Holidays / Cultural Celebrations

Unit Title: Holidays/Cultural Celebrations NZC level: 3   Year Group: 5/6   Duration: 2 weeks

DESCRIPTION OF CONTEXT Inquiry project – Cultural Celebrations KEY FOCUS: Key Competencies			LEARNING LINKS
			KEY COMPETENCIES Participating and contributing Relating to others
CLASS DESCRIPTION/Students’ Past Experiences Students have done inquiry projects this year and know the process.
			VALUES Innovation, inquiry, and curiosity
			CROSS CURRICULUM/ TĀTAIAKO LINKS English Speaking, writing and presenting: Ideas Select, form and communicate ideas on a range of topics
KEY FOCUS: Achievement objectives [NZC] or standards [National or NCEA] Social Studies L3 Understand how people remember and record the past in different ways. Understand how cultural practices vary but reflect similar purposes.	KEY FOCUS: Content Cultural Celebrations		LEARNING ENVIRONMENT CONSIDERATIONS
			SAFETY ISSUES (Refer to MOE Revised Health & Safety Guidelines)
TERMINOLOGY embedded within component focus	Pedagogical strategies/theoretical approaches Inquiry Interest Project		RESOURCES REQUIRED iPads Planning sheets Google slides

PREDETERMINED SPECIFIC LEARNING OUTCOMES	ASSESSMENT CRITERIA	ASSESSMENT STRATEGIES
Students will work together in pairs or small groups Students will select 3 driving questions to research about a chosen cultural celebration. Students will present their findings using google slides.	See assessment sheet PMIC	Self assessment PMIC Presentation Peer feedback Teacher assessment Teacher feedback
[NEGOTIATED] SPECIFIC LEARNING OUTCOMES	ASSESSMENT CRITERIA	ASSESSMENT STRATEGIES
N/A	N/A	N/A

LEARNING EXPERIENCES (Broken into Session or lessons)	LEARNING INTENTIONS	RESOURCES	LINK TO LEARNING OUTCOMES
Intro: Class discussions around cultural celebrations. What Holidays do we celebrate? How do we celebrate them? Why do we celebrate them Choose pairs/groups Who will you work well with Who can you help/help you Who haven’t you worked with recently Class discussion: Present and model the planning stage, using the planning sheet to guide the research. Group planning: using the planning sheet decide on holiday/celebration of interest to the group what do you want to find out about it Types of questions, (open v closed) What makes a good question Groups work independently to research their driving questions and record their findings in their books. Class discussion: Present the assessment sheet and discuss what is expected to achieve each level on the assessment rubric how group all participate in publishing and presenting Groups will edit their information and publish it on google slides to be presented. Class discussion: Re-visit PMIC and how to self assess using this method. Presentations: Groups present their slides, and their PMIC self-assessment, class give positive feedback regarding the presentation, teachers mark the presentation on the assessment rubric and provide written feedback.	Begin thinking about celebrations and what they are for. Start some ideas around what holiday/cultural celebration to research. Setting groups up to achieve success Participating and contributing Planning the inquiry, what needs to be researched. Researching for information. Participating and contributing Editing and publishing Presenting.	Planning sheets	Students will select 3 driving questions to research about a chosen cultural celebration. Students will work together in pairs or small groups Students will select 3 driving questions to research about a chosen cultural celebration. Students will select 3 driving questions to research about a chosen cultural celebration. Students will present their findings using google slides.

PMIC – self reflection.

Positive	Minus	Interesting	Change
What went well	What did not go well	Something I/we found interesting	Something I would do differently next time.

Key Competency: Participating and Contributing

	Emerging	Developing	Leading
Roles and Responsibilities	Taking on jobs to keep out classroom organised and tidy	Helping others in their learning and responsibilities	Taking on roles within the school to support others
Leadership	Be a good role model	Teach my peers and set a good example for others	Playing an active role in seeking out opportunities to lead learning and mentor others
Learning Together	Take turns and share when working together	Can take on group roles when working together	Effectively organising group roles with my peers. Take an active role in the success of my group.
Problem Solving	Offer solutions to problems	Working with others towards finding the best solution to a problem	Identify problems and sharing possible solutions, considering others’ perspectives.

Interest Project (IP) Planning Sheet

Name/s:
What is my/our area of Interest?
What is my/our big question?
What are my driving Questions?
What will I/we need to find out and be able to do?
What materials and resources will be needed?
How might I/we share my learning?
Student Signature/s: I understand the learning agreements made for Interest Projects in Koru 2

TERM 4 MINI  INQUIRY EVALUATION - Cultural Celebrations

Group members:

Interest Project topic:

Research	Little research has been collated. The big question has not been answered.	Some research has been used and in their own words. Driving questions have been answered.	Great amounts of research has been collated and written into their own words, to support ideas and add value.
Presentation	Little effort has been put into how things are arranged.	Ideas are organised and it looks good.	Eye-grabbing. Ideas are organised clearly and supported by images/digitally. WOW factor.
Presenting	Group members read  their presentation to the audience.	Members are making effort by speaking clearly.	Confident, loud, clear voices Looking at the audience a lot. All members are taking part.
Relating to others	This area needs further development.	All members have made effort to produce their IP and have engaged with another culture by researching further.	All members have taken an active role in the success of their  group and support group members. Aspects of culture are explored in depth.

Comments:

Group reflection: