Sharing the Planet

Fifth unit of Inquiry

(27 February – 13 April, 2017)


Central Idea  Humans can make a difference in solving environmental problems.
Lines of inquiry
  • Various environmental problems
  • Causes of environmental problems
  • Ways of preventing environmental problems
Key Concepts  Causation, Connection and Responsibility
RESOURCES: deforestation in Indonesia problem of trash in Indonesia deforestation in Indonesia intro about environmental problem of trash and excessive use of plastic intro to climate change Bill Nye Climate 101 sources of greenhouse gas emissions  arctic sea ice 1979-2012 climate change is simple pollution-definition pollution, its types and prevention

Learning outcomes:

  • Identify or generate a question or problem to be explored
  • Identify the roles, rights and responsibilities in society
  • Explain that all organisms, including humans cause changes in their environments, and these changes can be beneficial or detrimental


Creating in Dance

We can explore our personal interests, beliefs and values through arts.

  • Explore various sources of musical and natural rhythms such as beat, breath, emotional and environmental rhythms


Creating in Music

We make connections between our artwork and that of others to extend our thinking.

  • Improve upon a basic pattern to reinforce the importance of the individual within the group


Creating in Visual Arts

We explore a range of possibilities and perspectives to communicate in broader ways through our creative work.

  • Become increasingly independent in the realization of the creative process
  • Utilize a broad range of ways to make meaning
  • Develop an awareness of their personal preferences



Reflecting on the strategies we use to manage change and face challenges helps us to develop new strategies to cope with adversity.

  • Work and learn with increasing independence
  • Reflect on how they cope with change in order to approach and manage situation of adversity



Communities and their citizens have a collective responsibility to care for local and global environments.

  • Reflect on shared and collaborative performance


Listening and Speaking

Thinking about the perspective of our audience helps us to communicate more effectively and appropriately

  • Use a range of specific vocabulary in different situations, indicating an awareness that language is influenced by purpose, audience and context
  • Use oral language appropriately, confidently and with increasing accuracy
  • Appreciate that language is not always used literally; understand and use the figurative language of their own culture



Relationships exist between standard units that measure the same attributes.

Constructing meaning

  • Understand the use of standard units to measure perimeter, area and volume


Transferring meaning into symbols

  • Estimate and measure using standard units of measurement: volume (cube and rectangular solids)


Applying with understanding

  • Use standard units of measurement to solve problems in real-life situations involving volume



Identifying the main ideas in the text helps us to understand what is important.

  • Identify relevant, reliable and useful information and decide on appropriate ways to use it
  • Access information from a variety of texts both in print and online, for example, newspapers, magazines, journals, comic, graphic books, e-books, blogs, wikis
  • Know when and how to use the internet and multimedia resources for research
  • Understand that the internet must be used with the approval and supervision of a parent or teacher; read, understand and sign the school’s cyber-safety policy


Responding in Dance

People explore issues, beliefs and values through arts.

  • Recognize that dance plays an innovative role in communicating ideas within cultures and societies


Responding in Music

People explore issues, beliefs and values through arts.

  • Discuss music that relates to social issues and/or values
  • Share and compare their experiences as audience members at various performances


Responding in Visual Arts

There are different kinds of audiences responding to different arts.

  • Identify and consider the contexts in which artworks were made
  • Reflect on their own and others’ creative processes to inform their thinking


Shape and Space

Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.

Constructing meaning

  • Understand an angle as a measure of rotation
  • Understand that directions for location can be represented by coordinates on a grid


Transferring meaning into symbols

  • Analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; north, south, east and west on a compass
  • Locate features on a grid using coordinates


Applying with understanding

  • Apply knowledge of transformations to problem-solving situations


Viewing and Presenting

Interpreting visual texts involves making an informed judgment about the intention of the message.

  • Describe personal reactions to visual messages; reflect on why others may perceive the images differently
  • Interpret visual cues in order to analyse and make inferences about the intention of the message
  • Recognize and name familiar visual texts and explain why they are or are not effective, for example, advertising, logos, labels, signs, billboards
  • Experience a range of different visual language formats; appreciate and describe why particular formats are selected to achieve particular effects




Writing and thinking work together to enable us to express ideas and convey meaning.

  • Write independently and with confidence, demonstrating a personal voice as a writer
  • Select vocabulary and supporting details to achieve desired effects


Text Type:   Explanation

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