Unit Title:

How the World Works

Understanding forces and energy helps create inventions that impact our lives.

Organizing Theme: Focus:

How the World Works Science

Proposed Dates: Concepts:

March 30- May 15 Function, Causation

Summative Assessment

Central Idea:

Objective: Audience: Product:

Invent a machine that makes an object move. Peers, parents, teachers The final product will be drawing of a complex machine that does a job. It includes 4 or more types of simple machines and arrows to show the direction of the force. Students will be required to include most of the simple machines in their plan. They must demonstrate understanding of how the forces work.

Possible learning experiences: These may take place in individual subject time or within the Unit of Inquiry. Literacy: Reading Literacy: Writing EAL
- Students will demonstrate oral presentation skills for final presentations. - Students will continue to work on recognizing the characteristics that define non-fiction and fiction texts and procedural writing. They will read poetry and identify its features. - Students will continue to develop skills in taking the main ideas from informational texts and summarizing in their own words. - Students will write explanation texts relating to experiments and describing how things work. - Students will use descriptive language such a simile, adjectives and adverbs as well as personification to write poems. - Students will work on using paragraphs in their writing. Sentence fluency (sentences that are easy to read aloud, have a variety of beginnings and lengths) will be a focus. - Students will continue to focus on the 4 skills of reading, writing, speaking and listening in English. - Students will learn about explanation texts as a text type. - Students will continue to learn about the role and function of similes and adjectives. - Students will practice writing and presenting summaries of stories. - Students will continue to work on multiplication skills, as well the relationship between multiplication and division. - While experimenting, students will measure mass, length, width, height and time. We will use standard units such as cm, metres and compare measures using words such as longer, shorter than. - Students will collect, graph and explain data. - Students will investigate forces (ie: gravity, static electricity, friction, air resistance, elastic, muscle power, magnetic), simple machines (ie: wheel and axle, lever, pulley, inclined plane, wedge, screw) and use the scientific process. - Students will begin a typing program using Typing Web (2 session introduction) - Students will explore simple machines using a variety of interactive sites. - Students will extend and reflect on their knowledge and understanding of the scientific process. - Students will use their knowledge of simple machines to create their own animations. - Students will learn vocabulary related to machines found in the living room, dining room and kitchen. - In General Music, students will start exploring xylophones through theme and variation on Hot Cross Buns. Towards the end o f the unit, there will also be experiences in improvisational movement rd th and listening. In Strings, students will also be learning Hot Cross Buns in addition to starting Mary Had a Little Lamb. At the end of the unit, students will be introduced to using their 3 /4 fingers. Students will relate to the UOI through dance, looking at the concepts of form and function. Pupils will brainstorm what they think makes a machine, different types of machines and how these machines move. They will explore actions that can represent different types of machines and become more confident with expressing themselves in relation to a stimulus. Students will design a class motif of different machines and their actions to perform as a shadow dance. - Students will refine their skills in observational drawings and creating detailed diagrams. Students explore texture as an element of art and use a variety of tools to create texture. We will explore how creating texture in modelling clay requires force (push/pull).

Math Science I.T. Arabic Music P.E. The Arts

Teacher Questions

Inquiry Into:

Inventions use simple machines. Forces create movement. The impacts of inventions.

How do forces and energy work? What are simple machines? How are different simple machines used? How do inventions impact our lives?