grade-5A (2018-2019)

Central idea :  The media can inform and influence values and opinions of its audience.  Think of some lines of inquiry

Choose any one of the following: -  A setting of the book which you think could be changed and explain how it will enhance the story. Also draw the setting you wish to have. - A character whom you want to be like and explain what qualities do you like about the character. Also draw the character. - Scenes which bring out a variety of emotions in you. Draw the scenes and explain what emotion it evoked in you.

In unit of inquiry students worked on their summative assessment on the civilisation unit and they reflected on the unit through the question prompts given on the class blog. In Maths fractions was continued. Fraction of quantities and equivalent fractions were re-inforced through lessons on www.myimaths.com and through manipulatives. Stuents attempting to show fractions of different quantities through manipulates below Students attempting to do equivalent fractions with the help of manipulatives: Manipulatives enable students to compute mentally and strengthen their ability to compute mentally. Below are some photographs of students going through lessons and solving online problems on www.myimaths.com: In English students were engaged in literature study. They worked on the bingo given to them.

Unit reflection on Civilisation - Central idea - The good things about the unit - The things which can be improved - Interesting parts of the unit - Which key concept is connected to the unit according to you and why?

In Maths students have started to explore the different types of fractions- proper, improper, like, unlike and mixed fractions. Students tried to explore the commonalities and differences between the different types of fractions with the help of venn diagrams (hoops were used). A discussion with students about - what they would like to do in fractions led to  the following points. This helped me understand what they have an idea of and what they would like to revise.  In English, students worked on their respective novels by choosing a task they wanted to work on. They also reflected on the differences between myths, legends and folk tales. In unit of inquiry, students worked on the 2nd and 3rd formative assessment.

Last week in unit of inquiry students brainstormed on the following question: What does a civilisation consist of? Students did a role-play on their research and came up with the following points through their discussion which i took note of: The above was primarily done through reading and research on Indus Valley civilisation. Students located various ancient civilisations on the world map and thereafter located the cordinates of the civilisations on the world map. In Maths students practiced co-ordinates on paper as well as played the game of co-ordinates out-door. In English students understood that fairy-tales can be viewed from the antagonists perspective too. They are writing a script from the antagonist's perspective.

unit of inquiry: Research on the following question/s:- - What do you think we have learnt from the past civilisations?   You may consider the following areas while do your research:- - Have we developed any food habits from them? - Have we gotten inspired by their clothes, jewelry or fashion? - Have we gotten inspired by their rituals or traditions? - Have we gotten inspired by their society, their rules, regulations, lifestyle? - Have we gotten inspired by their art and architecture? You may do the above in your unit of inquiry note book and please quote the sources.