Unit of Inquiry
Where We Are in Place and Time
Culture and location influence people’s daily lives both past and present
Lines of Inquiry:
The unique features of various locations
How culture influences society
How societies change over time
How does location influence daily lives?
In what way does culture influence society?
What are the different ways societies change over time?
Curiosity, Creativity and Appreciation
Thinking and Research Skills
Unit for this week
Students were introduced to the first culture, location and time period they were going to research – The Inuit living in the Arctic circle in the 1940’s and 1950’s. Students were shown images of the arctic. We talked about the features of this particular location. They were asked to imagine that they lived in a place like this. They worked with a partner to draw pictures of what they thought the people who lived in the Arctic in the past ate, wore and used as transportation.
We shared the images that students had collected in regards to their culture. Students than shared their drawings relating to the activity above.
Images were put on the desks of the Inuit from the past. It was wondering to see how engaged the students were as they explored this unique culture. Afterwards, students shared their impressions of what they had seen.
Students were given their research book that they would use to collect information of the Inuit. The first task was to record the vocabulary that they would be hearing throughout this first culture. The topics they would be collecting information for were: transportation, food, clothing, shelter, weapons and location.
Throughout the week, students watched videos from the Canadian Film Board that were made in the 1940’s for schools. Whenever we got to some information that they could use we stopped the video and students recorded their findings on their research paper. Students also looked through unit books to gather information.
We also looked at particular Inuit art and students had the opportunity to create their own Inuksuit using play dough and a Inuit carving called a Scrimshaw using soap. They were completely engaged and excited to create these art pieces.
When students had finished collecting all the necessary data for their research project, the information was transferred onto a Lap Book which they created.
Math for this week
We began this week by reviewing everything that they learned about a calendar. Students who had not completed their calendar booklet were given time to complete this.
Students were introduced to time. As a class, they brainstormed everything they knew about time. This was recorded on a class poster. The vocabulary that was added/introduced to this was: hour, minutes, second, day time/night time/ morning, afternoon, evening, midnight.
Students created a ‘All about time’ poster that has all the relevant information that will be covered. This will be used as a reference.
Students were introduced to the first concept: hour. We did activities together as a class using the Smartboard as well as playing various games relating to the hour.
Writing for this week
This week, students continued exploring what persuasion means through various stories. The story Click Clack Moo was used to introduce parts of a letter. They were also introduced to the various steps of persuasive writing – stating an opinion, reasons and restating an opinion. Students chose something that they wanted to ask their parents for and we began working through the various steps. Once this draft is completed, students will transfer this information onto a persuasive letter.
Language Arts for this week
In reading, students worked independently on their new reading comprehension booklet. We also continued with guided reading lessons and students practiced the various techniques that were covered in the past few weeks that would help them become better readers. We also used the literacy period to work on various centres focusing on phonics and writing.