EAST COAST CAMPUS

PYP Year 5
Unit of Inquiry (UoI) 2 Newsletter

Where We
Are in
Place and
Time
Central Idea:
Causation
Exploration can Understand that things
lead to do not just happen.
There are always
discovery and reasons behind events.
There is cause and
new effect.
understandings.
During this unit,
students will embark
into an exciting
journey into the past
as we learn about
different explorers
PYP 5 students creating their clothing designs for and the reasons why Change
a Polar Expedition. They needed to find whatever t h e y m a d e t h e i r Understand that
they have in their wardrobes to arm themselves everything is always in a
journeys. As
state of transformation,
for this arduous journey. provocations, students from one state to
were introduced to Sir another. This happens
Ernest Henry Shackleton, an Irish Antarctic explore who led three British to everything and
everyone.
expeditions to the Antarctic. Sir Ernest was best know for leading the “Endurance”
expedition of 1914- 1916. They will also be looking into present explorations and
perhaps into the idea of future explorations. As they do their research and inquiry,
they will also find out how explorers did it and the consequences of their
explorations. 


1 2 3 Perspective
Understand that there
are different ways of
looking at information.
LINE OF INQUIRY LINE OF INQUIRY LINE OF INQUIRY This leads to different
interpretations,
Reasons for How explorations have Consequences of
understandings and
explorations (Historical taken place over time explorations findings.
and Personal)

1
UNIT OF INQUIRY 1 NEWSLETTER
Learning Outcomes for
Different Subject Areas
English Language
In English, we will:
‣ Argue persuasively and
justify a point of view
‣ Use oral language to
formulate and
communicate
possibilities and theories
‣ Reflect on communication to monitor and assess their
own learning
‣ Analyse the selection and composition of visual
presentations; select examples to explain how they
achieve a particular impact, for example, dominant
images, use of colour, texture, symbolism
‣ Identify the intended audience and purpose of a visual
presentation; identify overt and sublimed messages
‣ Reflect on ways in which understanding the intention
of a visual message can influence personal responses
‣ 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
‣ Appreciate structural and stylistic differences between
fiction and non-fiction; show understanding of this
distinction when structuring their own writing
‣ Use planning, drafting, editing and reviewing processes
independently and with increasing competence
‣ Use written language as a means of reflecting on their
own learning
Hindi Language
In Hindi class, we hope to explore on the following
concepts:
‣ Great personalities and how they fulfil their
responsibility towards the society
‣ Describe a picture and imagine themselves
‣ Learn how to play their role in the society
‣ Writing a small paragraph
‣ For grammar, students will be learning on Sarvnaam
(Pronoun)
Mandarin Language
In Mandarin class, we hope to explore on the following
concepts:
‣ Our choices of food
‣ Food and drinks
‣ Ordering for a meal
2
6 APRIL TO 15 MAY 2020
Mathematics
For this unit of inquiry, Mathematics
concepts that will explore will be as
follows:
‣ Understand systems for
describing position and direction
‣ Identify, use and apply the language and notation of
bearing to describe direction and position
In Mathematics, we will also learn to:
‣ Model improper fractions and mixed numbers
‣ Simplify fractions using manipulative
‣ Model decimal fractions to thousandths or beyond
‣ Model percentages
‣ Understand the relationship between fractions,
decimals and percentages
‣ Model addition, subtraction, multiplication and
division of fractions
‣ Model addition, subtraction, multiplication and
division of decimals
‣ Convert improper fractions to mixed numbers and vice
versa and in real-life situations
‣ Simplify fractions to mixed numbers and vice versa
‣ Simplify fractions in mental and written form
‣ Read, write, compare and order decimal fractions to
thousandths or beyond
‣ read, write, compare and order percentages
‣ Convert between fractions, decimals and percentages
‣ Use fractions, decimals and percentages
interchangeably in real-life situations
‣ Use mental and written strategies for adding,
subtracting, multiplying and dividing fractions and
decimals in real-life situations
‣ Estimate and make approximations in real-life
situations involving fractions decimals and percentages
Social Studies
For this unit of inquiry,
Social Studies concepts will
also be explored. We will:
‣ Identify the reasons why
people feel compelled to
explore the unknown
‣ Investigate the impact of exploration on people in the
past, present and future
‣ Analyse how available technology influences people’s
abilities to navigate
‣ Demonstrate an understanding of methods of
navigation (for example, stars, compasses, satellites)
The following Social Studies skills will be needed:
‣ Formulate and ask questions about the past, present,
the future, places and society
‣ Use and analyse evidence from a variety of historical,
geographical and societal sources
‣ Orientate in relation to places and time
UNIT OF INQUIRY 1 NEWSLETTER
Visual Arts
In VA class, we will explore on the following concepts:
‣ Elements of Art- Space
‣ Positive and Negative Space
‣ Notan Art- Japan
‣ Travel Brochure
Music
In Music class, we hope to be able to inquire into:
‣ Musical satisfaction and sharing warm feelings among
the students through creating music.
‣ Students will gain knowledge and understanding of
musical styles, compositional techniques and
performance practices of various style periods.
‣ Students will gain skills in basic keyboard.
‣ Discuss the characteristics and defining features of
contrasting styles of music represented in the
community.
‣ Students can sing by themselves and with others.
‣ They can demonstrate good performance behaviour.
‣ Students will be able to use their musical vocabulary
and perform confidently on stage.
‣ They can demonstrate good audience and performance
behaviour.
‣ Students will gain knowledge and understanding of
musical styles.
Dance
Dance is practised in many forms and for many reasons,
including social, educational, political and therapeutic
reasons. We hope to be able to explore on the following
concepts:
‣ Learn a small dance drama based on western dance
form like court dance, martial arts or freestyle dance
with multiple body movement, expression as well as
dramatisation
‣ Including ideas of appropriate music and costumes
3
6 APRIL TO 15 MAY 2020
Recommended books
from the Library
The Amazing Spencer Gray
by Deb Fitzpatrick
Twelve-year-old Spencer Gray is over the
moon when he goes flying with his father
in a glider, an aircraft with no engine.
However, when harsh weather hits mid-
flight and his father is terribly wounded,
Spencer needs to dig deep to find the
courage to save the two of them.
Nelly and the Quest for
Captain Peabody by Roland
Chambers
When James accidentally drops some
magic crystals by the old peach tree,
strange things start to happen. The
peach at the top of the tree begins to
grow, and before long it's as big as a
house. When James discovers a secret
entranceway into the fruit and crawls inside, he meets
wonderful new friends.
Sami’s Sleepaway Summer
by Jenny Meyerhofff
Sami Bloom is going away to camp for
the first time and she is nervous. What
if nobody likes her? What if she does
not like the food at the camp? What if
the camp turns out to be terrible?
“It's human nature to
stretch, to go, to see, to
understand.
Exploration is not a
choice really; it’s an
imperative. ~Michael Collins”
UNIT OF INQUIRY 1 NEWSLETTER 6 APRIL TO 15 MAY 2020

Vocabulary Words:
Explorer
Adventures
Conquer
Challenges
Expedition
Continent
Endurance
Provisions
Blizzard
Journey
Upturned
Capsize
Sailor
Shipmate
Superstitious
Crude shelter
Miracle
Landfall
Rations
Crevasse
Consequences
Voyage

WHAT CAN BE DONE AT HOME?

Parents may engage in discussions with their child about any
journeys that the family has gone to previously and what kind of
exploration they did, talk about what they saw and what they did.
They can also discuss what they learned from such a journey.

Encourage students to understand the concept of “exploration”

that sometimes it doesn’t involve physical journeys.

We are also calling for parent volunteers to volunteer as guest

speakers. Please let us know if you are willing to be a guest
speaker.
4