How We Organize Ourselves

Central Idea:
Marketplaces rely on the production and distribution of goods and services.
Lines of Inquiry:
 How goods and services are produced and distributed
 Medium of exchange in various marketplaces
 How marketplaces depend on the production and distribution of goods and services
 Ethics of the marketplace

Timeline: 23rd October – 7th December 2017

Important Dates:

PIS on 31st October
Beginning of household chores – 31/10/17
Field Trip to Bank Indonesia Museum: 3A & 3C on 16th November. 3B & 3D on 21st November
Summative Task: Mini-bazaar on 5th December
Specific Learning Objectives:
Gr3.E.1. Explore and understand the interconnectedness of human-made systems and communities
Gr3.E.2. Compare and contrast the trading systems from past to present (simulate buy and sell)
Gr3.E.3. Develop awareness of different perspectives and ways of organizing economic activities (planning and organizing a mini-bazaar)
Gr3.E.4. Examine change over time, and they will recognize that change may be affected by one or more variables (Timeline of money)
Gr3.E.5. Analyze how individuals’ and communities’ needs and /or wants are met
Gr3.E.6. Develop criteria for ethical practices regarding products and services
Gr3.E.7. Explain how supply and demand are affected by population and the availability of resources

Interactions
Communities and societies have their own norms, rules and regulations.
Gr3.E.13. Develop a shared plan of action for group work that incorporates each individual’s experiences and strength
Listening and Speaking
Spoken communication is different from written communication – it has its own rules.
Gr3.E.14. Use language for a variety of personal purposes, for example, invitations
Number
Fractions and decimals are ways of representing whole-part relationships.
Constructing meaning
Gr3.E.15. Model equivalent fractions
Gr3.E.16. Use the language of fractions, for example numerator, denominator
Gr3.E.17. Model addition and subtraction of fractions with related denominators
Transferring meaning into symbols
Gr3.E.18. Read, write, compare and order fractions
Gr3.E.19. Read and write equivalent fractions
Gr3.E.20. Read, write, compare and order fractions to hundredths and beyond
Gr3.E.21. Express fraction in its simplest form (denominators of given fraction should not exceed 12)
Gr3.E.22. Use diagrams to express probability using simple fractions
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Applying with understanding
Gr3.E.23. Estimate sum, difference, product and quotient in real-life situations, using money
Gr3.E.24. Add and subtract fractions with related denominators in real-life situations
Gr3.E.25. Interpret and range scale on graphs
Gr3.E.26. Express probability using simple fractions
Pattern and Function
By analysing patterns and identifying rules for patterns it is possible to make predictions.
Constructing meaning
Gr3.E.27. Understand that patterns can be analysed and rules identified
Gr3.E.28. Understand that multiplication is repeated addition and that division is repeated subtraction
Transferring meaning into symbols
Gr3.E.29. Describe the rule for a pattern in a variety of ways
Gr3.E.30. Represent rules for patterns using words, symbols and tables
Gr3.E.31. Locate features on a grid using coordinates (use compass)
Applying with understanding
Gr3.E.32. Select appropriate methods for representing patterns, for example using words symbols and tables (
Gr3.E.33. Use number patterns to make predictions and solve problems
Gr3.E.34. Express probability using simple fractions
Reading
The structure and organization of written language influences and conveys meaning.
Gr3.E.35. Develop personal preferences selecting books for pleasure and information
Gr3.E.36. Participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view

Social Studies Skills
Gr3.E.42. Use and analyse evidence from a variety of historical, geographical and societal sources
Gr3.E.43. Orientate in relation to place and time
Gr3.E.44. Identify roles, rights and responsibilities in society
Gr3.E.45. Assess the accuracy, validity and possible bias of sources
Viewing and Presenting
Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
Gr3.E.46. Realize that visual information reflects and contributes to the understanding of context
Gr3.E.47. Observe and discuss visual presentations; make suggestions about why they have been created and what the creator has been aiming to achieve
Writing
The way we structure and organize our writing helps others to understand and appreciate it.
Gr3.E.48. Engage confidently with the process of writing
Gr3.E.49. Proofread their own writing and make some corrections and improvements
Gr3.E.50. Use feedback from teachers and other students to improve their writing
Gr3.E.51. Use a dictionary, a thesaurus and word banks to extend their use of language

Text Type: Recount
Reading Strategies: Determining importance, Creating mental images, & Monitoring for meaning
ICT Skills: Collaborating, Organizing, Creating (MS Publisher)

 

Resources:

https://www.youtube.com/watch?v=ADaY6THQp3Y story of money

http://www.youtube.com/watch?v=pk7MkvCU_TQ  – traditional markets in Bali

http://www.youtube.com/watch?v=E-t8CBcnhMs traditional mkt in Bandung- Sunday mkt

http://www.youtube.com/watch?v=PpTN9oW5Nq4  Chinese street good

http://www.youtube.com/watch?v=8vlJw0ary5Y – smart buying habits

http://www.youtube.com/watch?v=TrOgdem-WkE – barter/trade

http://www.youtube.com/watch?v=ylPsfrqFwM8 – supply and demand

https://www.youtube.com/watch?v=82OsCSdOno8  barter

 

Videos about floating markets

https://www.youtube.com/watch?v=d0aYYyYSndk

https://www.youtube.com/watch?v=BOqmPfP0qHo

 

Needs and Wants Activities for Kids

https://www.youtube.com/watch?v=ADaY6THQp3Y  history of money

https://www.youtube.com/watch?v=TrOgdem-WkE  barter

https://www.youtube.com/watch?v=ZXIuFpu72Nk  barter song

https://www.youtube.com/watch?v=dsFa9dzd938&list=PLGflbouZ6YXAjaRjNk3CEWSeZ68DqMeoA&index=2    Goods and services acted by grade 1 students

https://www.youtube.com/watch?v=wy0TrDCiqLw&index=4&list=PLGflbouZ6YXAjaRjNk3CEWSeZ68DqMeoA  show on goods and wants using prop

https://www.youtube.com/watch?v=82OsCSdOno8 story on barter system and problems related to it

https://www.youtube.com/watch?v=TopI58_beM8 profit and loss

 

Who We Are

Central Idea:

Children worldwide take different rights and responsibilities and face a variety of challenges, risks and opportunities.

Lines of Inquiry:

  • What constitutes a healthy style
  • Sources of information that help us make choices
  • impacts of choices of lifestyles

Key Concepts:

  • Responsibility
  • Perspective
  • Reflection

Related Concepts:

  • Interpretation
  • Relationship

Attitudes:

  • Confidence
  • Enthusiasm
  • Empathy

Learner Profile:

  • Balanced
  • Caring

Approaches to Learning:

  • Social skills (accepting responsibility, respecting others and resolving conflict)
  • Self-management skills (safety, healthy lifestyle and informed choices)

Social Studies Strands:

  • Human systems and economic activities
  • Social organisation and culture

Specific Learning Objectives:

Gr3.A.1. Explore health and safety issues facing children (for example, spread of disease, accidents, access to health care)

Gr3.A.2. Explain the need to act responsibly regarding his or her health and the health of others (for example, colds, head lice)

Gr3.A.3. Explore issues relating to children’s rights, roles and responsibilities in relation to his or her own and other cultures

Gr3.A.4. Describe how organisations and individual meets the needs and wants of children

Active Living

A regular exercise, hydration, nutrition, and rest are all important in healthy lifestyle.

Gr3.A.5. Understand that there are substances that can cause harm to health

Creating in Dance

Arts have the power to influence thinking and behaviour.

Gr3.A.6. Develop physical flexibility and strength

Creating in Music

Arts have the power to influence thinking and behaviour.

Gr3.A.7. Deliver a musical message to different audiences (for example, peace message to parents, kindergarten children, friends)

Creating in Visual Arts

Arts have the power to influence thinking and behaviour.

Gr3.A.8 Create an artwork for specific audience

Gr3.A.9. Use a personal interest, belief or value as the starting point to create a piece of artwork

Gr3.A.10. Show awareness of the affective power of visual arts

Identity

A person’s self-concept is influenced by how others regard and treat him or her.

Gr3.A.11. Examine different factors (heritable and non-heritable) that shape an identity (for example, gender, sexuality, nationality, language group)

Listening and Speaking

People interpret message according to their unique experiences and ways of understanding.

Gr3.A.12. Retell familiar stories in sequence

Gr3.A.13. Understand and use specific vocabulary to suit different purposes

Number

The operations of addition, subtraction, multiplication, and division are related to each other and are used to process information and solve problems.

Constructing meaning

Gr3.A.14. Understand that multiplication is repeated addition and that division is repeated subtraction

Gr3.A.15. Model multiplication and division of whole numbers

Gr3.A.16. Use the language of multiplication and division (for example, factor, multiple, product, quotient, remainder, prime numbers, composite)

Gr3,A.17. Understand the associative and commutative properties of multiplication

Transferring meaning into symbols

Gr3.A.18. Identify sequence of operations relating one set of numbers to another set

Gr3.A.19. Multiply and divide numbers up to 3 digits by 1 digit

Gr3.A.20. Develop strategies for memorising addition, subtraction, multiplication, and division number facts

Gr3.A.21. Describe mental and written strategies for multiplication, and division (until table of 12)

Gr3.A.22. Understand the inverse relationship between multiplication and division

Applying with understanding

Gr3.A.23. Use the properties and relationships of the four operations to solve problems

Gr3.A.24. Solve 2-step word problems involving the 4 operations

Gr3.A.25. Use fast recall of multiplication and division number facts in real life situations

Gr3.A.26. Estimate sum, difference, product, and quotient in real-life situations

Gr3.A.27. Use mental and written strategies for multiplication and division in real-life situations

Gr3.A.28. Use the properties and reationships of the four operations

Gr3.A.29. Use strategies to evaluate the reasobleness of answers

Gr3.A.30. Select an efficient method for solving a problem, for example, mental estimation, mental or written strategies, or by using a calculator

 

Reading

Applying a range of strategies helps us to read and understand new texts.

Gr3.A.31. Identify and explain the basic structure of a story – beginning, middle and end; may use storyboards or comic strips to communicate elements

Gr3.A.32. Discuss personality and behaviour of storybook characters, commenting on reasons why they might react in particular ways

Responding in Dance

We use what we know to interpret art and deepend our understanding of ourselves and the world around us.

Gr3.A.33. Recognise how dance can be used to express and understand our inner thoughts and our understanding of the world around us

Responding in Music

People explore issues, beliefs, and values through arts.

Gr3.A.34. Discuss music that relates to social issues and/or values

Gr3.A.35. Sing partner songs

Responding in Visual Arts

We are receptive to art practices and artwork from different cultures, places, and times (including our own).

Gr3.A.36. Investigate the purpose of artwork from different times, placesm and a range of cultures including their own

Gr3.A.37. Sharpen their power of observation

Gr3.A.38. Become an engaged and responsive audience for a variety of art form

Social Studies skills

Gr3.A.39. Formulate and ask questions about the past, the future, places, and society

Gr3.A.40. Orientate in relation to place and time

Gr3.A.41. Identify roles, rights and responsibilities in society

 

Viewing and Presenting

Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.

Gr.3.A.42. Discuss their own feelings in response to visual messages, listen to other responses, realizing that people react differently

Gr3.A.43. Use actions and body language to reinforce and add meaning to oral presentations

Writing

Asking questions of others and ourselves help to make our writing more focused and purposeful.

Gr3.F.1. Participate in teacher conference with teachers recording progress and noting new learning goals; self-momitor and take responsisiblity for improvement

Gr3.F.2. Use appropriate writing conventions, for example, word order, as required by the language (s) of instruction

Gr3.F.3. Use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high-frequency words, high-interest words

Text Types: Persuasive

Reading Strategies: Using background knowledge, Determining importance and Inferring

ICT Skills: Communicating, Investigating, Creating (MS Word)