Who We Are How We Organize Ourselves How We Express ... 3.pdf · Who We Are How We Organize Ourselves How We Express Ourselves Where We are in Place & Time Sharing the Planet How

Who We Are How We Organize Ourselves How We Express Ourselves Where We are in Place & Time Sharing the Planet How the World Works

Dates August 25th - September 25th Oct 5th - Nov 12th November 16h - Jan 15th Jan 18th - March 11th March 14th - May 22nd April 25th - June 8th

Central Idea Role models influence others through their action, beliefs and values

Marketplaces depend on the ability to produce goods and supply services that can be exchanged

Creating artworks requires ongoing reflection throughout the process of production

Evidence of past civilization can be used to make connections to present-day society

Water is essential to life, and is a limited resource for many people

The design of buildings and structures is dependent upon the environment and available materials

Lines of Inquiry

• How role models express their beliefs and values

• How and why role models are chosen

• Influence of role models • How we can be a role model

• The role of the market • The role of supply and

demand • The distribution of goods

and services • Our responsibility as

consumers

• Stages involved in the production of art (visual & performing)

• The role of aesthetic in the production of art

• The different roles required to produce art

• Ongoing reflection for improved performance

• Characteristics of civilizations • Connections between past

and present • Processes involved in

collecting, analyzing and validating evidence

• Sources of water and how water is used

• Distribution and equal access to usable water

• Responsibilities regarding water

• Impact of humans on water

• Different structures and their design

• Understanding the property of structures (forces)

• The connection between structures, materials and location

Key Concepts Perspective Reflection Responsibility

Causation Function Responsibility

Reflection Perspective Function

Change Causation Function

Responsibility Causation Function

Form Function Connection

Related Concepts Beliefs & Values Role Model Influence

Supply & Demand Market Consumerism

Production Roles Aesthetics Improvement

Characteristics Continuity Evidence

Conservation Equity Consequence

Structures Design Forces Environment

Approaches to Learning (Trans-disciplinary Skills)

Social Skills Respecting Others, Cooperating, Group Decision Making, Adopting a Variety of Group Roles

Communication Skills Speaking, Writing, Presenting

Research Skills Formulating Questions, Presenting Research Findings

Communication Skills Listening, Speaking, Reading, Writing, Viewing, Presenting, Non-Verbal Communication

Social Skills Accepting Responsibility Cooperating, Resolving Conflict, Group-Decision Making

Thinking Skills Acquisition of Knowledge, Comprehension, Application

Research Skills Formulating Questions, Observing, Collecting, Recording, Organizing Data, Interpreting Data, Presenting Research Findings

Thinking Skills Acquisition of Knowledge, Comprehension, Application, Evaluation

Self-Management Skills Fine Motor Skills, Spatial Awareness, Safety, Informed Choices,

Attitudes Empathy Tolerance Appreciation

Creativity Curiosity

Confidence Enthusiasm Cooperation

Curiosity Independence Commitment

Appreciation Respect Integrity

Cooperation Creativity Enthusiasm

Learner Profile Attribute Open-Minded Reflective Caring

Knowledgable Communicator Risk-Taker

Communicator Risk-Taker Reflective

Inquirer Knowledgeable Communicator

Reflective Thinker Balanced

Inquirer Thinker Reflective

Science Scope & Sequence Outcomes

NB Outcomes

301-13 relate the constant circulation of water on Earth to the processes of evaporation, condensation, and precipitation

2.5.1 Students will be expected to describe how air and water interact in the environment and how these elements impact on people and places.

• describe and explain changes in air conditions both indoors and outdoors

• describe how water/moisture may change form and location

• demonstrate that air takes up space and changes location

• describe the effects of weather conditions, and how objects can be protected from different moisture conditions

• understand the importance of conserving water and having clean water for our use

2.5.4 Students will be expected to demonstrate an understanding of sustainable development and its importance to our future.

• identify various physical environments and natural resources (local, national and global)

• discuss sustainability issues • describe how knowledge of solid-

liquid interactions can help the environment

• describe the impact that humans have on the environment

• discuss the effects of waste disposal on the quality of our environment (e.g., air, soil, water)

• plan, carry out and evaluate a conservation activity

Additional Outcomes

- Know where the major water supplies to the world are

- Understand that distribution of clean water and where it originates from

- Explore the idea that not everyone has access to water

- Examine water distribution in terms of equality and inequality

- Understand the importance of clean water and where clean water can be accessed

- Understand the need for clean water for health reasons

- Know why our body needs clean water - Understand that an inadequate intake of

water or intake of polluted water has negative affects on living things

- Understand that water can go through a process of change to make it clean (e.g. composition of water, water treatment plants)

- Know that a pollutant is a waste material that pollutes water

- Understand that pollution is the introduction of contaminants into a natural environment

- Understand the impact of water pollution on water

PYP Outcomes

investigate how buildings and other structures stand up (for example, piles, buttresses, I-beam girders)

investigate the construction of a building or structure and identify the materials used

critique the impact of a structure on the natural environment

explain people’s responsibility regarding the use of materials from the environment

NB Outcomes

100-34 describe the properties of some common materials and evaluate their suitability for use in building structures

101-11 investigate ways to join materials and identify the most appropriate methods for the materials to be joined

102-16 identify shapes that are part of natural and human-built structures, and describe ways these shapes help provide strength, stability, or balance

101-10 use appropriate tools to safely cut, shape, make holes through, and assemble materials

101-9 test the strength and stability of personally built structures, and identify ways of modifying a structure to increase its strength and stability

102-17 evaluate simple structures to determine if they are effective and safe, if they make efficient use of materials, and if they are appropriate to the user and the environment


Social Studies Scope & Sequence Outcomes

Additional Outcomes

- Explain what a role model is - Describe the characteristics of role

models - Explain why we have role models and who

sour role models are - Understand the impact role models have

had/have past and present - Understand how role models can and

have impacted on society both present and past

- Understand the connection between the beliefs and values of role models and their behaviour

- Explain why people attach importance to their beliefs and values

- Understand how we can be role models within our community

NB Outcomes

1.4.6 students will be expected to demonstrate an understanding of how communities depend on each other for the exchange of goods and services.

• recognize the difference between goods and services

• give examples to show that communities produce different goods

• recognize that services available in one community may be different from those available in other communities

2.3.2 Students will be expected to give examples of how children and their families use economic decision making as consumers.

• demonstrate an understanding of the concept of consumer

• identify different strategies used by consumers to make good economic decisions

• develop an understanding of the concept of supply and demand

• recognize that money is the major form of transaction for consumers

• identify factors that affect supply and demand

• explain why prices change and how this affects consumers’ decision making

Additional Outcomes

- Distinguish between goods and services - Know that buyers and sellers make up a market. - Know that the sellers in a market are on the

supply side and buyers are not eh demand side - Know that buyers and sellers engage in

"exchange." - Understand that buyers exchange money for the

particular good or service - Understand that money has not always been

used to exchange goods and services - Understand that demand refers to the quantity of

a good that is desired by buyers. - Understand that supply is defined as the total

quantity of a product or service that the marketplace can offer.

- Understand and explain that the four basic laws of supply and demand are:

- if demand increases and the supply remains unchanged there is a shortage that leads to a higher price.

- if demand decreases and supply remains unchanged, there is a surplus that leads to a lower price.

- if demand remains unchanged and supply increases, there is a surplus that leads to a lower price.

- if demand remains unchanged and supply decreases, there is a shortage that leads to a higher price.

- Understand how our role as consumers impacts on the market of goods and services

PYP Outcomes

analyse information about past technological advances and societal systems

assess which aspects of past civilizations have had the most impact on the present day, using evidence from a variety of sources

NB Outcomes

5.1.1 Demonstrate an understanding of how we learn about the past.

5.1.2 Explain how environment influenced the development of an ancient society

5.2.1 Describe interactions among selected ancient societies

• Identify several ancient societies worldwide

• Locate these societies using geographic skills and technologies

• Identify factors that caused ancient societies to interact

• Illustrate how ancient societies exchanged ideas and technology as a result of interaction

5.2.2 Explain how place influenced the emergence of an ancient society

• Locate the society on a world map • Identify the significant geographic

feature that influenced the emergence of the society

• Describe the attributes of the geographic feature

• Explain how this feature nurtured the development of the society

5.3.1 Explain the importance of social structure in a society from the past

5.6.1 Illustrate the similarities and differences of past societies and your society.


Numeracy Scope & Sequence Outcomes

Number (N) 3.1 Say the number sequence forward and backward from 0 to 1000 by: -5’s, 10’s, 100’s, using any starting point -3’s using starting points that are multiples of 3, 4’s using multiples of 4,25’s using starting points that are multiples of 25 3.5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000 3.6 Describe and apply mental mathematics strategies for adding two 2-digit numerals 3.7 Describe and apply mental mathematics strategies for subtracting two 2-digit numerals 3.8 Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem solving context 3.10 Apply mental mathematics strategies and number properties, such as: using doubles; making 10; using the commutative property; using the property of zero; thinking addition for subtraction to determine answers for basic addition facts and related subtraction facts (to 18) 4.1 Represent and describe whole numbers to 10 000,concretely, pictorially and symbolically 4.2 Compare and order numbers to 10 000 4.3 Demonstrate an understanding of addition of numbers with sums of 10 000 and their corresponding subtractions (limited to 3- and 4- digit numerals) by: -using personal strategies for adding and subtracting + estimating sums and differences; solving problems involving addition and subtraction

Looking at Patterns in Supply & Demand

Grade 4 - Patterns 4.1 Identify and describe patterns found in tables and charts, including a multiplication chart. 4.2 Reproduce a pattern shown in a table or chart using concrete materials. 4.3 Represent and describe patterns and relationships using charts and tables to solve problems. 4.4 Identify and explain mathematical relationships using charts and diagrams to solve problems.

Number Problems Connected to Supply & Demand

Grade 3 - Number 3.8 Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem solving context 3.10 Apply mental mathematics strategies and number properties when looking at supply and demand

Grade 4 - N 4.9 Describe and represent decimals (tenths and hundredths) concretely, pictorially and symbolically. 4.10 Relate decimals to fractions (to hundredths) 4.11 Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by: using compatible numbers; estimating sums and differences; using mental math strategies to solve problems.

Analyzing Data Connected to Supply & Demand / Creating Data Connected to Supply & Demand

Grade 3 - Data 1. Collect first-hand data and organize

it using: tally marks, line plots, charts, lists to answer questions.

2. Construct, label and interpret bar graphs to solve problems.

Grade 4 - Data 4.1 Demonstrate an understanding of many-to-one correspondence. 4.2 Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions. SS2 interpret and create simple directions, describing paths, regions, positions and boundaries of their immediate environment

Creating a Plan for a Production

3.5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing different shapes for given perimeter (cm, m,) to demonstrate that many shapes are possible for a perimeter 4.3 Demonstrate an understanding of area of regular and irregular 2-D shapes by recognizing; that area is measured in square units selecting and justifying referents for the units d cm2 or m2, estimating area by using referents for cm2 or m2; determining and recording area for (cm2 or m2); constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area 5.2 Demonstrate an understanding of measuring length (mm )

Timelines

Measurement Relate the passage of time to past, present, future

(Chance and Uncertainty) 5.1 Differentiate between first-hand and second-hand data

Grade 3 - Measurement 3.1 Relate the passage of time to common activities using standard units (minutes, hours, days, weeks, months, years). 3.1 Relate the passage of time to common activities using non- standard and standard units (minutes, hours, days, weeks, months, years) 3.2 Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem solving context 4.1 Read and record time using digital and analog clocks, including 24-hour clocks

Measuring & Comparing Different Sources of Water

Grade 3 - SS (Measurement) 3.5 Demonstrate an understanding of perimeter of regular and irregular shapes.

Grade 4 - SS (Measurement) 4.3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: recognizing that area is measured in square units selecting and justifying referents for the units cm2 or m2; estimating area by using referents for cm2 or m2; determining and recording area (cm2 or m2)

Creating & Analyzing Data Connected to Water Usage / Collecting & Organizing Data on Rainfall

Grade 5 - Data 5.1 Differentiate between first-hand and second-hand data.

Measuring, Observing, Describing & Creating Structures

Grade 3 - SS (Measurement) 3.3 Demonstrate an understanding of measuring length (cm, m) by: selecting and justifying referents for the units cm and m; modelling and describing the relationship between the units cm and m; estimating length using referents; measuring and recording length, width and height.

Grade 4 - SS (Measurement) 4.3 Demonstrate an understanding of area of regular and irregular 2-D shapes by: recognizing that area is measured in square units selecting and justifying referents for the units cm2 or m2; estimating area by using referents for cm2 or m2; determining and recording area (cm2 or m2); constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area.

Grade 4 - SS (3-D Objects and 2-D Shapes) 4.4 Describe and construct rectangular and triangular prisms. 4.5 Demonstrate an understanding of line symmetry by: identifying symmetrical 2-D shapes; creating symmetrical 2-D shapes; drawing one or more lines of symmetry in a 2-D shape. 4.6 Demonstrate an understanding of congruency, concretely and pictorially


Literacy Scope & Sequence Outcomes

Speaking & Listening

Narrative - Telling a story about a role model

Oral Language - Listening and Speaking- Phase 3 Conceptual understanding: People interpret messages according to their unique experiences and ways of understanding. Learning outcomes: SL3. retell familiar stories in sequence SL3. anticipate and predict when listening to text read aloud SL3. use language to explain, inquire and compare SL3. pick out main events and relevant points in oral texts

Explanatory - Explain How a Marketplace Works

Oral Language - Listening and Speaking- Phase 3 Conceptual understanding: Spoken language varies according to the purpose and audience. Learning outcomes: SL3. begin to understand that language use is influenced by its purpose and the audience SL3. understand and use specific vocabulary to suit different purposes SL3. use language to explain, inquire and compare

Procedural - The Process Involved in the Production

Oral Language - Listening and Speaking - Phase 3 Conceptual understanding: Spoken communication is different from written communication—it has its own set of rules. Learning outcomes: SL3. follow multi-step directions SL3. participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems SL3. listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail SL3. listen attentively and speak appropriately in small and large group interactions

Narrative - A day in the life of ...

Oral Language - Listening and Speaking - Phase 3 Conceptual understanding: People interpret messages according to their unique experiences and ways of understanding. Learning outcomes: understand and use specific vocabulary to suit different purposes

use language to explain, inquire and compare

participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

Persuasive - Water usage

Oral Language - Listening and Speaking- Phase 3 Conceptual understanding: Spoken language varies according to the purpose and audience. Learning outcomes: use language for a variety of personal purposes, for example, invitations express thoughts, ideas and opinions and discuss them, respecting contributions from others listen attentively and speak appropriately in small and large group interactions

Procedural - How to Create a Structure

Descriptive - Describing Different Structures

Oral Language - Listening and Speaking- Phase 3 Conceptual understanding: Spoken communication is different from written communication—it has its own set of rules. Learning outcomes: SL3. follow multi-step directions SL3. recognize patterns in language(s) of instruction and use increasingly accurate grammar

Oral Language - Listening and Speaking- Phase 3 Conceptual understanding: Spoken communication is different from written communication—it has its own set of rules. Learning outcomes: follow multi-step directions use language to explain, inquire and compare recognize patterns in language(s) of instruction and use increasingly accurate grammar


Viewing & Presenting

Visual Language - Viewing and Presenting- Phase 3 Conceptual understanding: Different visual techniques produce different effects and are used to present different types of information. Learning outcomes: VP3. view visual information and show understanding by asking relevant questions and discussing possible meaning VP3. discuss their own feelings in response to visual messages; listen to other responses, realizing that people react differently VP3. use actions and body language to reinforce and add meaning to oral presentations

Visual Language - Viewing and Presenting- Phase 3 Conceptual understanding: Different visual techniques produce different effects and are used to present different types of information. Learning outcomes: VP3. recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography VP3. observe and discuss familiar and unfamiliar visual messages; make judgments about effectiveness VP3. discuss personal experiences that connect with visual images VP3. select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles VP3. use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact

Visual Language - Viewing and Presenting - Phase 3 Conceptual understanding: Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images. Learning outcomes: VP3. realize that effects have been selected and arranged to achieve a certain impact, for example, the way in which colour, lighting, music and movement work together in a performance VP3. observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve. VP3. select and use suitable shapes, colours, symbols and layout for presentations; practise and develop writing/ calligraphy styles VP3. view a range of visual language formats and discuss their effectiveness, for example, film/video, posters, drama

Visual Language - Viewing and Presenting- Phase 3 Conceptual understanding: Visual texts provide alternative means to develop new levels of understanding. Learning outcomes: VP3. with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful VP3. realize that visual information reflects and contributes to the understanding of context VP3. realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding

Visual Language - Viewing and Presenting- Phase 3 Conceptual understanding: Visual texts can expand our database of sources of information. Learning Outcomes: VP3. use actions and body language to reinforce and add meaning to oral presentations VP3. realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding

Visual Language - Viewing and Presenting- Phase 3 Conceptual understanding: Visual texts provide alternative means to develop new levels of understanding. Learning outcomes: VP3. realize that visual information reflects and contributes to the understanding of context

Visual Language - Viewing and Presenting- Phase 3 Conceptual understanding: Visual texts provide alternative means to develop new levels of understanding. Learning outcomes: VP3. realize that visual information reflects and contributes to the understanding of context


Reading

Written Language - Reading- Phase 3 Conceptual understanding: What we already know enables us to understand what we read. Learning outcomes: R3. develop personal preferences, selecting books for pleasure and information R3. identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements R3. make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses R3. use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another R3. discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways R3. discuss their own experiences and relate them to fiction and non-fiction texts

Written Language - Reading- Phase 3 Conceptual understanding: Wondering about texts and asking questions helps us to understand the meaning. / Applying a range of strategies helps us to read and understand new texts. Learning outcomes: R3. recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles R3. realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance R3. recognize and use the different parts of a book, for example, title page, contents, index R3. understand sound–symbol relationships and apply reliable phonetic strategies when decoding print

Written Language - Reading- Phase 3 Conceptual understanding: Different types of texts serve different purposes. Learning outcomes: R3. realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance R3. understand sound–symbol relationships and apply reliable phonetic strategies when decoding print

Written Language - Reading- Phase 3 Conceptual understanding: What we already know enables us to understand what we read. Learning outcomes: R3. develop personal preferences, selecting books for pleasure and information R3. identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements R3. make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses R3. use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another R3. discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways add non-fiction outcomes

Written Language - Reading - Phase 3 Conceptual understanding: Wondering about texts and asking questions helps us to understand the meaning / The structure and organization of written language influences and conveys meaning. Learning outcomes: R3. recognize a range of different text types, for example, letters, reports, articles R3. realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance R3. participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view R3. wonder about texts and ask questions to try to understand what the author is saying to the reader.

Written Language - Reading- Phase 3 Conceptual understanding: Different types of texts serve different purposes. Learning outcomes: R3. realize that there is a difference between fiction and non-fiction anduse books for particular purposes, with teacher guidance R3. understand sound–symbol relationships and apply reliable phonetic strategies when decoding print

Written Language - Reading- Phase 3 Conceptual understanding: Different types of texts serve different purposes. Learning outcomes: R3. understand sound–symbol relationships and apply reliable phonetic strategies when decoding print R3. discuss their own experiences and relate them to fiction and non-fiction texts R3. realize that there is a difference between fiction and non-fiction anduse books for particular purposes, with teacher guidance



Writing

Written Language - Writing- Phase 3 Conceptual understanding: Learning outcomes: W3.2 write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading 10.5 (Transitional) select, organize, and combine relevant information with assistance, from at least two sources, without copying verbatim, to construct and communicate meaning W3.3. use graphic organizers to plan writing, for example, Mind Maps®, storyboards W3.4. organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end W3.7 use increasingly accurate grammatical constructs 10.2 (Transitional) use some conventions of written language -use commas in a series and in the dates -use apostrophes for possessives and contractions -language structure (make subjects and verbs agree, begin to use simple paragraphing, use a variety of simple and more complex sentence structures, use pronouns appropriately) W3.8. write legibly, and in a consistent style W3.9. proofread their own writing and make some corrections and improvements W3.10 use feedback from teachers and other students to improve their writing W3.12. keep a log of ideas to write about W3.14. participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement

Written Language - Writing- Phase 3 Conceptual understanding: The structure of different types of texts includes identifiable features Learning outcomes: W3. use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high- frequency words, high- interest words W3.8. write legibly, and in a consistent style W3.9. proofread their own writing and make some corrections and improvements W3.2 write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading 10.5 (Transitional) select, organize, and combine relevant information with assistance, from at least two sources, without copying verbatim, to construct and communicate meaning W3.11. use a dictionary, a thesaurus and word banks to extend their use of language

Written Language - Writing - Phase 3 Conceptual understanding: The structure of different types of texts includes identifiable features. Learning outcomes: W3.8. write legibly, and in a consistent style W3.9. proofread their own writing and make some corrections and improvements W3.10 use feedback from teachers and other students to improve their writing W3.11. use a dictionary, a thesaurus and word banks to extend their use of language W3.15 with teacher guidance, publish written work, in handwritten form or in digital format.

Written Language - Writing - Phase 3 Conceptual understanding: Thinking about storybook characters and people in real life helps us to develop characters in our own stories. Learning outcomes: W3.1. engage confidently with the process of writing 10.3 (Transitional) demonstrate engagement with the creation of writing and other representation -engage in writing.representing activities for sustained periods of time -work willingly on revising and editing for an audience -demonstrate pride and sense of ownership in writing/representing efforts W3.2 write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading 10.5 (Transitional) select, organize, and combine relevant information with assistance, from at least two sources, without copying verbatim, to construct and communicate meaning W3.3. use graphic organizers to plan writing, for example, Mind Maps®, storyboards W3.4. organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end W3.7 use increasingly accurate grammatical constructs 10.2 (Transitional) use some conventions of written language -use commas in a series and in the dates -use apostrophes for possessives and contractions -language structure (make subjects and verbs agree, begin to use simple paragraphing, use a variety of simple and more complex sentence structures, use pronouns appropriately) W3.8. write legibly, and in a consistent style W3.9. proofread their own writing and make some corrections and improvements W3.14. participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement

Written Language - Writing - Phase 3 Conceptual understanding: We write in different ways for different purposes. Learning outcomes: W3.1. engage confidently with the process of writing 10.3 (Transitional) demonstrate engagement with the creation of writing and other representation -engage in writing.representing activities for sustained periods of time -work willingly on revising and editing for an audience -demonstrate pride and sense of ownership in writing/representing efforts W3.5. use appropriate writing conventions, for example, word order, as required by the language(s) of instruction 10.2 (Transitional) use some conventions of written language -punctuation and capitalization (use capitals for proper names, titles, places, days, months, holidays, beginning of sentences. Use periods at the end of sentences and for abbreviations) -use question marks and exclamation marks W3.6 use increasingly accurate grammatical constructs 10.2 (Transitional) use some conventions of written language -spelling (use meaning and syntax patterns as well as sound cues) -use a range of spelling strategies -spell many words conventionally -use a variety of strategies to edit for spelling words, trying them another way, and using another resource to check them out W3.8. write legibly, and in a consistent style W3.9. proofread their own writing and make some corrections and improvements corrections and improvements

Written Language - Writing- Phase 3 Conceptual understanding: When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. Learning outcomes: W3.8. write legibly, and in a consistent style W3.9. proofread their own writing and make some corrections and improvements corrections and improvements W3.11. use a dictionary, a thesaurus and word banks to extend their use of language W3. keep a log of ideas to write about

Written Language - Writing - Phase 3 Conceptual understanding: When writing, the words we choose and how we choose to use them enable us to share our imaginings and ideas. Learning outcomes: W3.8. write legibly, and in a consistent style W3.9. proofread their own writing and make some corrections and improvements W3.11. use a dictionary, a thesaurus and word banks to extend their use of language


Grade 3 Outcomes

Literacy - Year round outcomes

Listening and Speaking

LS2.2 listen to and enjoy stories read aloud;show understanding by responding in oral, written or visual form

LS2.4 follow classroom instructions, showing understanding

LS2.5 describe personal experiences

LS2.6 obtain simple information from accessible spoken texts

LS2.9 predict likely outcomes when listening to texts read aloud

LS2.11 ask questions to gain information and respond to themselves or to the class

LS2.12 use oral language to communicate during classroom activities conversations

LS2.13 talk about stories writing, pictures and models they have created

LS2.13 talk about stories writing, pictures and models they have created

LS3.1 listen attentively and speak appropriately in small and large group interactions

LS3.2 listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail

LS3.4 follow multi-step directions

LS3.5 retell familiar stories in sequence

LS3.6 anticipate and predict when listening to text read aloud

LS3.8 express thoughts, ideas and opinions and discuss them, respecting contributions from others

LS3.10 use language to explain, inquire and compare

Viewing and Presenting

VP2.2 talk about their own feelings in response to visual messages; show empathy for the way others might feel

VP3.1 view visual information and show understanding by asking relevant questions and discussing possible meaning

VP3.3 relate to different contexts presented in visual texts according to their own experiences, for example, “That looks like my uncle’s farm.”

VP3.10 with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful

Reading

R2.7 use meaning, visual,contextual and memory cues, and cross-check cues against each other, when necessary (teacher monitors miscues to identify strategies used and strategies to be developed)

R2.9 make connections between reading personal experience and storybook characters

R2.5 listen attentively and respond actively to read- aloud situations; make predictions, anticipate possible outcomes

R2.11 instantly recognize an increasing bank of high- frequency and high-interest words, characters or symbols

R3.1 develop personal preferences, selecting books for pleasure and information

R3.2 Read texts at an appropriate level, independently, confidently and with good understanding

R3.3 recognize a range of different text types, for example, letters, poetry, plays, stories, novels, reports, articles

R3.4 identify and explain the basic structure of a story— beginning, middle and end; may use storyboards or comic strips to communicate elements

R3.5 make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses

R3.9 use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on, cross-checking one cue source against another

R3.12 participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

Writing

W2.4 participate in shared and guided writing, observing the teacher’s model, asking questions and offering suggestions

W2.5 write to communicate a message to a particular audience, for example, a news story, instructions, a fantasy story

W2.11 write an increasing number of frequently used words or ideas independently

W3.1 engage confidently with the process of writing

W3.2 write about a range of topics for a variety of purposes, using literary forms and structures modelled by the teacher and/or encountered in reading

W3.3 use graphic organizers to plan writing, for example, Mind Maps®, storyboards

W3.4 organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and end

W3.5 use appropriate writing conventions, for example, word order, as required by the language(s) of instruction W3.9 proofread their own writing and make some corrections and improvements

W3.10 use feedback from teachers and other students to improve their writing

W3.11 use a dictionary, a thesaurus and word banks to extend their use of language

W3.13 over time, create examples of different types of writing and store them in their own writing folder

W3.14 participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take responsibility for improvement

W3.15 with teacher guidance, publish written work, in handwritten form or in digital format.

Numeracy - Year round outcomes

3.5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000 3.6 Describe and apply mental mathematics strategies for adding two 2-digit numerals 3.7 Describe and apply mental mathematics strategies for subtracting two 2-digit numerals 3.10 Apply mental mathematics strategies and number properties, such as: using doubles; making 10; using the commutative property; using the property of zero; thinking addition for subtraction to determine answers for basic addition facts and related subtraction facts (to 18) 4.5 Describe and apply mental mathematic strategies, such as; skip counting from a known fact; using patterns in the 9s facts; using repeated doubling to determine basic multiplication facts to 9 x 9 and related division facts

Math Units - NB & Scope and Sequence outcomes Number Patterns and Relations Shape and Space Statistics and Probability

Number (N) 3.1 Say the number sequence forward and backward from 0 to 1000 by: -5’s, 10’s, 100’s, using any starting point -3’s using starting points that are multiples of 3, 4’s using multiples of 4,25’s using starting points that are multiples of 25 3.5 Illustrate, concretely and pictorially, the meaning of place value for numerals to 1000 3.6 Describe and apply mental mathematics strategies for adding two 2-digit numerals 3.7 Describe and apply mental mathematics strategies for subtracting two 2-digit numerals 3.8 Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem solving context 3.10 Apply mental mathematics strategies and number properties, such as: using doubles; making 10; using the commutative property; using the property of zero; thinking addition for subtraction to determine answers for basic addition facts and related subtraction facts (to 18) 3.13 Demonstrate an understanding of fractions by: explaining that a fraction represents a part of a whole; describing situations in which fractions are used; comparing fractions of the same whole with like denominators. 4.1 Represent and describe whole numbers to 10 000,concretely, pictorially and symbolically 4.2 Compare and order numbers to 10 000 4.3 Demonstrate an understanding of addition of numbers with sums of 10 000 and their corresponding subtractions (limited to 3- and 4- digit numerals) by: -using personal strategies for adding and subtracting + estimating sums and differences; solving problems involving addition and subtraction 4.4 Explain the properties of 0 and 1 for multiplication and the property of 1 for division 4.5 Describe and apply mental mathematic strategies, such as; skip counting from a known fact; using patterns in the 9s facts; using repeated doubling to determine basic multiplication facts to 9 x 9 and related division facts 4.6 Demonstrate an understanding of multiplication (2 digit by 1-digit) to solve problems by: using personal strategies for multiplication with and without concrete materials; using arrays to represent multiplication; connecting concrete representations to symbolic representations; estimating products 4.7 Begin to demonstrate an understanding of division (1-digit divisor and up to a 2-digit dividend) to solve problems by: using personal strategies for dividing with and without concrete materials; estimating quotients; relating division to multiplication 4.9 Describe and represent decimals (tenths and hundredths) concretely, pictorially and symbolically 4.10 Relate decimals to fractions (to hundredths) 4.11 Demonstrate an understanding of addition and subtraction of decimals (limited to hundredths) by: using compatible numbers; estimating sums and differences; using mental math strategies to solve problems.

Patterns and Relations (PR) (Patterns) 4.1 Identify and describe patterns found in tables and charts, including a multiplication chart 4.2 Reproduce a pattern shown in a table or chart using concrete materials 4.3 Represent and describe patterns and relationships using charts and tables to solve problems 4.4 Identify and explain mathematical relationships using charts and diagrams to solve problems (Variables and Equations)

Shape and Space (SS) (Measurement) 3.1 Relate the passage of time to common activities using non- standard and standard units (minutes, hours, days, weeks, months, years) 3.2 Relate the number of seconds to a minute, the number of minutes to an hour and the number of days to a month in a problem solving context 3.5 Demonstrate an understanding of perimeter of regular and irregular shapes by: estimating perimeter, using referents for cm or m; measuring and recording perimeter (cm, m); constructing different shapes for given perimeter (cm, m,) to demonstrate that many shapes are possible for a perimeter 4.1 Read and record time using digital and analog clocks, including 24-hour clocks 4.3 Demonstrate an understanding of area of regular and irregular 2-D shapes by recognizing; that area is measured in square units selecting and justifying referents for the units d cm2 or m2, estimating area by using referents for cm2 or m2; determining and recording area for (cm2 or m2); constructing different rectangles for a given area (cm2 or m2) in order to demonstrate that many different rectangles may have the same area 5.2 Demonstrate an understanding of measuring length (mm) SS2 interpret and create simple directions, describing paths, regions, positions and boundaries of their immediate environment (3D Objects and 2D Shapes) 4.4 Describe and construct rectangular and triangular prisms 5.1 Design and construct different rectangles, given either perimeter or area, or both (whole numbers), and make generalizations 5.6 Identify and sort quadrilaterals, including;rectangles, squares, trapezoids, parallelograms, rhombuses according to their attributes SS2 create and describe symmetrical and tessellating patterns (Transformations) 4.6 Demonstrate an understanding of congruency, concretely and pictorially

Statistics and Probability (SP) (Data Analysis) 4.1 Demonstrate an understanding of many-to-one correspondence 4.2 Construct and interpret pictographs and bar graphs involving many-to-one correspondence to draw conclusions (Chance and Uncertainty) 5.1 Differentiate between first-hand and second-hand data 5.5 Compare the likelihood of two possible outcomes occurring using words, such as: less likely; equally likely; more likely

Grade 3 Outcomes

Grade 3 Year-Round Skill Development

Science - Year round outcomes Observe carefully in order to gather data

Use a variety of instruments and tools to measure data accurately

Use scientific vocabulary to explain their observations and experiences

Identify or generate a question or problem to be explored

Plan and carry out systematic investigations, manipulating variables as necessary

Make and test predictions

Interpret and evaluate data gathered in order to draw conclusions

Consider scientific models and applications of these models (including their limitations)

Social Studies - Year round outcomes Formulate and ask questions about the past, the future, places and society

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

Orientate in relation to place and time

Identify roles, rights and responsibilities in society

Assess the accuracy, validity and possible bias of sources

Approaches to Learning Social Skills Accepting Responsibility Respecting Others Cooperating Adopting a Variety of Group Roles

Communication Listening Speaking Reading Writing Viewing Presenting

Research Skills Formulating Questions Interpreting Data

Thinking Skills Acquisition of Knowledge Comprehension Application

Self-Management Gross Motor Skills Fine Motor Skills Organization Time Management Safety Codes of Behavior Informed Choices

Documents

Who We Are How We Organize Ourselves How We Express ... 3.pdf · Who We Are How We Organize Ourselves How We Express Ourselves Where We are in Place & Time Sharing the Planet How