cknight

cknight

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Where we are in Place and Time

7 years
by in announcements

 

Unit Timeline: April 25 – June 5

Central Idea:
Human needs lead to discoveries and new understandings.
Lines of Inquiry:
 Different human needs
 Reasons for discoveries and inventions
 Impacts of discoveries
 Inventors and scientists from past to present

Key Concepts:
Causation
Connection
Reflection

Related Concepts:
Discovery
Adaptation

Attitudes:
Appreciation
Creativity

Learner Profile:
Inquirer
Thinker

ATL:
Research Skills (Formulating questions, Collecting data, & Recording data)
Thinking Skills (Application, Dialectical thought, & Metacognition)

Specific Learning Objectives:
Gr3.B.1. Identify various technological developments used to satisfy basic human needs for food, water, clothing, and shelter
Gr3.B.2. Describe examples in which technology has changed the lives of people
Gr3.B.3. Examine the impact of particular technologies on sustainability
Gr3.B.4. Describe the connection between human needs and wants and technological development
Gr3.B.5. Explain the relevance of various inventions in relation to the time period in which they were developed
Identity
Reflecting on the strategies we use to manage change and face challenges helps us to develop new strategies to cope with adversity.
Gr3.B.6. Explain how a person’s identity is made up of many different things, including membership in different cultures, and that this can change over time
Gr3.B.7. Analyse how they are connected to the wider community
Creating in Dance
We can explore our personal interests, beliefs and values through arts.
Gr3.B.8. Express their unique values, beliefs and interests through a dance form
Gr3.B.9. Perform increasingly more difficult sequences with control
Creating in Music
We make connections between our artwork and that of others to extend our thinking.
Gr3.B.10. Improvise upon a basic pattern to reinforce the importance of the individual within the group
Creating in Visual Arts
We make connections between our artwork and that of others to extend our thinking.
Gr3.B.11. Make connection between the ideas they are exploring in their artwork and those explored by the artist through time, place and cultures
Gr3.B.12. Use a personal interest, belief or value as the starting point to create a piece of artwork
Listening and Speaking
People interpret messages according to their unique experiences and ways of understanding.
Gr3.B.13. Pick out main events and relevant points in oral texts
Gr3.B.14. Recognize patterns in language (s) of instruction and use increasingly accurate grammar
Measurement
Relationships exist between standard units that measure the same attributes.
Constructing meaning
Gr3.B.15. Understand the use of standard units to measure perimeter (plane figure,irregular shapes and quadrilaterals) and area (squares and rectangles only)
Gr3.B.16. Understand the use of standard units to measure volume (cuboid, rectangular solid)
Gr3.B.17. Understand that measure can fall between numbers on a measurement scale, for example, 3 ½ kg
Transferring meaning into symbols
Gr3.B.18. Estimate and measure using standard units of measurement: perimeter and area
Gr3.B.19. Calculate the perimeter of rectilinear figure, rectangle and square
Gr3.B.20. Describe measures that fall between numbers on a scale
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Gr3.B.21. Identify angles in 2-D and 3-D objects
Gr3.B.22. Identify angles in 2-D figures
Gr3.B.23. Identify right angles, angles greater than/smaller than a right angle
Gr3.B.24. Identify and name perpendicular and parallel lines
Applying with understanding
Gr3.B.25. Use standard units of measurement to solve problems in real-life situations involving perimeter and area (irregular shapes and quadrilaterals)
Gr3.B.26. Use formula to calculate the area of a rectangle/square
Gr3.B.27. Select appropriate tools and units of measurement
Gr3.B.28. Use timelines in units of inquiry and other real-life situations
Gr3.B.29. Recognise and explain symmetrical patterns, including tessellation, in the environment
Gr3.B.30. Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes
Gr3.B.31. Solve word problems involving the area/perimeter of squares and rectangles
Gr3.B.32. Draw perpendicular and parallel lines on square grids
Reading
The structure and organization of written language influences and conveys meaning.
Gr3.B.33. 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
Gr3.B.34. Make predictions about a story, based on their own knowledge and experience; revise or confirm predictions as the story progresses
Responding in Dance
People explore issues, beliefs and values through arts.
Gr3.B.35. Reflect on their personal and family history and make connections with cultural and historical dance forms
Responding in Music
There are different kinds of audiences responding to different arts.
Gr3.B.36. Share and compare their experiences as audience members at various performances
Responding in Visual Arts
There is a relationship between the artist and the audience.
Gr3.B.37. Sharpen their power of observation
Gr3.B.38. Investigate the purposes of artwork from different times, places and range of cultures including their own
Science Skills
Gr3.B.39. Observe carefully in order to gather data
Gr3.B.40. Use scientific vocabulary to explain their observations and experiences
Gr3.B.41. Identify or generate a question or problem to be explored
Shape and Space
Geometric shapes and vocabulary are useful for representing and describing objects and events in real-world situations.
Gr3.B.42. Understand the common language used to describe shapes
Gr3.B.43. Understand the properties of regular and irregular polygons
Gr3.B.44. Understand congruent or similar shapes
Gr3.B.45. Understand that lines and axes of reflective and rotational symmetry assist with the construction of shapes
Gr3.B.46. Understand that directions for location can be represented by coordinates in a grid
Gr3.B.47. Understand an angle as a measure of rotation
Gr3.B.48. Understand that visualization of shape and space is strategy for solving problems
Transferring meaning into symbols
Gr3.B.49. Analyse angles by comparing and describing rotations: whole turn; half turn; quarter turn; north, south, east and west on a compass
Applying with understanding
Gr3.B.50. Apply knowledge of transformations to problem-solving situations
Gr3.B.51. Analyse and describe 2-D and 3-D shapes, including regular and irregular polygons, using geometrical vocabulary

Social Studies Skills
Gr3.B.52. Formulate and ask questions about the past, the future, places and society
Gr3.B.53. Orientate in relation to place and time
Viewing and Presenting
Different visual techniques produce different effects and are used to present different types of information.
Gr3.B.54. View visual information and show understanding by asking relevant questions and discussing possible meaning
Gr3.B.55. Realize that visual information reflects and contributes to the understanding of context
Writing
When writing, the words we choose and how we choose to use them enable us to share imaginings and ideas.
Gr3.B.56. Engage confidently with the process of writing
Gr3.B.57. Proofread their own writing and make some corrections and improvements
Gr3.B.58. Use feedback from teachers and other students to improve their writing
Gr3.B.59. Use a dictionary, a thesaurus and word banks to extend their use of language
Text Type: Information Report
Reading Strategies: Determining importance, Synthesizing, & Monitoring for meaning
ICT Skills: Creating, Investigating, Communicating (MS PowerPoint)

 

 

Resources:

Timeline

https://ed.ted.com/lessons/how-the-band-aid-was-invented-moments-of-vision-3-jessica-oreck#digdeeper invention and timeline of band-aid

https://ed.ted.com/lessons/mark-salata-how-taking-a-bath-led-to-archimedes-principle eureka

https://www.youtube.com/watch?v=LbAOseDs3KYv industrial revolution inventions timeline

http://www.slideshare.net/mjlitwa/the-evolution-of-the-telephone

http://www.slideshare.net/tboldt/pen-evolution

 

https://www.youtube.com/watch?v=hQUt8C4iVKc timeline of mobile phone

https://www.youtube.com/watch?v=AJxNjkp_Zkg inventions that changed the world

https://www.youtube.com/watch?v=tHLPnOoeOeM timeline of telephone

http://ed.ted.com/lessons/mark-salata-how-taking-a-bath-led-to-archimedes-principle Archimedes

 

Kid inventors

https://www.youtube.com/watch?v=OO1hUAuBBw0

 

 

failed inventions video http://www.history.com/shows/modern-marvels/videos/edisons-failed-inventions

 

 

 

How the World Works

7 years
by in announcements

Unit Timeline: March 12- April 24

Central Idea:
Matter exists in three common states and leads to various changes.
Lines of Inquiry:
 States of matter
 Properties of matter and their importance
 How matter changes from one state to another

Key Concepts:
Form
Function
Change

Related Concepts:
Cycle

Attitudes:
Curiosity
Enthusiasm

Learner Profile:
Inquirer
Thinker

ATL:
Research Skills (Formulating questions, Interpreting data, & Presenting research findings)
Thinking skills (Acquisition of knowledge, Analysis, & Evaluation)

Science Strands
Materials & matter

Summative assessment– conducting physical and chemical change experiments

Formative assessment– poster about properties of three states of matter

Specific Learning Objectives:
Gr3.D.1. Discuss that matter has different states (i.e. solid, liquid, gas) and that each state has distinct physical properties; some common materials such as water can be changed from one state to another by heating or cooling
Gr3.D.2. Examine the properties and importance of the materials used for experiments (physical and chemical changes in matter)
Gr3.D.3. Develop their observation skills and reflect on their findings to test and refine their ideas with increasing accuracy
Gr3.D.4. Research, evaluate & draw conclusion from data gathered
Gr3.D.5. Explain the relevance and importance of the various experiments done in the lives of people
Active Living
There are positive and negative outcomes for taking personal and group risks that can be evaluated in order to maximize enjoyment and promote safety
Gr3.D.6. Identify different stages of life and how these can affect physical performance

Identity
Reflecting on the strategies we use to manage change and face challenges helps us to develop new strategies to cope with adversity.
Gr3.D.11. Reflect on how they cope with change in order to approach and manage situations of adversity
Listening and Speaking
Spoken language varies according to the purpose and audience.
Gr3.D.12. Follow multi-step directions
Gr3.D.13. Use language to explain, inquire and compare
Measurement
Object and events have attributes that can be measured using appropriate tools.
Constructing meaning
Gr3.D.14. Understand relationships between units, for example, meters, centimeters and millimeters
Transferring meaning into symbols
Gr3.D.15. Estimate and measure using standard units of measurement: volume (cuboid, rectangular solid)
Applying with understanding
Gr3.D.16. Use standard units of measurement to solve problems in real-life situations involving volume (cuboid, rectangular solid)
Gr3.D.17. Read and write digital and analogue time on 12-hour and 24-hour clock
Gr3.D.18. Find the duration of a time interval
Gr3.D.19. Find the starting time/ finishing time
Gr3.D.20. Solve word problems involving addition and subtraction of time given in hours and minutes
Reading
Wondering about texts and asking questions helps us to understand the meaning.
Gr3.D.21. Recognize and use the different parts of a book, for example, title page, contents, index
Gr3.D.22. Wonder about texts and ask questions to try to understand what the author is saying to the reader

Science Skills
Gr3.D.28. Observe carefully in order to gather data
Gr3.D.29. Use a variety of instruments and tools to measure data accurately
Gr3.D.30. Use scientific vocabulary to explain their observations and experiences
Gr3.D.31. Identify or generate a question or problem to be explored
Gr3.D.32. Make and test predictions
Gr3.D.33. Interpret and evaluate data gathered in order to draw conclusions
Viewing and Presenting
Selecting the most suitable forms of visual presentation enhances our ability to express ideas and images.
Gr3.D.34. Realize that text and illustrations in reference materials work together to convey information, and can explain how this enhances understanding
Gr3.D.35. 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
Writing
The structure of different types of texts includes identifiable features.
Gr3.D.36. Engage confidently with the process of writing
Gr3.D.37. Use feedback from teachers and other students to improve their writing
Gr3.D.38. With teacher guidance, publish written work, in handwritten form or in digital format
Text Type: Procedural Text
Reading Strategies: Using background knowledge, Questioning, & Synthesizing
ICT Skills: Investigating, Organizing, Collaborating
MS Power Point

How We Express Ourselves

7 years
by in announcements

Unit Timeline: January 10-February 28

Central Idea:
A variety of signs and symbols facilitates communication.
Lines of Inquiry:
 Functions of signs and symbols
 Reasons for the development of communication systems
 How humans interpret and respond to signs and symbols
 Specialised systems of communication

Key Concepts:
Function
Causation
Connection

Related Concepts:
Culture, Media
Pattern

Attitudes:
Curiosity
Creativity

Learner Profile:
Thinker
Communicator

ATL:
Communication Skills (Listening, Viewing, & Non-verbal communication)
Research Skills (Observing, Organizing data, & Interpreting data)

Social Studies Strands
Human systems & economic activities

Specific Learning Objectives:
Gr3.C.1. Explain the characteristics and behaviour of humans
Gr3.C.2. Explore the development of communication systems
Gr3.C.3. Communicate their ideas or provide explanation using their own scientific experiences & that of others
Gr3.C.4. Name a variety of signs and symbols and interpret their messages
Gr3.C.5. Identify the cultural and historical context in which signs and symbols develop
Gr3.C.6. Describe the impact of communications technology on everyday communication
Gr3.C.7. Demonstrate how non-verbal communication allows people to transcend language barriers
Active Living
A dynamic cycle of plan, perform and reflect can influence a creative movement composition.
Gr3.C.8. Plan, perform and reflect on movement sequences in order to improve
Gr3.C.9. Develop plans to improve performance through technique refinement and practice

Listening and Speaking
Spoken communication is different from written communication – it has its own rules.
Gr3.C.14. Listen to a variety of oral presentations including stories, poems, rhymes and reports and respond with increasing confidence and detail
Gr3.C.15. Participate in a variety of dramatic activities, for example, role play, puppet theatre, dramatization of familiar stories and poems

Data Handling
Probability can be based on experimental events in daily life.
Constructing meaning
Gr3.C.16. Understand that the mode can be used to summarize a set of data
Gr3.C.17. Understand that one of the purposes of a database is to answer questions and solve problems
Gr3.C.18. Understand that probability is based on experimental events (use only fraction to show probability)
Gr3.C.19. Understand that data can be collected, displayed and interpreted using simple graphs, for example, bar graphs, line graphs
Transferring meaning into symbols
Gr3.C.20. Identify, read and interpret range and scale on graphs
Gr3.C.21. Collect, display and interpret data using simple graphs, for example, bar graphs, line graphs
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Applying with understanding
Gr3.C.22. Select appropriate graph form(s) to display data
Gr3.C.23. Use probability to determine mathematically fair and unfair games and to explain possible outcomes (use only fraction to show probability)
Gr3.C.24. Design a survey and systematically collect, organise and display data in pictographs and bar graphs
Number
Fractions and decimals are ways of representing whole-part relationships.
Constructing meaning
Gr3.C.25. Model decimal fractions to hundredths or beyond
Gr3.C.26. Model addition and subtraction of decimals
Transferring meaning into symbols
Gr3.C.27. Read and write equivalent fractions
Gr3.C.28. Read, write, compare and order fractions or hundredths or beyond
Applying with understanding
Gr3.C.29. Use decimal fractions in real-life situations
Gr3.C.30. Add and subtract decimals in real-life situations, including money (introduce terms such as nickel, penny, dime, quarter of a dollar, etc.)
Reading
What we already know enables us to understand what we read.
Gr3.C.31. Realize that there is a difference between fiction and non-fiction and use books for particular purposes, with teacher guidance
Gr3.C.32. Understand sound-symbol relationships and apply reliable phonetic strategies when decoding print

Social Studies Skills
Gr3.C.37. Formulate and ask questions about the past, the future, places and society
Gr3.C.38. Use and analyse evidence from a variety of historical, geographical and societal sources
Viewing and Presenting
Different visual techniques produce different effects and are used to present different types of information.
Gr3.C.39. Recognize and name familiar visual texts, for example, advertising, logos, labels, signs, ICT iconography
Gr3.C.40. Select and use suitable shapes, colours, symbols, and layout for presentations; practice and develop writing / calligraphy styles
Gr3.C.41. Use appropriate terminology to discuss visual texts, for example, logos, font, foreground, background, impact
Writing
We write in different ways for different purposes.
Gr3.C.42. Use graphic organizers to plan writing, for example, Mind Maps, storyboards
Gr3.C.43. Keep a log of ideas to write about
Gr3.C.44. Over time, create examples of different types of writing and store them in their own writing folder
Gr3.C.45. With teacher guidance, publish written work, in handwritten form or in digital format
Text Type: Poetry
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Reading Strategies: Creating mental image, Questioning, & Monitoring for meaning
ICT Skills: Communicating, Creating, Becoming responsible digital citizens (MS Publisher)

 

 

How We Organize Ourselves

7 years
by in announcements

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)

 

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