knowledge and the application of that knowledge will enhance inquiries into the
central ideas defined by the transdisciplinary themes. It is worthwhile to note that there will be occasions that present themselves for
student-initiated, spontaneous, social studies inquiries that are not directly related to any planned units of inquiry. These are valuable
teaching and learning experiences in themselves and they provide teachers and students with the opportunity to apply the pedagogy of
the PYP to authentic, of-the-moment situations.
The social studies component of the PYP should be characterized by concepts and skills rather than by content. However, schools should
ensure that a breadth and balance of social studies content is covered through the units of inquiry. The knowledge component of social
studies in the PYP is arranged into five strands: human systems and economic activities, social organization and culture, continuity and
change through time, human and natural environments, and resources and the environment. These strands are concept-driven and are
inextricably linked to each other. They also provide links to other subject areas of the PYP curriculum model.
ICT skills for inquiry
These are valuable teaching and learning opportunities in themselves, and provide teachers and students with the opportunity to apply the
pedagogy of the PYP to authentic, of-the-moment situations. The effective integration of ICT enhances the learner’s opportunity to
connect globally and to explore different perspectives in order to understand evolving cultural and social norms. The following list of ICT
skills provides the whole school community with a structure for using ICT as a tool for learning. It has been designed in recognition of the
fact that learning is a series of feedback loops involving the individual, the group and the local or global environment. All teachers working
with PYP students will find that the ICT skills will be relevant to the transdisciplinary programme of inquiry as well as to subject-specific
inquiries. ICT includes a variety of approaches to help connect learners within both the local and global community in order to empower
learning. Learners’ awareness, use and appreciation of different ICT knowledge, skills and platforms should be developed. Furthermore,
students should be encouraged to recognize that competency in ICT is a valuable life skill.
The following six ICT skills are relevant to all learners: investigating, creating, communicating, collaborating, organizing and becoming
responsible digital citizens. Each skill is transdisciplinary and will support learning both within the transdisciplinary programme of inquiry
and within the subject areas. These skills interact with each other to support the development of learners. Therefore, teachers should
consider these skills when planning for teaching and should look for evidence of them in student learning.
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Social Studies Reception (5 - 6 years)
Where We Are in Place & Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Social Studies Strand(s)
Social organization and culture
Human and natural environments
Resources and the environment
Related Concepts: Interactions, Relationships
Social Studies Skill(s)
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Central Idea
Concepts
What constitutes a home
Homes reflect
family life and
culture.
How homes reflect family values
How homes reflect local culture
What makes a home? (Function)
How do homes reflect family values? (Causation)
How do homes reflect local culture?
(Responsibility)
Resources
Books: Palaces,Mansions
and Castles- Debbie
Gallangher; River and sea
homes- Debbie Gallagher;
This is our house-Michael
Rosen; Wood-Catherine
Chambers;Home is the
sailor-Terry Denton;
Whose House-Jeannette
Rowe; Walls- Henry
Pluckrose; Where people
live-Barbara Taylor; The
colour of home-Mary
Hoffman/Karin littlewood;
Bricks- Terry Cash;
Housework- Gill Tanner;
Homes and shelters- Ginn
Science; Wood- Terry
Jennings. Posters,
photographs, Youtube
clips
Skills, Attitudes and Assessment
(How will we know what students have learned?)
Expresses his or her understanding of what a home is
Researches and compares homes in different cultures
Identifies factors that influence where people live and what
their homes are like
Presents the type of home that reflects who he or she is.
Students do sketch of the inside of the home.
Teacher records student comments at the start of the unit
whilst watching Youtube clips and looking through books,
pictures and posters to gain insight into their initial
understanding.
Visits to students homes
Create a model or drawing of a house that shows how homes
reflect cultural influences.
Assess individual creativity, knowledge and reflection on
choosing the building materials in the area in which the
house would be found.
Venn diagram comparing 2 homes visited on fieldtrips
4
Friendships
enrich our lives
and require
nurturing in
order to
develop.
How friends are made and kept
Why friends are needed
Frog and Toad
Yo Yes
Art and max
one
Characteristics that develop meaningful friendships
Venn diagram comparing how 2 students are alike and
different.
Non standard measurement of height
Friendship scenarios on posters in small groups
Drama and puppet shows about friendship
Procedure: How to make a friend
Data handling, surveys what kids like, don’t like
Estimate
Stories about friendship(frog and toad, yo yes)
Social Studies Reception (5 - 6 years)
How we organize ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision making;
economic activities and their impact on humankind and the environment.
Social Studies Strand(s)
Human systems and economic activities, and Social organization and culture
The study of how and why people construct systems and the study of communities
Related Concepts: Communities
Social Studies Skill(s)
Formulate and ask questions about the past, the future, places and society
Central Idea
Communities
make efforts to
create
transportation
systems that
meet their
needs.
Concepts
Features of transportation systems
Decisions involved in using transportation
How systems of transportation respond to changing
needs
What are the features of transportation systems?
(Form)
How are decisions made involving transportation
(Function)
How do systems of transportation respond to
Resources
The Story of the Ship (7878);
Trains (6717); Hot Air Balloons
(74054); Flying Ace: The Story
of Amelia Earhart (74197);
Emergency Vehicles (5915);
Trucks (6718); Motorbikes
(5916); Trucks (5953);
Submarines and Ships (3383);
DK Big Book of Trucks
(73801); the Gold Cadillac
(6845); Away We Go: All
About Transportation
(unitedstreaming video);
Transportation in the City
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Explores how systems influence lifestyle and community
compare transportation systems within the local community
to those in other communities
Explains how and why changes in transport have occurred
over time
Examines the impact of technological advances in transport
on the environment.
Students create a model of a futuristic method of public
transportation that can be used in Hanoi to replace a
current form of transportation. An accompanying poster
and speech will detail how their future transportation
system works, what it replaces, and how it improves upon a
current method of transportation.
Map making, shape and space
5
changing needs? (Change)
(unitedstreaming video)
Transport timelines /
Ships and cranes
Transport on land and
sea
People on the move /
Ships and sailors /
Transport /
Trains /
Cars /
Aeroplane /
Truck /
Space and aircraft
Wheels, wheels,
wheels /
Flying machines
Helicopters
Bicycles
Can you hear a shout
in space? : questions
and answers about
space exploration
How my bike was
made
Flying high
Planes /
My car /
Bikes /
Truck
Monster trucks /
Dump trucks and other
big machines /
High in the sky /
Railways /
Airplanes
Land transport /
Create vehicles and transportation systems in blocks, lego
and recycled materials. Produce dramatic play scenarios
about journeysB0041
in dramatic play. Fitzgerald, Anne
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Fitzgerald, Anne
Students demonstrate their understanding of the central
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idea through their
model, poster,Fitzgerald,
speech andAnne
presentation
to their peers explaining their creation.
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Fitzgerald,
Anne
Students can compare
of current
forms of
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Fitzgerald,
public transportation
model. Anne
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Fitzgerald, Anne
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Fitzgerald, Anne
Fitzgerald, Anne
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Social Studies Grade 1 and 2 Cycle A (6 - 7 years and 7-8 years)
Where We Are in Place & Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Social Studies Strand(s)
Continuity and change through time
The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people
who have shaped the future through their actions.
Related Concepts: Family, identity
Social Studies Skill(s)
Orientate in relation to place and time
Formulate and ask questions about the past, future, places and society
Central Idea
Concepts
How people analyse artifacts
Different
perspectives of
artifacts
contribute to
our
understanding
of people’s
histories.
How artifacts contribute to our understanding of the
past
Why people value particular artifacts
How do people analyse artifacts? (Function)
How do different artifacts contribute to our
understanding of the past? (Connection)
Why do people value particular artifacts?
(Perspective)
Resources
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
The Keeping Quilt by Patricia
Polacco. The Quilt Story; Mary
McLean & the St. Patrick’s
Day Parade; The Whispering
Cloth; The Memory Coat;
Anushka’s Voyage; Goonie
Bird Greene plus her personal
history website; Grandma’s
Bill, Moses, A Chair for My
Mother, The Night Before First
Grade, Winter Days in the Big
Woods, Three Days in a Red
Canoe, Encounter, Arctic Son,
Amazing Grace, Pecos Bill,
Sally Ann Thunder Ann
Whirlwind Crockett, Tess, Mike
Fink
KNOW: Know how and why people analyse artifacts; Know
what an artifact is and its relationship to time and place;
How to identify and share why a given artifact is important
to them or their family.
Museum visits to explore how
others use artifacts in the
community.
Use and analyze evidence from a variety of historical,
geographical and societal sources to draw information
from, and respond to, stories about the past from societal
sources; access a broad range of first- and second-hand
sources of information.
Isabella’s Bed by Alison Lester
UNDERSTANDS: Artifacts play a role in connecting the
past to the future for significant historical and personal
reasons.
DO: Ask questions and source information about artifacts.
Students will investigate and research a family artifact and
share with others its significance to family in relation to time
and place.
Formulate and ask questions about the past to extend
understanding of how others have constructed or stay
connected to the past.
Orientate self in relation to time and place when they
explore and share family and local histories; distinguish
between past, present and future time.
7
Assess the accuracy and validity of sources: as they
examine and interpret simple evidence such as artifacts
and piece together evidence to explain and synthesize
information.
Social Studies Grade 1 and 2 Cycle A (6 - 7 years and 7-8 years)
How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making;
economic activities and their impact on humankind and the environment.
Social Studies Strand(s)
Human systems and economic activities
The study of how and why people construct organizations and systems; the ways in which people connect locally and globally
Related Concepts: Roles and responsibilities, interconnectedness
Social Studies Skill(s)
Identify roles, rights and responsibilities in society
Central Idea
Concepts
Various communities we belong to
People play
different roles
in the
community they
belong.
Roles of people who are part of communities
How communities are organised
What various communities do people belong too?
(Form)
How do different roles in the community work?
(Function)
How can we be responsible members of a
community? (Responsibility)
Resources
People at Work and Different
Jobs in Different Places
Members of the school
community will be interviewed,
information from families,
children visiting members of
the school.
Camera’s and iPods for
collecting and recording
information
Props and toys to support role
plays about roles and
responsibilities.
Art work from various cultures
that represented forms of
communities and roles people
play in those communities.
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
KNOW: Know that within a community people have one or
several roles; That people can belong to several
communities; What a role is and what a responsibility is;
UNDERSTAND: Understand that a community is a group of
people connected because of time, place, role or
relationship; that roles and responsibilities are connected to
the community we belong to and that it is on e factor that
helps a community function.
DO: Use graphic organisers to show how communities are
organized, compare the organisers to each other.
Students use the explanation genre to create job
descriptions for themselves or other members of their
communities, identifying their roles and responsibilities.
Students use Venn or Carroll diagrams to compare and
contrast their own and others roles in various communities.
Students identify how what they have discovered about
others can be applied to their own roles in different
communities.
Students' make use of ICT basic equipment (Camera,
audio recorder, etc) to gather and collect information.
Use and analyse evidence from societal sources to
draw information about local communities by accessing a
broad range of first hand sources through the interviews
8
and data collection using ICT tools and analyzing what it
tells us about communities and the roles people have in
them.
Identify and define roles, rights and responsibilities in
society within the family, class or school; compare people’s
roles and responsibilities in community; examine how the
role of a person directly affect their responsibilities.
Social Studies Grade 1 and 2 Cycle A (6 - 7 years and 7-8 years)
How We Express Ourselves
An inquiry into the ways in which we discover and express ideas, feelings, nature, culture, beliefs and values; the ways in which we reflect on, extend
and enjoy our creativity; our appreciation of the aesthetic.
Social Studies Strand(s)
Social organization and culture
The study of people and cultures; the ways in which individuals, groups and societies interact with each other.
Related Concepts: Culture, Identity, Religion, Traditions
Social Studies Skill(s)
Formulate and ask questions about the past, the future, places and society
Central Idea
People from
different
cultures
celebrate in
different ways.
Concepts
Types of celebrations
Why and how do people celebrate
The similarities and differences between celebrations
What different things do people celebrate? (Form)
Why and how do people celebrate? (Perspective)
What are the similarities and differences between
celebrations? (Connection)
Resources
Props for gallery walk to front
load and begin tuning into
inquiry.
Books about celebrations: See
planner for list.
Parents sharing own
experiences.
Student created gallery of
artifacts, artwork and texts
about celebrations.
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
KNOW: What culture and identity mean to different people;
know the elements of a celebration;
UNDERSTAND: That culture and the way we express
ourselves through celebration are connected; that the
elements of a celebration may be common across many
cultures by are significantly different in the way they are put
into practice.
DO: Students will: Create their own or identify a teacher
question to research and gather information on about
celebrations and culture.
Use their understanding of culture, the elements of a
celebration and use their understandings to plan a
celebration that would be significant to the school
community in expressing its identity using the Learner
Profile and Mission Statement as a guide.
9
Students will:
Formulate and ask questions about known and shared
communities and celebrations and will express
wonderings, show curiosity or ask questions about a
person or event of personal significance; ask questions to
extend understanding of how others have constructed or
expressed their cultural identity through celebration;
formulate questions and identify an area that will enable
them to make links between prior experiences new
situations and further actions
Use and analyse evidence from a variety of societal
sources for example, students will draw information from,
and respond to, stories about celebrations and they way
people express themselves; access a broad range of firstand second-hand sources about culture and the elements
of celebrations.
Orientate in relation to place and time (for example,
students will explore and share instances of change and
continuity in personal lives, family and local histories;
investigate directions and distances within the local
environment; distinguish between past, present and future
time; explore similarities and differences between the past
and the present; sequence events, routines, personal
histories in
Assess the accuracy, validity and possible
misinformation of sources, for example, students will
examine and interpret simple evidence such as artifacts;
compare the validity of statements from a variety of
different sources; piece together evidence to explain,
analyse and synthesize information;
Social Studies Grade 1 and 2 Cycle 2 ( 6 -7 years and 7 - 8 years)
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families,
friends, communities, and cultures; rights and responsibilities; what it means to be human.
Social Studies Strand(s)
Related Concepts: Diversity. Motivation
Social Studies Skill(s)
Identify roles, rights and responsibilities in society, Orientate in relation to place and time
Central Idea
Concepts
Resources
Skills, Attitudes and Assessment
(How will we know what students have learned?)
10
Relationships
are enhanced
by learning
about other
people’s
perspectives
and
communicating
our own.
Social interactions
Acknowledging other
people’s perspectives
Managing and resolving conflict
How can we socially interact? (Responsibility)
What ways do people acknowledge other people’s
perspectives? (Perspective)
How is conflict managed and resolved? (Reflection)
Picture cards, scenarios of
different situations,
observation journals,
http://www.youtube.com/watch
?v=Q9Jcymc4dpo&feature=rel
ated – song about peace,
http://www.youtube.com/watch
?v=yBRWZef6oks – children
role playing conflict,
http://www.youtube.com/watch
?v=0h6KZdUFqeg&feature=rel
mfu,
http://www.youtube.com/watch
?v=7zoi_lMkXKI&feature=relm
fu,
http://www.youtube.com/watch
?v=e632M8qEdyw&feature=rel
ated – cartoon,
http://www.youtube.com/watch
?v=NlVpXFN9Cfc&feature=rel
mfu – cartoon,
http://www.youtube.com/watch
?v=mqkm788Jk8&feature=related – tips for
resolving conflict,
http://www.youtube.com/watch
?v=Lm1DPre8tSQ&feature=rel
ated – identify conflicts,
KNOW: What a social interaction is and the possible
relationships within a community; Know what perspective is
and different ways people communicate; Know some of the
causes of conflicts and some strategies for resolving
conflict
UNDERSTAND: People interact within communities and
form relationships; Communication is central to sharing
perspectives (ideas, feelings, experiences) with others;
Conflict in a community is disruptive but people can take an
active role in resolving conflict.
DO: Students will
Identify hat they bring to a relationship within a given
community.
Name and share some strategies for resolving conflict.
Explore and represent the various perspectives people
might have on a given issue and the impact this might have
on resolving conflict or maintain relationships.
Formulate and ask questions about current places and
society students will express wonderings, show curiosity or
ask questions about a person or event of personal
significance; express wonderings, show curiosity or ask
questions about the community; ask questions to extend
understanding of how others have constructed or
represented events; formulate questions that promote the
transfer of knowledge and make connections across their
learning
Use and analyse evidence from a variety of societal
sources for example, students will draw information from,
and respond to, stories about shared societal sources;
access a broad range of first- and second-hand sources of
about communities, perspective, relationship building and
conflict resolution.
Orientate in relation to place and time for example,
students will explore and share instances of change and
continuity within a community and what influenced or
affected those changes; investigate local communities;
Identify roles, rights and responsibilities in society for
example, students will define own roles and responsibilities
within the family, class or school; compare roles, rights,
responsibilities and perspectives; investigate how conflict
resolution and relationship building strategies influence a
communities cohesiveness.
11
Social Studies Grade 1 and 2 Cycle 2 ( 6 -7 years and 7 - 8 years)
Where We Are in Place & Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Social Studies Strand(s)
The study of the distinctive features that give a place its identity
Related Concepts: Place, Diversity, Identity
Social Studies Skill(s)
Formulate and ask questions about the past, the future, places and society
Central Idea
There are
many diverse
features that
give a place its
identity.
Concepts
Different types of places
The diverse features of a places
How different features give a place its identity
What different types of places are there in the world?
(Form)
How can the diverse features of places be described
and compared? (Connection)
How do different features give a place its identity?
(Causation)
Resources
Maps, atlases, globes,
models of different features,
photo cards of different
features (river, waterfall,
mountain, valley, hill etc)
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
KNOW: What diverse, feature and identity mean; Know
how to identify the features that give a place identity; Have
a technical vocabulary to describe time and place;
UNDERSTAND: That identity of place is unique and
diverse, depending on the physical, cultural and
environmental feature in it. That identity is something
everyone and everyplace has.
DO: Describes the natural features of local and other
environments
Analyses ways in which humans use the natural
environment (for example, recreation, settlements)
Identifies or generates a question or problem to be
explored in relation to human impact on the local, natural
environment.
Formulate and ask questions about places and society
students will express wonderings, show curiosity or ask
questions about a places of personal significance; express
wonderings, show curiosity or ask questions about the
natural and physical environment; ask questions to extend
understanding of how others have constructed an identity
for a natural environment; formulate questions that promote
the transfer of knowledge and make connections across
their learning).
Use and analyse evidence from a variety geographical
sources students will draw information from, and respond
to, stories about geographical and societal sources; access
a broad range of first- and second-hand sources of
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information such as people, maps, surveys, direct
observation, books, museums and libraries; identify
appropriate information and communication technology
(ICT) tools and sources of information to support research.
Orientate in relation to place students will explore and
share ideas and perceptions they have on the identity of
personally significant places; investigate directions and
distances within the local environment; interpret place and
time using tools such as maps.
Social Studies Grade 1 and 2 Cycle 2 ( 6 -7 years and 7 - 8 years)
How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making;
economic activities and their impact on humankind and the environment.
Resources and the environment
The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this
management; the impact of scientific and technological developments on the environment.
Related Concepts: Consumption, distribution.
Social Studies Skill(s)
Identify roles, rights and responsibilities in society
Central Idea
Many products
go through a
process of
change before
they are
consumed or
used.
Concepts
Origins of products
Changes products go through
Distribution of products
Where do get the products we use? (Connection)
What changes does a product go through? (Change)
How do systems work together to distribute products?
(Responsibility)
Resources
How Coca Colas is made
(http://www.youtube.com/wat
ch?v=heQ-fAE8k2E
How Coca Cola is made
http://www.youtube.com/watc
h?v=nHQXxhd4CHE&feature
=related
How a violin is made:
http://www.youtube.com/watc
h?v=WcJfbjcUDoo
http://www.youtube.com/watc
h?v=3GaOFIbf8Eg&feature=r
elated
How Lego is made:
http://www.youtube.com/watc
h?v=wnRRDIFNxoM
Where/How chocolate is
made
http://www.youtube.com/watc
h?v=fiMjr3Rwdjs&feature=rel
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
KNOW: What a product, consume, distribution is; Know the
factors that cause change and why elements are changed;
know information about the process of change; know about
consumption and use of products;
UNDERSTAND: Understand that as a society we have
needs and wants that are meet when we change or
process a raw product into a new product; Understand that
there are methods and systems of distribution.
DO:
To choose a product from home explore where the product
comes from, use a cycle to show and group the objects.
Investigate and identify the origins of known daily products
and the processes they underwent in order to take current
form.
Students investigate how products are distributed and find
a way of representing this knowledge.
Students find ways to explore the connections between
13
ated
How plastic bottles are made:
http://www.youtube.com/watc
h?v=T01i_vp2mJE
How honey is made:
http://www.youtube.com/watc
h?v=F_0SyWHsYSk
The journey of bananas:
http://www.youtube.com/watc
h?v=TV7tsXyq7ow&feature=r
elmfu
How Olive oil is made:
http://www.youtube.com/watc
h?v=aieNV3V4b_s&feature=r
elmfu
From the farm to fridge: milk
http://www.youtube.com/watc
h?v=3GaOFIbf8Eg&feature=r
elated
What’s in your can of tuna?:
http://www.youtube.com/watc
h?v=K1h9zdJ86Rw
cocoa processing:
http://www.youtube.com/watc
h?v=74LfUSESrWA&feature=
relmfu
dyeing wool roving, Friday
studios:
http://www.youtube.com/watc
h?v=Arb6_DUu-hY
T-shirts folded and packed:
http://www.youtube.com/watc
h?v=iL-h6MAsou8
http://pbskids.org/rogers/picpi
c.html
Related Literature:
(Gold) Fresh From the Farm
(Orange) To Market, To
Market
(Mint) Growing Cotton / Fruit /
Corn / A Day at the Trout
Farm
needs and wants and the process of production and
distribution.
Use and analyse evidence from a variety sources
students will draw information from, and respond to, stories
about production, distribution, needs and wants and
access a broad range of first- and second-hand sources of
information to identify appropriate information; Students
may begin to predict future events by analyzing ideas and
process of change distribution, needs and wants.
Orientate in relation to place and time students will
explore and share instances of change and continuity in
personal lives in connection to needs and wants; explore
similarities and differences between the past and the
present; sequence events, routines, of production and
distribution; Examine/ predict how these patterns might
change in the future in relation to wants and needs.
Identify roles, rights and responsibilities in society
students will define own roles and responsibilities a
community of consumers and examine their responsibilities
within this role; examine how the responsibilities of a
person may directly affect their responsibilities as a
consumer. Examine how services and systems influence
societal rights and responsibilities; examine the
responsibility of people towards the environment; reflect on
opportunities to contribute actively to the community at a
range of levels, from local to global.
14
Social Studies Grade 1 and 2 Cycle 2 ( 6 -7 years and 7 - 8 years)
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; access to equal opportunities; peace and conflict resolution.
Social studies strand(s)
Resources and the environment
Related Concepts: Resources, Sustainability
Social Studies Skills
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Assess the accuracy, validity and possible bias of sources
Central Idea
People can
create ways to
sustain and
maintain the
Earth’s
resources.
Concepts
Limited nature of the Earth’s resources
Personal choices that can sustain the environment
Ways to maintain the Earth’s resources
What are the Earth’s resources? (Change)
Why are our Earth’s resources limited? (reflection)
What can we do to sustain and maintain the
environment? (responsibility)
Resources
http://kids.nationalgeographic.
com/kids/games/actiongames
/recycle-roundup/ Recycling
Game - Decide whether
rubbish can be recycled.
http://children.recycleforlincol
nshire.org.uk/interactive.asp?
catid=23
http://www.youtube.com/watc
h?v=kSfK689hkes
Forest/wood
http://www.youtube.com/watc
h?v=7q4YTpa3Bwg&feature=
related
http://www.youtube.com/watc
h?v=PCbVpHfAB_4 (Fresh
Water)
http://www.youtube.com/watc
h?v=aXmfQLC8ju4
(http://www.youtube.com/wat
ch?v=uSM2riAEX4U
Earth’s resources
http://www.youtube.com/watc
h?v=yosDloXybb4
Michael Michael Go Recycle
http://www.mp3rocket.me/ga
mes/71_16588/MichaelMichael-go-recycle/Michael-
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
KNOW: What sustain, finite and infinite, sustain, resource,
create and Earth mean; Know that resources are not
infinite; Systems and actions one can take to sustain
resources at an age/ responsibility appropriate way.
Examining needs and wants
UNDERSTAND: That one action has an influence on many
other systems and resources and communities;
Understand that resources are limited; Understand that
sustainability requires action and commitment and
sometimes personal sacrifice; understand that action and
choice are connected to needs and wants.
DO: Reflect on and self assess your personal use of
natural resources: Write or draw what you know.
Limited nature of the Earth’s resources: Can list a number
of ways the Earth’s Resources are limited. Listening to
student’s responses and taking anecdotal notes.
Personal choices that can sustain the environment: Can
create a visual representation of one or more ways that
they will sustain the environment at home or at school.
Ways to maintain the Earth’s resources:
Formulate and ask questions about the past, the
future, places and society students will express
wonderings, show curiosity or ask questions show curiosity
15
Michael-go-recycle.htm
Recycle Zone
http://www.recyclezone.org.u
k/home_fz.aspx.html
http://www.amnh.org/ology/in
dex.php?channel=climatecha
nge#features/goinggoinggone
?TB_iframe=true&height=500
&width=750
http://www.ausarabexplore.inf
o/interactives/coral/coral.html
BBC Coral Reef
http://www.youtube.com/watc
h?v=cbN161yBBGA&feature=
fvsr
http://www.youtube.com/watc
h?v=5d3qie3jbHk
http://ses.jrc.ec.europa.eu/ind
ex.php?option=com_content&
view=article&id=114&Itemid=
150
http://www.epa.gov/recyclecit
y/mainmap.htm - Recycling
City.
http://www.enercities.eu/gam
e.php - interactive game a bit
hard though
http://www.ehow.com/how_45
00059_get-kids-recycle.html
website with information of
how children can recycle.
http://www.youtube.com/watc
h?v=uP0D5mQ0QRc
Plants producing oxygenhttp://www.youtube.com/watc
h?v=wCZrXoqDzdw
Photosynthesis (difficult)http://www.youtube.com/watc
h?v=1gLa5EWn9OI
Plants producing oxygen http://www.youtube.com/watc
h?v=eDhd_DTECgk
Photosynthesis songhttp://www.youtube.com/watc
h?v=LgYPeeABoUs
What is air pollution-
or ask questions about the natural and physical
environment; ask questions to extend understanding of
how others have been informed by ideas of needs and
wants in order to take action to sustain resources;
Use and analyse evidence from a variety of historical,
geographical and societal sources students will draw
information from, and respond to, stories about the past
from geographical and societal sources; access a broad
range of first- and second-hand sources of information
such as people, maps, surveys, direct observation, books,
museums and libraries; identify appropriate information and
communication technology (ICT) tools and sources of
information to support research; predict future events by
analyzing reasons for events in the past and present).
Identify roles, rights and responsibilities in society
students will define own roles and responsibilities towards
the environment; examine how the responsibilities of a
person may directly affect their responsibilities towards the
environment. Examine how services and systems influence
societal rights and responsibilities; examine the
responsibility of people towards the environment; reflect on
opportunities to contribute actively to the community at a
range of levels, from local to global.
16
http://www.youtube.com/watc
h?v=UcWpkWBX04E
http://answers.askkids.com/W
eird_Science/how_much_oxy
gen_do_plants_produce
Photosynthesis gameshttp://www.growingthenextge
neration.com/just-for-kidsgames.html
http://www.neok12.com/Photo
synthesis.htm
Social Studies Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
Where We Are in Place & Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Social Studies Strand(s)
Continuity and change through time
The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people
who have shaped the future through their actions.
Related Concepts: Innovations, progress
Social Studies Skill(s)
Use and analyse evidence from a variety of historical, geographical and societal sources
Central Idea
Exploration
leads to
discoveries,
opportunities
and new
understandings
.
Concepts
Reasons for exploration (Historical and Personal)
How explorations have take place over time
The consequences of exploration
Why do people explore?
(Causation)
How has technology changed the way we explore?
(Reflection)
How has exploration changed our world today?
(Perspective)
Resources
Library books, Websites, ICT
support, Planet Earth DVD,
nat. geographic, Dora the
Explorer, Google Earth,
Exploration DVD’s, Timeline
to record great explorations
over time, field trip to a “new “
place in Hanoi, possibly
museum of Ethnology,
science centre, Exploration
kits (compass, binoculars,
telescope, etc.)
Parents/ friends visit the
classroom to talk about their
own personal exploration
“The Early Explorers”,
Discoveries and Explorations
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Each group needs to be able to define exploration and
name various explorers (i.e. Marco Polo, Columbus )
Evidence: classroom observations and discussions
Assessment: quiz
Task : Students are able to provide a short 1 page
biography of an explorer with important information on
when he/she was born, what they discovered, etc.
(template will be provided) Use links to the learner profiles
when discussing different explorers
Task: Each group becomes explorer team and provides
factual information on the journey of their discovery.
Evidence A clear map, with legend, appropriate symbols,
labels, heading
Assessment Criteria sheet for map, checklist or rubric
Scavenger hunt of explorer supplies (i.e. compass,
telescope, cameras)
17
non-fiction series (“Camels &
Crinolines”, “Shackelton the
Survivor”, “Lifesavers”, “The
Atlas of Exploration” by
D.Starkey
Discussion of various items
Task: Introduce the students to Bias and information
reliability. Need to use two pieces of information with
conflicting data and seek clarification about which one is
correct. Marco Polo adventures is an example
Social Studies Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making;
economic activities and their impact on humankind and the environment.
Social studies strand(s)
Human systems and economic activities
Social organization and culture
Related Concepts: Culture, media, pattern
Social Studies Skill(s)
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Central Idea
Signs and
symbols are
human-made
systems that
facilitate local
and global
communication.
Concepts
Iconography
How visual language facilitates communication
Resources
Mixture of signs and symbols
from around the globe and
from history, photographs of
signs and symbols in the local
area.
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Explores a variety of signs and symbols and interpret
their messages
Identifies the cultural and historical context in which
signs and symbols develop
Specialized systems of communication
What is iconography? (Form)
Describes the impact of communications technology on
everyday communication
How does visual language facilitates communication?
(Function)
Demonstrates how nonverbal communication allows
people to transcend language barriers.
What are the similarities and differences between signs
and symbols? (Connection)
Observes how signs and symbols are used in the local
community
Social Studies Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families,
friends, communities, and cultures; rights and responsibilities; what it means to be human.
18
Social Studies Strand(s)
Social organization and culture
The study of people and cultures; the ways in which individuals, groups and societies interact with each other.
Continuity and Change through time
Related Concepts: Identity, diversity, prejudice
Social Studies Skill(s)
Formulate and ask questions about the past, the future, places and society
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Central Idea
What we
believe is part
of who we are.
Concepts
What we believe
How beliefs influence the way we behave
The impact of religion and spiritual traditions on society
What are our personal beliefs and belief systems?
(Reflection)
How do beliefs influence the way we behave?
(Perspective)
How do beliefs and traditions impact on society?
(Causation)
Resources
Artifacts from different belief
systems, students bring in
items from home,
youtube downloads, music
examples, books on
celebrations/customs/traditions
/religion.
Speakers’ Corner - What is
your family’s favorite
celebration?
Stations for a week – eg symbols
– write what they see, laptops
spiritual music or videos about
beliefs, kids presenting about their
own thing. Library books.
Scrapbook – when speakers
come in kids observe what they
see – photos, pictures, notes
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Distinguish between personal beliefs and belief
systems
Identifies the source of beliefs
Reflect upon how beliefs affect the individual and society.
Sentence starters - questions on posters. Pre-assessment
Peer Venn diagram - use the three lines of inquiry
Each person does the Venn diagram about their peers differentiate for EAL to do about themselves
Identifies and describes the components of different
beliefs Recognizes how rituals and traditions contribute to
cultural identity
Interprets cultural beliefs and values using the evidence
provided by rituals, traditions and artifacts
Reflects on the influence of the arts and technology
throughout history in the representation of culture.
self-management skills/informed choices - codes of
behaviour - knowing and applying appropriate rules or
operating procedures of groups of people
Social skills/respecting others- listening sensitively to
others; recognising others’ beliefs, viewpoints, religions
and ideas may differ from one’s own, stating one’s opinion
without hurting others
Reflective – personal reflections of own beliefs
Balanced – understanding importance of religious and
non-religious beliefs as part of who we are
Respect/Tolerance – accepting and respecting beliefs of
others
Confidence – developing confidence when presenting
findings. Confidence in expressing your own beliefs
19
Social Studies Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
Where We Are in Place & Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
Social Studies Strand(s)
Continuity and change through time
The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people
who have shaped the future through their actions.
Related Concepts: Civilisations, history
Social Studies Skill(s)
Use and analyse evidence from a variety of historical, geographical and societal sources
Central Idea
Concepts
Aspects of past civilizations that have survived
Past
civilizations
shape present
day systems
and
technologies
Reasons these systems and technologies developed
Why modern societies continue to use adaptations of
these systems and technologies
What are some of the aspects of ancient civilizations
that have survived? (Causation)
Why have these systems and technologies been
developed? (Connection)
Why do modern societies continue to use adaptations
of these systems and technologies?
(Change)
Resources
Ancient Civilizations posters,
artefacts
http://www.metmuseum.org/to
ah/hm/05/hm05.htm Heilbrunn Timeline of Art
History- to determine
timeframe/empire/continent,
in order to research an
ancient artifact.
Library non-fiction, historical
novels, internet, art supplies,
student artifacts and
resources, “Archaeologists
Dig For Clues”, “How Would
You Survive as an Ancient
Greek/Roman?”, library
fiction, collection of artifacts.
BBC dvds Ancient
Civilizations posters,
artefacts, Heilbrunn Timeline
of Art History- to determine
timeframe/empire/continent,
in order to research an
ancient artifact. Library nonfiction, historical novels,
internet, art supplies
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Analyse information about past technological advances and
societal systems.
Assess which aspects of past civilizations have had the
most impact on the present day, using evidence from a
variety of sources.
Predict societal and technological changes in the future.
Graphic organiser: Create a graphic organizer write down
or draw all the information you know about given
civilisations. Use anecdotal notes.
Venn diagram comparing our civilization with an ancient
one/ comparing a system, invention or an idea that was
used in the past and is still being used today.
Each group to research accomplishments from a different
civilisation and present to other groups.
Participation in conversation/discussion regarding ancient
music and instruments, and demonstrating an
understanding of the role of music in culture through such
discussion, and what the differences and similarities are
between these cultures and time frames.
The students will inquire into a system or idea about their
chosen ancient civilisation. They will make a booklet about
their idea. They will link this system or idea to the present
day and say how it is still being used today.
Thinking Skills: Analysis: Looking at systems and ideas
today and making links with the past (Ancient Civilisations).
20
Evaluation: Using the analysis of the information and facts
to evaluate how the systems and ideas have been evolved
and their use in the present day.
Research Skills:
Collecting Data: Note taking and gathering data from a
variety of sources including books and the Internet.
Recording Data: Describing and recording observations of
systems and ideas by drawing and note taking, writing
statements.
Interpreting data: drawing conclusions as to how the
system or idea has changed and why it is still in use today.
Presenting data: effectively communicating what has been
learned through a slide show or a visual presentation.
Learner profile:
Thinker – Displaying information on a slide show or
graphic organiser, thinking outside the box to look for
Ancient Civilisation links
Open Minded: Attitudes: Curiosity about life in the past
through research.
PSPE: Identity, Interactions. ELS Application: applying
knowledge learnt in class to their narrative writing
Social Studies Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
How the World Works
An inquiry into the natural world and its laws; the interaction between the natural world (physical and biological) and human societies; how humans use
their understanding of scientific principles; the impact of scientific and technological advances on society and on the environment
Social studies strand(s)
Human and natural environments and Resources and the environment
Related Concepts: Design, technology, Sustainability
Social Studies Skills
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Assess the accuracy, validity and possible bias of sources
Central
Idea
Concepts
Resources
Learning spaces
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Pre-assessment/Summative Design a blueprint of a
21
The design of
buildings and
structures is
dependent
upon the
environment
and available
materials.
Considerations to take into account when building a
structure
How building impacts the environment
Local architecture and its connections with the needs of
the community and availability of materials
What considerations need to be thought of when
building a structure? (Connection)
How can buildings have an impact on the environment?
(Responsibility)
How does the availability impact local architecture?
(Connection)
Antonio Gaudi documentary
(You Tube)
http://weburbanist.com/2011/
04/11/7-man-madearchitectural-wonders-of-theancient-world
/http://dornob.com/design/arc
hitecture/green/
Google Sketch
Architect visit (Scott,
Warren’s friend)
Field trip to Ethnology
museum, students use sketch
pads/take photos to create
images of Indigenous
architecture.
building or structure of your choice, it can be used for work
or play, to live in to admire, it can be historical or modern or
provide a service.
Considerations to take into account when building a
structure
Bridge building activity – Teacher observations
How building impacts on the environment
Give students scenarios, factory next to school,
deforestation, pollution. In groups discuss pros and cons
and present to rest of class. Teacher’s observations
Re do pre assessment -Design a blueprint of a building or
structure of your choice.
Students play the role of an architect and their task is to
draw a blueprint on Google Sketch for a building or
structure of their choice. Their building or structure can
take any form; it can be an historical structure, a modern
building, a building or structure to live, play or work in or a
structure that provides a service.
Students think of at least 6 things when planning their
structure.
Social skills –Teachers notes on students listening to
others; discussing ideas; asking questions; working
towards and obtaining consensus.
Principled/Caring – Working together in groups
Creativity – Using Google Sketch to create structures and
using different architects to influce their own design. Use
and analyse evidence from historical sources - Give
students a picture of different structures to analyse - Link to
the key concepts
Social Studies Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making;
economic activities and their impact on humankind and the environment.
Social studies strand(s)
Resources and the environment
Related Concepts: Conservation, equity
Social Studies Skills
Formulate and ask questions about the past, the future, places and society
Use and analyse evidence from a variety of historical, geographical and societal sources
Identify roles, rights and responsibilities in society
Central
Concepts
Resources
Skills, Attitudes and Assessment
22
Idea
Marketplaces
depend on the
ability to
produce
goods and
supply
services that
can be
exchanged.
(How will we know what students have
learned?)
Various marketplaces
Ethics of the marketplace
How goods and supply services can be exchanged in
marketplaces
Field trips to local markets,
supermarket
comparison,photographs of
marketplaces around the
world – how are they the
same/different?
How do various markets work? (Function)
Youtube videos of various
marketplaces around the
world – famous markets etc
Why do we observe certain ethics at marketplaces?
(Causation)
Graphic organisors, sketch
pads, clipboards, recorders
Analyses how individuals and communities’ needs and/or
wants are met
Evaluates the equity of different economic systems and
marketplaces
Develops criteria for ethical practices regarding products
and services
Explains how supply and demand are affected by
population and the availability of resources
Compares the range of market places around the globe.
How can goods and supply services can be exchanged
in marketplaces? (Connection)
Pre-assessment – mind map – what is a market place?
Social Studies Grade 3 and 4 cycle (8 - 9 years and 9 – 10 years)
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; access to equal opportunities; peace and conflict resolution.
Social studies strand(s)
Social organization and culture
Continuity and change through time
Related Concepts: Wealth, Power, Access
Social studies skills
Formulate and ask questions about the past, the future, places and society
Use and analyse evidence from a variety of historical, geographical and societal sources
Orientate in relation to place and time
Assess the accuracy, validity and possible bias of sources
Central
Idea
People have
unequal
access to
finite
resources.
Concepts
The importance of finite resources
Reasons for unequal access to finite resources
The impact of unequal access to finite resources
What are considered important finite resources? (Form)
Resources
Posters from library about
greenhouse gases, The Lorax
- book/DVD, An Actic Tale &
An Inconvenient Truth section there of the DVD.
Photos of different finite
resources, map of the world.
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Recognizes where finite resources can be located.
Describes how some finite resources sustains life, provide
employment, make things work etc.
Identifies water issues and propose solutions for
responsible, equitable water use (for example,
desalination).
What are the reasons for unequal access to finite
23
resources? (Causation)
What is the impact of unequal access to finite
resources? (Reflection)
Social Studies Grade 5 (10-11years)
Who We Are
An inquiry into the nature of the self; beliefs and values; personal, physical, mental, social and spiritual health; human relationships including families,
friends, communities, and cultures; rights and responsibilities; what it means to be human.
Social Studies Strand(s)
Related Concepts: Identity
Social Studies Skill(s)
Identify roles, rights and responsibilities in society
Orientate in relation to place and time
Central
Idea
Concepts
Children’s
Children’s rights and responsibilities around the world
rights and
responsibilities Connection between rights and responsibilities
are connected
to each other
How rights have changed over time
and are met in
different ways. Supporting how children’s rights are met
What do children’s rights and responsibilities look like
around the world? (Perspective)
Resources
Books on child rights and
students responsibilities.
Songs on child rights are
made available for the
students.www.unicef.org/crcrt
oons/main.htm
A standard charter of UN
convention on Rights of the
child.
A life like mine
How are rights and responsibilities connected?
(Connection)
How have children’s rights changed over time?
(Change)
How are children’s rights met?
(Responsibility)
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Explores issues relating to children’s rights, roles and
responsibilities in relation to his or her own and other
Cultures.
Analyses a variety of sources that describes the risks and
challenges that children face in regards to their rights
(women in education etc).
Describes how organizations and individuals meet the
needs and wants of children (UNICEF).
Able to: Suggest ways in which an individual can
overcome adversity. Give examples of heroic kids who
have made a difference.
What are children’s rights and responsibilities around
the world?
www.oxfam.com Give students some articles from the UN
act - highlight the 3 they believe are the most important and
discuss why.
Teachers to come in and do a q and a session with the
students about the responsibilities they expect of the
different children they work with.
Write a paragraph about one of the most important
children’s rights, giving the reason why.
24
How have rights changed over time?
Create a timeline, interview teachers what responsibilites
did you have in the past? You tube video, explore
Barnado, NSPCC and the Childrens Charter Interview
grandparents/parents/family/teachers about an aspect of
childrens rights
How do rights and responsibilities make connections?
PE- Discuss the right to physical education as an article the
right to play and relax by doing things like sports and
music.
Venn diagram /Linking a right to a responsibility
How can we ensure children’s rights are met?
Class discussion/Research into different organisations that
help children across the world. Unicef, worldsprize.org and
save the children
In PE, identify different sports that disabled children can
access, play blind football. Show videos from the recent
paralympics on how to play the sport.
What opportunities will occur for transdisciplinary skills
development and for the development of the attributes of
the learner profile?
Balanced -Discussion, how can we ensure that we are
being responsible with our rights?
Reflective - Through research what have we learnt about
rights across the world.
Appreciation - Appreciating our own lives and how people
may appreciate their own lives even though they are
different from their own
Collecting data - Finding facts and figures about children’s
rights across the world and over time. Use UNICEF.com
Social/Codes of Behaviour - Being responsible citizens in
their own lives. Create a chart, what responsibilities have
you shown this week.
Social Studies Grade 5 (10-11years)
Where We Are in Place & Time
An inquiry into orientation in place and time; personal histories; homes and journeys; the discoveries, explorations and migrations of humankind; the
relationships between and the interconnectedness of individuals and civilizations, from local and global perspectives.
25
Social Studies Strand
Continuity and Change through time
Related Concepts: Evidence, Truth
Social Studies Skills
Use and analyse evidence from a variety of historical, geographical and societal sources
Central
Idea
Concepts
The significant contributions that people make
Significant
contributions
made by
people have
had an impact
on individuals
and society
throughout
time.
How other people affect our lives
Different viewpoints on how to be significant
What are the different contributions that significant
people make? (Function)
How can other people affect our lives? (Reflection)
How do people think we can be significant?
(Perspective)
Resources
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
You tube videos of
biographies of significant
people, books, pictures
Students research a significant person. Present findings on
how and why the person was significant using their choice
of media.
Books and pictures of famous
significant people and
significant people selected by
students (often family
members). Displaying of
student timelines. Class
vocab wall.
Students, as a group, decided on a topic which was
important to them to make change in, and create their own
composition, based on a simple poetry theme. This song is
then presented to the class as a work to inspire and
instigate change in people’s attitudes and actions.
Students also researched a significant musician of their
choice, and their relative impact on culture, society,
environment, etc.
Communication skills – presenting their research to the
class- what can you learn from each other.
Review of students’ research and own thoughts about how
they have been significant and how other have been
significant to them.
Mindmap – music/art and Its uses. Students investigate
how music can be used to express a wide variety of issues
or emotions, and then take the idea of making
change/impact and discuss in more detail. Students also
made a list of all the ‘significant musicians/artists’ they
knew, and discussed why they thought these musicians
were significant.
Social Studies Grade 5 (10-11years)
How We Organise Ourselves
An inquiry into the interconnectedness of human-made systems and communities; the structure and function of organizations; societal decision-making;
economic activities and their impact on humankind and the environment.
Social studies strand(s)
Human systems and economic activities
Related Concepts: Communications, cooperation, employment, legislation
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Social Studies skills
Formulate and ask questions about the past, the future, places
Identify roles, rights and responsibilities in society and society
Central
Idea
Within
communities,
organizations
work to create
change in
people’s lives
Concepts
Resources
Organizations that exist within different communities
Guest speakers from VSO,
Blue Dragon, KOTO,
Purpose of organizations
Visit – Koto Training Centre,
Moon Bear Rescue Centre,
Cuc Phuong National Park
The function of organizations
How organizations change people’s lives
What different organizations exist within different
communities? (Form)
DVD on Moon bear rescue,
websites for KOTO, Animals
Asia, Blue Dragon, etc
What is the purpose of having different organizations in
the local community? (Form)
How are particular organizations structured? (Function)
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Children will select an organization either locally (or
globally) and conduct further research. Findings will be
presented as in information report on a poster. The report
is to include information about the organisation, what it
does, when and why it was started, how it is structured,
how it receives money and how the money is sent, how
they help people and how they as students can take action
to help the organisation.
Books on a variety of local
and global organisations
Children will assess their own posters using a criterion
rubric given prior to commencing the project. The poster
will then be assessed by the teacher using the same rubric.
ICT- Electrocity community
simulation online.
Children will be assessed on the information report format
as well as the content and presentation of their work.
www.electrocity.com
How do organizations change peoples’ lives
(Perspective)
Students will be assessed on their Exhibition journals.
Social Studies Grade 5 (10-11 years)
Sharing the Planet
An inquiry into rights and responsibilities in the struggle to share finite resources with other people and with other living things
Social Organisation and culture
The study of people, communities and the ways in which they interact with each other
Related Concepts: Peace, Reconciliation, Exploitation
Social studies skills
Formulate and ask questions about the past, the future, places and society
Use and analyse evidence from a variety of historical, geographical and societal sources
Identify roles, rights and responsibilities in society
Assess the accuracy, validity and possible bias of sources
Central
Idea
Concepts
Resources
Skills, Attitudes and Assessment
(How will we know what students have
learned?)
Sharing the Planet
PYP Exhibition
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