Assignments

 Assignments - Portfolio Assignment  **Deadlines**  **Portfolio 1st Draft - 29 July - All 3 best works and Letter of Introduction** **Portfolio Package Documents**









A portfolio is a systematic collection of [best] work, developed over time, with an accompanying reflection to show why that work has been chosen for the portfolio.
 * Definition**


 * Portfolio Purposes **
 * To showcase pupils’ best work while emphasizing self-assessment, reflection, and ownership.
 * To present pupil reflections on learning provided over time in order to self-evaluate and to improve.

** Required Features ** Minimum of 3 best work and 3 accompanying reflection sheets, and //Letter of introduction to the reader of my portfolio//

All 4 criteria stated in the rubric must be addressed.

**Sample artefacts** Pupil writings (drafts and/or final products); journal entries; learning logs; book, article, and/or song reviews; pupil (self), peer, and/or teacher assessments; and different forms of creative expression such as poems, cartoons, songs, and photo journals

**Portfolio schedule** Product:
 * Introduction: Week 4 Term 2
 * Development: Week 4 Term 2 – Week 1 Term 3
 * Submission of first draft for preliminary teacher comments (no score will be given): 25 May 2008
 * Teachers to return portfolios with preliminary comments to pupils by Week 2 Term 3.
 * Pupils to revise/improve upon portfolio artefacts and reflections, taking into account teacher and/or peer feedback + complete //Letter of introduction to the reader of my portfolio,// taking into account their learning experiences from Apr - Aug 2008

**Final submission:** ** 19 Aug 2008**
 * Teacher will award a score with general comments using the portfolio rubric by 21 Sep 2008

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 * Deciding on my Artefact Flowchart **

Assignments - Our Early Beginning

Task 4 (To be completed by Term 3 Week 1)  In groups 1. Study the Indians in Little India in the past and compare them to their counterparts in Singapore today.

Your study should include __ONE__ of the following:
 * Their occupations
 * Their religion and places of worship
 * Their culture (costumes) § The history of streets/roads (e.g. Race Course Road)
 * The use of buildings
 * Their environment/surroundings

2. How similar or different are the early settlers compared to their counterparts today. a. give examples of cultural practices and beliefs that have and have not changed over time.

3. Reflect on the similarities and differences between the early settlers and their counterparts today and say if changes experienced by the latter represent growth or decay.

4. Give opinion on whether if it is important to preserve one’s culture and why?

__Activity__ 1. Create a poster to present your findings. 2. Your poster should have:

a. An Introduction – introduce your area of research b. A comparison table – to compare past and present c. Your findings – provide analysis of the comparison table and present your research findings d. Short reflection on similarities and differences between early settlers and their counterparts today and state if changes experienced by the latter represent growth or decay. e. State opinion on whether if it is important to preserve one’s culture and give reasons to support your stand.

Task 3
 * Prepare a 5-minute play based on Singapore ’s early history. The play must end with the statement **‘ Change is the only constant and to survive changes, we need to be prepared and adaptable .’**
 * Decide on a(n) event/group of people/theme (e.g. Arrival of the British/Chinese Migrants/Singapore’s Growth as a Trading Settlement) that your group would like to work on for your play.
 * Discuss the story board for your play focussing on how your group would best demonstrate the stated generalisation (**‘ Change is the only constant and to survive changes, we need to be prepared and adaptable .’)** using historical facts from early history of Singapore.
 *    Discuss the roles and responsibility of group members and how to go about completing the task well.

 Task 2 (To be completed in class during Week 6)

- Identify as many examples of changes that Singapore experienced in the early years. (Data and evidence)
 * In your group**
 * (Refer to the P4 SS textbook, 4A)**

- Group similar examples together and give each group of examples an appropriate label. (Data and evidence)

- Explain the causes for the changes. (Causes)

- Say whether the changes were positive or negative (to who and why). (Implications from different perspectives)

- Now look at the class definition on ‘Change’ and see if you/your group/your class would like to revise the class definition of ‘Change’. (Concept)

- Share with the class the details of **__one__** type of change that early Singapore experienced.


 * As a class, answer the following questions**

- Is understanding what ‘Change’ means/involves important? Why? (Concept)

- What general statements can you state about ‘Change’? (Inference)

Task 1 (Completed in class during Week 3)

In Term 1, you did a Family Tree Project where you got to know more about your roots. You also examined possible changes in the communication pattern within your family over time/across the different generations.

Reflect on the information that you have gathered in Term 1. Examine how things have changed over time, within your family (immediate and extended). Reflect, too, on the changes in your life over the past few months.

1. What are some examples of changes in your family across different generations or in your life? 2. What are some causes for these changes? 3. What are the effects? Are the effects positive or negative (For who? From whose point of view? Why?)

In your group 4. List down as many words/phrases as you can think of which is related to the word ‘Change’ (besides those that you have thought about for points 1 – 3).

5. Which of the words that you have listed would you group together because they are alike in some way? Explain your answer.

6. What will be some good labels for these groups?

7. Which items that are now under one label could also go under another? Why?

8. Going back to your list now, are there completely different ways to put things together? Regroup your ideas if necessary.

9. Base on what your group has thus far discussed, define ‘Change’.

10. Share your group’s definition with the class to see how your peers define ‘Change’. Are there similarities and differences among the different definitions?

11. As a class, come up with a class definition for ‘Change’ that incorporates the various relevant/insightful ideas from the different groups.