Contact: brent@askeris.no
Unit 5 - My Culture
Unit 4 - Mapping and making connections
Unit 3 - Poverty
Unit 1 - Ancient Egypt
Statement of Inquiry: The constraints and opportunities of a civilization are based upon its location and ability to innovate and govern.
Key concept: Global interaction
Related concepts: Identity, Culture, Perspective
Statement of Inquiry: Understanding cultural identity helps shape our perspective of others.
Inquiry questions:
Factual - What are the traditions of my culture?
Conceptual - How can my cultural identity help shape how I understand myself and others?
Debatable - How does culture influence the way we live?
Summative Assessment:
Wednesday 31st May
Grade 6 students have enjoyed researching their own questions and finalizing their work before it is presented tomorrow. Students have learned a lot about not only their own culture, but also that of others. It's brought up good talking points about our related concepts; identity and perspective. Students have also been challenged to evaluate the sources they use, which has been an important exercise as we build an appreciation for academic honesty.
Unit 4 - Mapping and making connections
Key concept: Global interaction
Related concepts: Globalization, Resources
Statement of Inquiry: Globalization relies on connections through resources.
Inquiry questions:
Factual - What is longtitude and latitude?
Conceptual - Where am I in the world?
Debatable - What is more important to Norway - importing or exporting?
Summative Assessment:
Unit 3 - Poverty
Note: Interdisciplinary unit with Design
Key concept: Communities, Perspective
Related concepts: Responsibility
Statement of Inquiry: We are all responsible for fighting poverty
Inquiry questions:
Factual - What is poverty?
Conceptual - Why is poverty a responsibility for all?
Debatable - How can we fight poverty?
Assessment Overview:
Friday 17th January
Grade 6 have been working hard on their poverty projects, all completing their inquiry questions research and continuing to build on the videos they are creating. It has been great to see their growth in understanding of the global issue. We have also seen some positive actions in response to positive.
Tuesday 12th January
Grade 6 were introduced to the first requirements of their assessment task today. In Design classes, they launched the first stage - Inquiring & Analyzing. Details of their requirements are in the document below:
Monday 9th January
Grade 6 have been working hard on their poverty projects, all completing their inquiry questions research and continuing to build on the videos they are creating. It has been great to see their growth in understanding of the global issue. We have also seen some positive actions in response to positive.
 |
| Raising awareness through posters |
 |
| Donation boxes and donating! |
 |
| Educating other classes |
 |
| Educating Grade 4 |
Tuesday 12th January
Grade 6 were introduced to the first requirements of their assessment task today. In Design classes, they launched the first stage - Inquiring & Analyzing. Details of their requirements are in the document below:
 |
| Students identifying successful features of other videos |
Monday 9th January
Today, student's were asked to answer the question, What makes a good life? They worked in small groups to rank a range of items in order of importance for living a good life. It promoted great discussion and gave them a further understanding of our key concept, Perspective.
Unit 1 - Ancient Egypt
Statement of Inquiry: The constraints and opportunities of a civilization are based upon its location and ability to innovate and govern.
Key Concept: Time, place and space
Related Concepts: Culture, Sustainability, Civilization, Innovation.
Inquiry questions:
Factual - What role did the Nile play in Egypt's development?
Conceptual - How did the innovations of ancient Egyptians impacts its neighbours and future civilizations?
Debatable - Should the pyramids have been built?
Assessment Overview
Friday 9th September
Grade 6 are continuing to enjoy their studies of Ancient Egypt. This week they have been researching the different gods and goddesses of Ancient Egypt, in search of a greater understanding of how religion impacted the Egyptians lives.
 |
| Students working on posters of a Ancient Egyptian god or goddess |
Grade 6 have engaged in the topic of Ancient Egypt well over the first couple of weeks. The focus has varied from how geography impacted this civilization's settlement, the importance of the Nile River, daily life and beliefs, plus more. All students have chosen a topic for their Research Project, which they will be creating research questions for this week!
