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:



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