IST social studies scope and sequence - isturin.com · How’we’express’Ourselves ... c. Orientateinrelationto’place’and time

Adapted from the IB Social Studies scope and sequence

International School of Turin

Social Studies Scope and Sequence

Social Studies Strands

Human systems and economic activities

The study of how and why people construct organizations and systems; the ways in which people connect locally and globally; the distribution of power and authority.

Continuity and change through time

The study of the relationships between people and events through time; the past, its influences on the present and its implications for the future; people who have shaped the future through their actions.

Human and natural environments

The study of the distinctive features that give a place its identity; how people adapt to and alter their environment; how people experience and represent place; the impact of natural disasters on people and the built environment.

Resources and the environment

The interaction between people and the environment; the study of how humans allocate and manage resources; the positive and negative effects of this management; the impact of scientific and technological developments on the environment

Science Skills: a. Formulate and ask questions about the past, the future, places and society (for example, students will express wonderings, show

curiosity or ask questions about a person or event of personal significance; express wonderings, show curiosity or ask questions about the natural and physical environment; ask questions to extend understanding of how others have constructed or represented the past, the human and natural environment and society; formulate questions and identify problems that will enable them to make links between prior learning, new situations and further actions; formulate questions that promote the transfer of knowledge and make connections across their learning).

b. Use and analyse evidence from a variety of historical, geographical and societal sources (for example, students will draw information from, and respond to, stories about the past from geographical and societal sources; access a broad range of first-‐ and second-‐hand sources of information such as people, maps, surveys, direct observation, books, museums and libraries; identify appropriate information and communication technology (ICT) tools and sources of information to support research; predict future events by analysing reasons for events in the past and present).

c. Orientate in relation to place and time (for example, students will explore and share instances of change and continuity in personal lives, family and local histories; investigate directions and distances within the local environment; distinguish between past, present and future time; explore similarities and differences between the past and the present; sequence events, routines, personal histories in chronological order; interpret place and time using tools such as maps and timelines).

d. Identify roles, rights and responsibilities in society (for example, students will define own roles and responsibilities within the family, class or school; compare children’s and adults’ roles, rights and responsibilities in society; reflect on the rights and responsibilities of children in other societies and make comparisons; examine how the rights of a person directly affect their responsibilities; investigate how services and systems influence societal rights and responsibilities; examine the responsibility of people towards the environment; reflect on opportunities to contribute actively to the community at a range of levels, from local to global).

e. Assess the accuracy, validity and possible bias of sources (for example, students will examine and interpret simple evidence such as

artifacts; compare the validity of statements from a variety ofdifferent sources; distinguish between fact and opinion; piece together evidence to explain, report or persuade; analyse and synthesize information; make predictions in order to test understanding; develop a critical perspective regarding information and the reliability of sources).

Students will explore their understanding of people and their lives, focusing on themselves, their friends and families, and their immediate environment. They will practise applying rules and routines to work and play. They will gain an increasing awareness of themselves in relation to the various groups to which they belong and be conscious of systems by which they organize themselves. They will develop their sense of place, and the reasons why particular places are important to people. They will also develop their sense of time, and recognize important events in their own lives, and how time and change affect people. They will explore the role of technology in their lives.

Overall expectations in Science for 3-‐5 year olds (Nursery – Pre-‐k)

Learning will include the development of the following knowledge, concepts and skills

Possible learning outcomes in social studies

Transdisciplinary theme: (Nursery and Pre-‐K) How we express Ourselves Central Idea: Through play we express our feelings and ideas and come to new understandings Lines of Inquiry: -‐Community through play -‐Imaginative use of materials -‐Role of toys in play Key concepts: Form and reflection Related concepts: imagination and creativity

Social studies strand(s) Social organization and culture Social Studies skills

a. Formulate and ask questions the about past, the future, places and society.

b. Use and analyse evidence from a variety of historical, geographical and societal sources.

c. Orientate in relation to place and time.

d. Identify roles, rights and responsibilities in society.

e. Assess the accuracy, validity and possible bias of sources.

The students will be able to: • Identify what play is. • Express their feelings and ideas

through play. • Share toys and resources with others. • Respect their own and others

belongings. • Use resources imaginatively. • Play with peers cooperatively. • Explain what they are doing during

play and what role their props and resources play.



Transdisciplinary theme: (Nursery and Pre-‐K) How we organize ourselves Central Idea: Farms are organized to provide us with food and materials. Lines of Inquiry: -‐What and who we find on a farm. -‐Food and materials we get from a farm. -‐The organization of a farm. Key concepts: Form and connection Related concepts: organization and roles

Social studies strand(s) Social organization and culture Human systems and economic activities Social Studies skills






The students will be able to: • Identify what a farm is. • Identify the people, animals, plants

and equipment found on a farm. • Identify the food we get from a farm. • Explain how a farm is organized (e.g.

the farmer’s job, who feeds the animals, who plants the crops and helps them grow).



Transdisciplinary theme: (Nursery and Pre-‐K) Sharing the Planet Central Idea: Animals and people interact in different ways, in different contexts Lines of Inquiry: -‐The different roles animals play in people’s lives. -‐Suitability of particular animals for specific functions. -‐ Our responsibility for the well being of animals Key concepts: function, causation, responsibility Related concepts: characteristics, needs, relationships







The students will be able to: • Identify the different roles animals

play in peoples lives (e.g. for pets, for work, for entertainment)

• Observe and explore the suitability of animals for specific functions

• Take responsibility of animals found in his/her environment.

***Please note this unit is also included in the Science scope and sequence.



Transdisciplinary theme: (Nursery and Pre-‐K) Who we are Central Idea: People’s relationships with each other contribute to our identity and well-‐being. Lines of Inquiry: -‐Family and friends -‐How we develop relationships -‐How relationships affect us. -‐How family and friends influence who we become. Key concepts: form, responsibility Related concepts: relationships, family







The students will be able to: • Identify family members. • Identify the difference between family

and friends. • Explain how we should treat family

members. • Identify ways of being a good friend. • Explain how our friends and family

make us feel (positive and negative e.g. after an argument).



Transdisciplinary theme: (Nursery and Pre-‐K) How we organise ourselves Central Idea: Schools are organized to help us learn and live together. Lines of Inquiry: -‐The school building and grounds -‐The people who work in our school and their jobs -‐Routines and systems that help us learn together. Key concepts: function, connection, responsibility Related concepts: behaviour, role, relationships

Social studies strand(s) Social organization and culture Human systems and economic activities Social Studies skills






The students will be able to: • Identify and explain what a school is. • Identify the rooms and areas of the

school. • Identify the people who work in a

school and describe their job. • Ask people questions about their job. • Recognise our responsibility to follow

class rules • Work cooperatively with peers to

follow rules and learn together.

Overall expectations in Science for 5-‐7 year olds (Kindergarten – Grade 1)

Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.



Transdisciplinary theme: (Kindergarten) Where we are in Place and Time Central Idea: Experiencing a culture gives people an understanding of that culture. Lines of Inquiry: -‐Our culture -‐The similarities and differences between our cultures and others. -‐Learning to live in another culture Key concepts: form and perspective Related concepts: diversity, culture, similarities and differences

Social studies strand(s) Social organization and culture Continuity and change through time Social Studies skills

a. Formulate and ask questions about the past, the future, places and society.





The students will be able to: • Identify what culture is. • Identify and explain what country they

come from. • Ask questions about each others’

cultures. • Identify and explain aspects of their

own and others cultures. • Compare the similarities and

differences between cultures (food, flags, music, language, traditions, climate etc).

• Discuss how it feels to visit and live in another country (positive and negative feelings)

• Identify what life is like living in Italy (food, language, customs, currency, climate etc).

• Show respect towards others cultures.



Transdisciplinary theme: (Kindergarten) How the World Works Central Idea: Weather is constantly changing and affects the world around us and our daily lives Lines of Inquiry: -‐Weather changes we can observe -‐Predicting and recording weather changes. -‐How weather affects life Key concepts: change and connection Related concepts: patterns, sequences, impact, behaviour

Social studies strand(s) Human and natural environments Social Studies skills






The students will be able to: • Identify the different types of

weather. • Identify the weather changes in the

local area – Chieri and then Italy. • Compare the current local weather to

countries around the world (specifically their home country)

• Identify activities that people carry out during different seasons in Italy and around the world.

• Identify how humans make choices regarding clothing and activities according to the weather.

• Compare and contrast weather and seasons around the world.

• Explore extreme weather around the world and how it affects life.

*** Please note this unit is also included in the Science scope and sequence.



Transdisciplinary theme: (Kindergarten) How we Organize Ourselves Central Idea: Communities use transport systems to meet their needs. Lines of Inquiry: -‐Transport choices -‐Features of transportation systems -‐Decisions involved in using transportation -‐How transportation systems respond to changing needs. Key concepts: form and causation Related concepts: systems, transportation, network.

Social studies strand(s) Human systems and economic activities Social Studies skills






The students will be able to: • Identify the different types of

transport • Identify and explain when each type of

transport could be used. • Discuss the reasons for making a

transport choice (convenience, cost, availability etc)

• Explain the features of different transportation systems (tickets, ticket controllers, drivers, waiters, cleaners, signs etc)

• Explain why transportation systems change e.g. reasons for electric cars, faster trains e.g. Freccia Rossa in Italy,



Transdisciplinary theme: (Grade 1) How we Express Ourselves Central Idea: Through the arts people use different forms of expression to convey their uniqueness as human beings Lines of Inquiry: -‐The diverse ways in which people express themselves -‐How people can express their uniqueness through the arts -‐The role of art in culture and society. Key concepts: reflection and perspective Related concepts: culture, communication and perception.



b. analyse evidence from a variety of historical, geographical and societal sources.




The students will be able to: • Identify the different types of art

expression (e.g. drawing, painting, sculpture, dance, drama, music etc)

• Express themselves in different art forms.

• Identify and explore how art is used to express different cultures

• Identify and reflect how art can convey messages about society.

• Explore and reflect on different artwork from different cultures.

• Recognise that everyone has different perspectives regarding art.



Transdisciplinary theme: (Grade 1) How we organize ourselves Central Idea: Many products go through a process of change before they are consumed and used. Lines of Inquiry: -‐ Origins of products -‐ Changes food goes through -‐ Distribution of food -‐How people select the product they use Key concepts: causation, connection Related concepts: distribution, process

Social studies strand(s) Human systems and economic activities Resources and Environment Social Studies skills






The students will be able to: • Identify the origins of food (e.g. where

milk, eggs, flour, pork etc comes from) • Identify and explain the changes food

goes through. • Explain how food is distributed from

the farm to table (e.g. the processes food goes through –harvested, processed, packaged etc).

• Identify the roles of people in food distribution.

• Discuss the reasons for selecting food products (e.g. healthy, 0 km, organic)



Transdisciplinary theme: (Grade 1) Sharing the Planet Central Idea: People make choices to support the sustainability of the Earth. Lines of Inquiry: -‐The choices people make regarding their waste -‐The impact of waste on the environment -‐Balance between meeting human needs and the environment Key concepts: responsibility and reflection Related concepts: waste, sustainability, choice

Social studies strand(s) Resources and Environment Social Studies skills






The students will be able to: • Identify the different ways people

generate and dispose of waste. • Describe the impact of waste on the

environment (positive and negative affects on environment).

• Carry out waste surveys in the local community (home, school, Chieri)

• Interpret survey data and draw conclusions.

• Identify/generate a question or problem to explore in relation to waste, humans and the environment.

• Take responsible action with regards to personal waste and the environment.

.

*** Please also see this unit in the Science scope and Sequence



Transdisciplinary theme: (Grade 1) Where we are in Place and Time Central Idea: Journeys create change and can lead to new opportunities Lines of Inquiry: -‐Types of journeys people make -‐Choices and decisions involved in making a journey -‐Changes experienced because of a journey Key concepts: form, causation Related concepts: choices

Social studies strand(s) Continuity and change through time Social Studies skills






The students will be able to: • Represent some of the journeys

he/she has made (e.g. posters with photos, tickets or drawings, role play)

• Reflect on a journey he/she has made and what was learned from it.

• Explore journeys that others have made in the past (explorers e.g Colombus, space explorers)

• Identify the chronological steps necessary in making a journey

• Identify decisions that need to be made when making a journey.

• Discuss changes that occur because of a journey (e.g. new experiences, meet new people etc).

Overall expectations in Science for 7-‐9 year olds (Grade 2 – 3)

Students will increase their understanding of their world, focusing on themselves, their friends and families and their environment. They will appreciate the reasons why people belong to groups, the roles they fulfill and the different ways that people interact within groups. They will recognize connections within and between systems by which people organize themselves. They will broaden their sense of place and the reasons why particular places are important to people, as well as how and why people’s activities influence, and are influenced by, the places in their environment. Students will start to develop an understanding of their relationship with the environment. They will gain a greater sense of time, recognizing important events in their own lives, and how time and change affect people. They will become increasingly aware of how advances in technology affect individuals and the environment.



Transdisciplinary theme: (Grade 2) Where we are in Place and Time Central Idea: Knowing about our family histories enables us to discover our cultural origins and develop historical awareness. Lines of Inquiry: -‐Our family history -‐How our family histories are different or alike over time. -‐Ways we can find out about our history. Key concepts: change, reflection Related concepts: culture, similarities and differences, evidence

Social studies strand(s) Continuity and change through time Social organization and culture Social Studies skills






The students will be able to: • Explore his/her own family history • Generate questions to gather

information about his/her family history.

• Represent people and events chronologically.

• Compare and contrast family histories (identify similarities and differences)

• Describe how artifacts, heirlooms, photographs, rituals are evidence of family history and of cultural identity.



Transdisciplinary theme: (Grade 2) How the world works Central Idea: Understanding the properties of air, allows people to use it. Lines of Inquiry: -‐The evidence of the existence of air. -‐What air can do and how we use it. -‐The relationship between air/light and sound Key concepts: Function and connection Related concepts: flight, energy and relationships

Social studies strand(s) Continuity and change through time

• Apply understanding about the properties of air (e.g. make a windmill, a model aeroplane, a seed spinner).

Resources and the environment Social Studies skills






The students will be able to: • Explore the history of flight • Explore the different uses of air (e.g.

transportation, recreation). • Reflect on the impact of air on living

things. • Explore links between air, light and

sound.

**Please see the science scope and sequence for this unit



Transdisciplinary theme: (Grade 2) How we Organize Ourselves Central Idea: People work in order to support themselves and the community. Lines of Inquiry: -‐Jobs in our community (paid and unpaid) -‐The importance of work for the individual, the family and the community. -‐How jobs interconnect with each other to support the community. -‐Obtaining and retaining employment Key concepts: Form and causation Related concepts: community, work, rights, values, consequences

Social studies strand(s) Human systems and economic activities Social organization and culture Social Studies skills






The students will be able to: • Identify the range of jobs in the

community (paid and unpaid). • Explain the reasons why people work. • Explain why work is important for the

individual, for the family and the community

• Make connections between jobs in the community and how they support each other.

• Explain rules and responsibilities in a workplace.

• Identify the skills and attitudes required to obtain and retain employment.

• Create a business to sell goods to the community (advertise, produce goods to sell, sell goods, calculate profit).



Transdisciplinary theme: (Grade 2) Sharing the Planet Central Idea: Habitats provide all living things with what they need to survive Lines of Inquiry: -‐Habitats and the plants that live there -‐How habitats change -‐The impact of changes on habitats Key concepts: change and perspective Related concepts: adaptation and survival

Social studies strand(s) Resources and the environment Social Studies skills






The students will be able to: • Identify different habitats and their

distinguishing features including the plants and animals that live there.

• Identify how habitats provide living things with what they need to survive

• Generate questions or problems regarding habitats and changes.

• Explore and identify the reasons why habitats change (e.g. building on natural environments, pollution)

• Assess the impact of changes on habitats on living things.

• Consider all points of view when evaluating the reasons why habitats change.

** Please also see Science scope and sequence for this unit.



Transdisciplinary theme: (Grade 3) Where we are in place and time Central Idea: Humans have and will continue to adapt and evolve. Lines of Inquiry: -‐Early humans and their lifestyles -‐How and why humans have evolved from early hominid to modern man. -‐Important discoveries which provide clues about how early humans lived and evolved. Key concepts: change and causation Related concepts: evolution and adaptation

Social studies strand(s) Continuity and change through time Social Studies skills






The students will be able to: • Identify time periods and order them

chronologically (Before Christ, after Christ, Dinosaur period)

• Discuss the formation of the earth and the big bang theory.

• Identify the different early humans, their characteristics and their lifestyles (Diet, behavior, habitat etc).

• Identify on a world map the movement of the early humans as they evolved.

• Explain the reasons why early humans evolved into modern man.

• Identify that the human race has changed from gatherer to hunter to farmer to breeder.

• Discuss and explain what evolution and adaptation means.

• Recognise the types of evidence available to indicate early humans existed and how they lived.

• Identify what fossils are and what we can find out from them.

• Assess the validity/accuracy of information sources

Objectives above form the Italian curriculum



Transdisciplinary theme: (Grade 3) How we Express Ourselves Central Idea: Celebrations and traditions are expressions of shared beliefs and values. Lines of Inquiry: -‐Our celebrations -‐Why people celebrate -‐Features of traditions and celebrations -‐Meaning people assign to celebrations and traditions. Key concepts: form, causation, perspective Related concepts: belief and culture







The students will be able to: -‐Recognise his or her family celebrations and traditions. -‐ Explain why a particular celebration is important to his or her own life. -‐ Identify the reasons why people celebrate (culture, religion). -‐Research how people celebrate (music, costumes, food, rituals etc) using a variety of sources. -‐ Identify the world religions and explain what celebrations are connected with a religion. -‐compare and contrast celebrations observed by others in the class and world wide. -‐create charts e.g. wordle and graphs to represent and interpret data collected.



Transdisciplinary theme: (Grade 3) How the World Works Central Idea: The physical features of the Earth have been formed over time and are still changing. Lines of Inquiry: -‐The different features that make up planet earth and how they affect one another. -‐How and why the earth changes and the impact this has; natural disasters. -‐The evidence that the earth has changed and is continuing to change. Key concepts: change and connection Related concepts: formation

Social studies strand(s) Continuity and change through time Human and natural environments Social Studies skills






The students will be able to: -‐ Identify the physical features of the

earth. -‐ Identify and locate on a map the

physical features of Italy and their characteristics including flora and fauna (rivers, mountains, hills and plains) Objectives above form the Italian

curriculum -‐ Identify the evidence that the Earth

has changed and will continue to change (landforms, erosion, rivers and their paths)

-‐ Reflect on a range of sources and explanations as the why the Earth changes.

-‐ Explore scientific and technological developments that help people monitor and measure changes.

-‐ Explore the impact of earth’s changes on human life.

**Please see Science scope and sequence for this unit.



Transdisciplinary theme: (Grade 3) How we organize ourselves Central Idea: Inventions and technology change the way society is organized and functions. Lines of Inquiry: -‐Inventions and technology (present, past and future). -‐How inventions and technology work (scientific principles – forces, simple machines) -‐The impact of inventions and technology on the organization of society and the environment. Key concepts: change and function Related concepts: technology, forces and ingenuity

Social studies strand(s) Continuity and change through time Human systems and economic activities Social Studies skills






The students will be able to: -‐ Identify inventions and technology

from the past and present and the reasons why they were invented.

-‐ Reflect on the role of technology and inventions in his or her own life.

-‐ Describe the impact of technology and inventions on the organization of society and the environment (positive and negative affects)

-‐ Explain the relevance of various inventions in relation to the time period in which they were developed.

** Please also see Science scope and sequence for this unit. Learning will include the development of the following knowledge, concepts and skills


Transdisciplinary theme: (Grade 3) Sharing the Planet Central Idea: The earth has natural resources that are unevenly distributed and over used. Lines of Inquiry: -‐The distribution of natural resources -‐ How we use these resources and the implications of overuse. -‐ Our responsibility for protecting these resources. Key concepts: responsibility and reflection Related concepts: distribution and conservation


a. Formulate and ask questions about past, the future, places and society.





The students will be able to: -‐ Identify the earth’s natural resources

and locate their distribution on a world map (fresh water, sea water, fertile soils, desert, clean air, polluted air).

-‐ Describe the problems that arise with uneven distribution of natural resources (starvation, ill health, wealth, conflict).

-‐ Explore and reflect on how the resources are used by humans and the implications of overuse. (pollution e.g. acid rain, water and soil pollution) drought, soil erosion, infertile soil.

-‐ Reflect on scientific models and hypothesis of the overuse of natural resources e.g. pollution.

-‐ Propose solutions for overuse and uneven distribution of natural resources.

-‐ Take responsible action locally to help protect the natural resources.

** Please see the Science scope and sequence for this unit.

Overall expectations in Science for 9-‐12 year olds (Grade 4 – 5)

Students will recognize different aspects of human society, focusing on themselves and others within their own community as well as groups of people that are distant in time and place. They will extend their understanding of how and why groups are organized within communities, and how participation within groups involves both rights and responsibilities. They will understand the interdependency of systems and their function within local and national communities. Students will gain an appreciation of how cultural groups may vary in their customs and practices but reflect similar purposes. They will deepen their awareness of how people influence, and are influenced by, places in the environment. They will realize the significance of developing a sense of belonging and stewardship towards the environment, valuing and caring for it, in the interests of themselves and future generations. Students will consolidate their understanding of time, recognizing how ideas and actions of people in the past have changed the lives of others, and appreciating how the past is recorded and remembered in different ways. They will gain an understanding of how and why people manage resources. They will understand the impact of technological advances on their own lives, on society and on the world, and will reflect on the need to make responsible decisions concerning the use of technologies.



Transdisciplinary theme: (Grade 4) Where we are in place and time Central Idea: Evidence of past civilisations our shapes our understanding of the present Lines of Inquiry: -‐How we know about the past (evidence and artifacts). -‐ What a civilization is -‐How and why civilisations develop -‐The connections we can make from past to present civilisations (similarities and differences). Key concepts: connection and causation Related concepts: civilisations and impact

Social studies strand(s) Continuity and change throughout time Human systems and economic activities Social organization and culture Social Studies skills






The students will be able to:

• Identify how we know about the past e.g. evidence, artifacts etc and the accuracy and validity of sources.

• Identify what a civilization is. • Order chronologically the civilisations

and their time periods. • Identify and explain how and why

civilisations developed (Mesopotamian, Sumerians, Babylonians, Assyrians, Egyptians, Phoenicians – see Italian benchmarks for more details)

• Make connections between the civilisations above and today’s civilization (similarities and differences).

Objectives above from the Italian curriculum.



Transdisciplinary theme: (Grade 4) How we organize ourselves Central Idea: The geographical and political features of an area affect the lifestyle of the people who live there. Lines of Inquiry: -‐How the earth is organized geographically and politically -‐How geography affects culture, lifestyle, politics, economics and population -‐The skills and tools of a geographer Key concepts: connection and causation Related concepts: citizenship, politics and governance

Social studies strand(s) Human and natural environments Human systems and economic activities Social organization and culture Social Studies skills






The students will be able to: -‐ identify using maps the political and

geographical features of the world; countries, continents, mountain ranges, deserts, rivers, oceans, volcanoes of the world.

-‐ Identify in Italy the geographical features (mountain ranges, seas, rivers, hills and plains).

-‐ Identify the climatic zones of Italy and the world.

-‐ Identify different types of maps and use the scale, compass points and symbols

-‐ Explain how geography impacts on culture, lifestyle, politics, economics and population size.

-‐ Use a compass and map read to orientate around unfamiliar territory.

Objectives above from the Italian curriculum.



Transdisciplinary theme: (Grade 4) Sharing the Planet Central Idea: Our actions can affect the ecosystem and the organisms living in them. Lines of Inquiry: -‐The different kind of ecosystems and their components. -‐The relationships between the components of an ecosystem. -‐Significant events that affect the balance of an ecosystem. -‐Actions we can take to protect ecosystems Key concepts: function and reflection Related concepts: relationships, balance and interdependence







The students will be able to: -‐ Observe different ecosystems locally

and globally and identify their components.

-‐ Describe the interactions between the different components of an ecosystem.

-‐ Describe how events can impact an ecosystem both positively and negatively e.g. waste disposal and agriculture, sustainable farming procedures, building on land)

-‐ Propose actions that can be taken to protect ecosystems (locally and globally)

**Please also see Science scope and sequence document.



Transdisciplinary theme: (Grade 5) Where we are in Place and Time Central Idea: Human migration is a response to challenges, risks and opportunities. Lines of Inquiry: -‐Migration throughout history -‐The reasons why people migrate. -‐Effects of migration on communities, cultures and individuals. Key concepts: change and connection Related concepts: populations, settlement, refugees,diversity

Social studies strand(s) Human systems and economic activities Continuity and change Resources and the environment Social Studies skills






The students will be able to: -‐ Identify reasons why people migrate. -‐ Identify migration that has taken place

throughout history (Ancient Greeks) -‐ Analyse ways that people adapt when

they move from one place to another. -‐ Explore what people take with them

from their culture when they migrate. -‐ Identify long term and short term

effects of migration. -‐ Assess settlement patterns and

population distribution in selected regions, area or countries.

-‐ Compare and contrast two or more different human migrations (Ancient Greeks with modern day migrations)

(See Grade 5 Italian history objectives for more detail)



Transdisciplinary theme: (Grade 5) How we Organise Ourselves Central Idea: Economic activity relies on systems of production, exchange and consumption of goods and services Lines of Inquiry: -‐Role of supply and demand -‐Distribution of goods and services -‐Our responsibility as consumers Key concepts: connection and responsibility Related concepts: fair trade, equity, interdependence

Social studies strand(s) Human systems and economic activities Resources and the environment Social Studies skills






The students will be able to: -‐identify and explain what economic activity is. -‐Identify and explain what the primary, secondary and tertiary industry are with examples locally and globally. -‐Identify and explain the role of supply and demand in economics. -‐explain how supply and demand are affected by population and the availability of resources. -‐develop criteria for ethical practices regarding products and services. -‐identify ways to be responsible consumers e.g. buy fair trade, 0km food, products that are made with environmentally friendly processes and packaging. (Objectives from Italian curriculum)



Transdisciplinary theme: (Grade 5) How the World Works Central Idea: Energy may be converted, transformed and used to support human progress. Lines of Inquiry: -‐Different forms of energy (renewable and non renewable) -‐How energy is used (transformation) -‐The impact of energy use on society and the environment. -‐Sustainable energy practices Key concepts: function, causation and responsibility Related concepts: conservation, resources and transformation

Social studies strand(s) Human systems and economic activities Human and natural environments Resources and the environment Social Studies skills






The students will be able to: -‐ Explore the availability of renewable and non renewable forms of energy locally and globally -‐Explain the impact of energy use on society and the environment both positive and negative. -‐ Examine the sustainable ways in which the community (locally and globally) use energy sustainably. -‐ Take action (suggest ways) to improve the sustainable use of their personal energy use as well as their local community (school)

** Please see Science scope and sequence for this unit.

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