The 3/4 Classroom - Peel Elementary Teachers` Local

Transcription

The 3/4 Classroom
A STARTING POINT FOR PEEL TEACHERS
Long Range Plans for Combined Grades
Last updated April 2014
A STARTING POINT FOR PEEL TEACHERS: Long Range Plans for Combined Grades
LONG RANGE YEAR PLANS FOR
COMBINED GRADE 3/4
Acknowledgements The following people made significant contributions
to this resource and are gratefully acknowledged
PETL Executive
PETL New Teacher Committee
Executive Liaison/Editor
Kurt Uriarte
WRITING TEAMS
Annette Ackermann
Pam Evoy
Lisa Graham
Maureen Murphy
Karen Ott
Deborah Solomon
ADVISORY SUPPORT
Janet Miller Grant
Joanne Meyers
Tim Cunningham
Heather Thompson
Feedback We would love to know what you think!
If you would like to offer feedback/suggestions or share units you have created
for this resource please contact Kurt Uriarte at [email protected]
Copies are available at www.etfopeel.com
LONG RANGE YEAR PLANS FOR COMBINED GRADE 3/4
COMBINED GRADE 3/4
Introduction
ONE OF THE LARGEST CHALLENGES for a teacher of a
combined grade is how to best balance two sets of curriculum expectations in a wide variety of program areas.
Simply trying to get an understanding of the two curricula, looking for possible points of integration and determining what to teach can be overwhelming for even the
most experienced teacher.
Over the last few years there has been a marked
increase in the creation of combined grades resulting in
a greater need for additional support for those teachers
who are in these classrooms.
This document was created by Peel teachers for Peel
teachers in order to assist combined grade teachers with
planning support, by providing a basic framework of
what Long Range Plans might look like for combined
grades classrooms.
In addition to the Long Range Plans, ideas for unit integration and a variety of tasks to aid in planning have
been included. Our hope is that this resource will serve
as a starting point for teachers as they begin to flesh out
the various assessment/instructional tasks and other
program planning requirements specific to their school
and c lassroom situation.
It is important to stress that this document is only
intended to be a basic framework designed to assist
teachers with support in mapping out the curriculum
needs for the year, and is in no way intended to be
adhered to strictly. While using these documents
teachers will need to use best judgment and possibly
adjust the order of units, time lines, material and
change/ incorporate additional information as needed
to best meet the specific needs of the learners in their
classroom.
These Long Range Plans were created using the
Overall Expectations (OE) in the Ontario curriculum
documents a
vailable as of April 2014. Please be a
dvised
that a teacher must incorporate any new Ontario curriculum documents after this date of publication.
Your Union will continue to monitor and review the
implications of combined grades and work with teachers
who have concerns with increased expectations on their
workload in the area of planning, instruction and reporting. The PETL continues to encourage members to work
with us through any work load concerns. For further
information on ETFO’s position on combined grades visit
www.etfo.ca (http://www.etfo.ca/AboutETFO/
Governance/PolicyStatements/Pages/default.aspx)
For further assistance with combined class planning
the PETL local has purchased the ETFO resource “Learning Together: A Teacher’s Guide to Combined Grades”
for all Peel school libraries.
1
Format
Definitions
Each grade pairing is chunked into four units of time, to
loosely align with the school year calendar, reflecting
reporting periods.

 Start-of-Year (Sept/Oct)

 Term One (Nov–Jan)
 Term Two (Feb–April)

 Year End (May/June)
BIG IDEA
The Big Idea is the concept which unifies the curriculum
being taught during a specific block of time and is the
idea students should remember long after the unit is over
and details forgotten.
Each unit includes Big Ideas, Culminating Tasks, Performance Tasks, Subtasks, Guiding Questions and clusters
of curriculum overall expectations (OE) from the Science
and Tech, Social Studies, Language, Mathematics and
Arts strands. (Teachers who teach their own Health and
Physical Education or Music will need to i ncorporate this
curriculum area.)
COMBINED GRADE 3/4
PERFORMANCE TASK
Within each subject area specific Performance Tasks are
suggested.
These tasks are separate from the Culminating Task
and are not integrated with other curriculum areas but
rather help ensure an overall expectation is covered.
These tasks may be modified to suit a teacher/class
need, and are used as assessments of learning. Teachers will need to consider skills students require to have
been taught prior to or subsequent to the Performance
Task in each subject area. How best to teach the skills
needed to complete the Performance Task is up to the
professional judgment of the teacher.
CULMINATING TASKS
The Culminating Task is the final assessment of learning for the cross curricular unit and allows students to
authentically demonstrate all the formative learning from
the unit.
In creating the Culminating Tasks the authors were
careful to develop tasks that were engaging and connected to real world experiences.
While creating a unit with this long range plan teachers GUIDING QUESTIONS
need to refer back to the Big Idea and ensure all learning Used to encourage critical thinking and guide rich conexperiences lead to the Culminating Task through a
versations that reinforce the Big Idea.
backward design model of planning.
SUBTASKS
The Subtasks help ensure that the skills required to
move s tudents forward to complete the culminating
task are taught.
2
September/October
COMBINED GRADE 3/4
BIG IDEA: Environmentalism
CULMINATING TASK: Using your research create and present a text (such as a brochure, poster, power point)
including the features of a rural/urban community or a province/territory of Canada to promote tourism.
Explain the features of the urban/rural community and the physical regions of the province/territory.
Features to be explained should include natural resources/population, agriculture, businesses (soils, rocks,
minerals, living things). Highlight the positive features of the selected community/province/territory.
Overall Expectation and Performance Tasks
SCIENCE AND TECHNOLOGY
SOCIAL STUDIES
LANGUAGE CONNECTIONS
MATH CONNECTIONS
ARTS
Understanding Earth and Space Systems
People and Environments
Oral communication
Number Sense
Dance
Grade 3: Soils in the Environment
Grade 3: Living and Working in Ontario
Grade 3 and 4:
Grade 3:
Grade 3:
OE1. assess the impact of soils on society and the
environment, and of society and the environment
on soils;
B3. Understanding Context: describe major
landform regions and types of land use in Ontario
and some of the ways in which land use in various
Ontario municipalities addresses human needs
and wants, including the need for jobs (FOCUS ON:
Significance).
OE1. listen in order to understand and respond
appropriately in a variety of situations for a variety
of purposes.
OE1. read, represent, compare, and order whole
numbers to 1000, and use concrete materials to
represent fractions and money amounts to $10.
A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of dance
phrases, using the elements of dance to communicate feelings and ideas.
Grade 4: Political and Physical Regions of Canada
OE1. read and demonstrate an understanding of a
variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
OE2. investigate the composition and characteristics of different soils;
OE3. demonstrate an understanding of the composition of soils, the types of soils, and the relationship
between soils and other living things.
OE1. assess the social and environmental impacts
of human uses of rocks and minerals;
B3. Understanding Context: identify Canada’s
political and physical regions, and describe their
main characteristics and some significant activities
that take place in them (FOCUS ON: Significance;
Patterns and Trends).
OE2. investigate, test, and compare the physical
properties of rocks and minerals;
GUIDING QUESTIONS
Grade 4: Rocks and Minerals
OE3. demonstrate an understanding of the physical
properties of rocks and minerals.
GUIDING QUESTIONS
Grade 3: Look at the soil/rocks in your neighbourhood and what impact they have on your
environment — do they meet the needs of your
community? What plants/agriculture do we see in
our communities? How do we impact the environment? (refer to page 80).
Grade 3: Canada and its communities (our needs
distinguish our communities). What is in our
community? What do we need in our community?
Are all of our needs met through our community?
Grade 4: What are the effects of physical features
on land use? How are goods transported from one
province or territory to another? What physical features do we have in our province/territory? Are all
of our needs met through our province/territory?
Reading
Grade 3 and 4
OE2. recognize a variety of text forms, text features,
and stylistic elements and demonstrate understanding of how they help communicate meaning;
OE3. use knowledge of words and cueing systems
to read fluently.
Writing
Grade 3 and 4:
OE1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience;
OE2. draft and revise their writing, using a variety
of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and
audience;
Grade 4:
numbers to 10 000, decimal numbers to tenths, and
simple fractions, and represent money amounts
to $100;
OE4. demonstrate an understanding of proportional reasoning by investigating whole-number
unit ratios.
PERFORMANCE TASK:
Grade 3 and 4:
Research transportation options when visiting a
province/territory from Ontario. Which mode of
transportation (train, car, plane) is best to justify
your choice (include cost and time).
Grade 4:
A1. Creating and Presenting: apply the creative
process (see pages 19–22) to the composition of
movement sequences and short dance pieces, using the elements of dance to communicate feelings
and ideas.
Music
Grade 3:
C1. Creating and Performing: apply the creative
process (see pages 19–22) to create and perform
music for a variety of purposes, using the elements
and techniques of music.
Grade 4:
OE3. use editing, proofreading, and publishing
skills and strategies, and knowledge of language
3
September/October
COMBINED GRADE 3/4
BIG IDEA: Environmentalism continued
Grade 4: What rocks and minerals do we see in
our community? How do we use them? How did
our past society use these rocks/minerals? Where
might we find products made from rocks and minerals in our daily life? (refer to page 94).
Looking at Humans and nature connectedness
what would be the impact of our actions on the
environment, plants and soil?
SUB TASK
Grade 3: Grow some seeds and observe and record
your observations (ex. - different soils, sand, earth,
rocks, with water/no water, with sun/without sunlight), and how climate affects the growth of plants.
Grade 4: Test certain rocks as material for future
structures in our community – test against weather,
hardness, colour, texture.
SOCIAL STUDIES
SUB TASK
Visit an urban or rural community in your neighbourhood (e.g. walking tour or short bus trip, to a
farm, city hall, community centre).
Grade 3: Use a graphic organizer (such as a Venn
diagram) to compare land use and access to natural resources in urban and rural communities.
Grade 4: Compare the physical regions of two
provinces/territories of Canada.
MATH CONNECTIONS
conventions, to correct errors, refine expression,
and present their work effectively.
Data Management
Media
OE1. collect and organize categorical or discrete
primary data and display the data using charts
and graphs, including vertical and horizontal bar
graphs, with labels ordered appropriately along
horizontal axes, as needed;
Grade 3 and 4:
OE1. demonstrate an understanding of a variety of
media texts.
SUB TASK
Reading/Writing:
Grade 3: With co-created criteria, model how to
record the results of a science experiment using a
procedural writing piece and pictures.
Grade 4: Students write a recount on their class
visit to the community.
Oral Language/Media: Use smart ideas or any
other graphic organizer to sort/organize research
used for the culminating task. Present your graphic
organizer to a small group.
Grade 3:
OE2. read, describe, and interpret primary data
presented in charts and graphs, including vertical
and horizontal bar graphs;
OE3. predict and investigate the frequency of a specific outcome in a simple probability experiment.
Grade 4:
OE1. collect and organize discrete primary data and
display the data using charts and graphs, including
stem-and-leaf plots and double bar graphs;
OE2. read, describe, and interpret primary data and
secondary data presented in charts and graphs, including stem-and-leaf plots and double bar graphs;
OE3: predict the results of a simple probability
experiment, then conduct the experiment and
compare the prediction to the results.
SUB TASK
Collect data (rain fall in our community, temperature, population in various provinces, population
of school and neighbouring schools, territories,
communities,) various provinces/territories and
represent it in a chart.
ARTS
PERFORMANCE TASK:
Music/Dance
Using Body Storming strategy (page 160) , use
Aboriginal drumming or beat rhythms to create
movement traditional from that community (use a
choreographic pattern [page 159] and try to link it to
music/drums) .
Visual Arts
Grade 3:
D1. Creating and Presenting: apply the creative
process (see pages 19–22) to produce a variety of
two- and three-dimensional art works, using elements, principles, and techniques of visual arts to
communicate feelings, ideas, and understandings.
Grade 4:
SUB TASK
Consider the use of colour/drawings/images /symbols when creating your final culminating task
(e.g. brochure, poster, power point).
4
September/October
COMBINED GRADE 3/4
BIG IDEA: Environmentalism continued
SOCIAL STUDIES
MATH CONNECTIONS
ARTS
Measurement
Grade 3:
OE1. estimate, measure, and record length, perimeter, area, mass, capacity, time, and temperature,
using standard units.
Grade 4:
OE1. estimate, measure, and record length, perimeter, area, mass, capacity, volume, and elapsed time,
using a variety of strategies.
Measurement Performance Task:
Measure the area and perimeter of both the classroom and the gym.
Grade 3: Using analog and digital clocks explore
how to read time.
Grade 4: Explore the latitude and longitude of
particular cities in each province/territory.
Make a schedule of your day, exploring elapsed
time.
How might it change from province to territory?
5
November/December/January
COMBINED GRADE 3/4
BIG IDEA: Cooperation in the environment—cause and effect on the environment
CULMINATING TASK: Divide the class into small groups. The grade 3’s will be given a large cut out province of Ontario—the grade 3’s will look at least one
or two urban/rural communities and discover the housing, transportation, and vegetation and how it relates to the community/environment. Grade 4’s will
explore the physical features of all the provinces/territories (e.g. highways, airports, business, buildings, agriculture, natural resources). Grade 4’s will be
given their province in a large cut out format on chart paper to reconstruct a map of Canada. By the end of the task a large map of Canada will be recreated.
SOCIAL STUDIES
MATH CONNECTIONS
ARTS
Understanding Life Systems
People and Environments
Oral communication
Number Sense
Dance
Grade 3: Growth and Changes in Plants
Grade 3: Living and Working in Ontario
Grade 3 and 4:
Grade 3:
Grade 3:
OE1. assess ways in which plants have an impact
on society and the environment, and ways in which
human activity has an impact on plants and plant
habitats;
B1. Application: demonstrate an understanding of
some key aspects of the interrelationship between
the natural environment, land use, employment
opportunities, and the development of municipal
regions in Ontario (FOCUS ON: Interrelationships;
Patterns and Trends) ;
OE2. use speaking skills and strategies appropriately to communicate with different audiences for a
variety of purposes.
numbers to 1000, and use concrete materials to
represent fractions and money amounts to $10.
A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of dance
phrases, using the elements of dance to communicate feelings and ideas;
B2. Inquiry: use the social studies inquiry process
to investigate some of the environmental effects of
different types of land and/or resource use in two or
more Ontario municipal regions, as well as some of
the measures taken to reduce the negative impact
of that use (FOCUS ON: Cause and Consequence;
Perspective).
OE1. read and demonstrate an understanding of a
variety of literary, graphic, and informational texts,
using a range of strategies to construct meaning;
Grade 4: Political and Physical Regions of Canada
SUB TASK
OE2. investigate similarities and differences in the
characteristics of various plants, and ways in which
the characteristics of plants relate to the environment in which they grow;
OE3. demonstrate an understanding that plants
grow and change and have distinct characteristics.
Grade 4: Habitats and Communities
OE1. analyse the effects of human activities on
habitats and communities;
OE2. investigate the interdependence of plants and
animals within specific habitats and communities;
OE3. demonstrate an understanding of habitats
and communities and the relationships among the
plants and animals that live in them.
GUIDING QUESTIONS
Grade 3: How are humans and nature connected?
How do human interactions with the environment
impact on the environment, soil and plants?
Grade 4: How is development affecting natural
habitats in Canada (i.e. animals, plants, the environment and humans)?
B1. Application: assess some key ways in which
industrial development and the natural environment affect each other in two or more political and/
or physical regions of Canada (FOCUS ON: Cause
and Consequence; Interrelationships);
B2. Inquiry: use the social studies inquiry process
to investigate some issues and challenges associated with balancing human needs/wants and
activities with environmental stewardship in one
or more of the political and/or physical regions of
Canada (FOCUS ON: Perspective).
Reading
Grade 3 and 4:
OE2. recognize a variety of text forms, text features,
and stylistic elements and demonstrate understanding of how they help communicate meaning.
Oral Language/Reading
Read specific traditional stories from those regions
(provinces/territories) to share with the group/class
in a drama/tableau format.
Writing
Grade 3 and 4:
OE1. generate, gather, and organize ideas and information to write for an intended purpose and audience;
OE2. draft and revise their writing, using a variety of
informational, literary, and graphic forms and stylistic
elements appropriate for the purpose and audience;
Grade 4:
numbers to 10 000, decimal numbers to tenths, and
simple fractions, and represent money amounts
to $100.
A2. Reflecting, Responding, and Analysing: apply
the critical analysis process (see pages 23–28) to
communicate their feelings, ideas, and understandings in response to a variety of dance pieces and
experiences.
Geometry
Grade 4:
Grade 3:
A1. Creating and Presenting: apply the creative
process (see pages 19–22) to the composition of
movement sequences and short dance pieces, using the elements of dance to communicate feelings
and ideas;
OE3. identify and describe the locations and movements of shapes and objects.
Grade 4:
OE3. identify and describe the location of an object,
using a grid map, and reflect two-dimensional
shapes.
Geometry Performance Task
Grade 3: Locate on a map of your school, your
classroom or locate your house/apartment on
a street. If you could change the location of your
room/house, would you? Explain why.
A2. Reflecting, Responding, and Analysing: apply
communicate their feelings, ideas, and understandings in response to a variety of dance pieces and
experiences.
Drama
Grade 3:
B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process
drama, using the elements and conventions of
drama to communicate feelings, ideas, and stories;
6
November/December/January continued
COMBINED GRADE 3/4
SOCIAL STUDIES
SUB TASK
GUIDING QUESTIONS:
Show a large photo of a community in Canada (for
example, a fishing community or farm along the
coast of PEI).
How do the needs of different Canadian communities make them different/same from eachother?
Ask grade 3 students is this an urban or rural community? How do you know? Explain your answer.
Ask: What do you see? Where might this be? How
do you know?
What is the interaction between urban and rural
communities?
Grade 4: Invite Grade 4’s to predict or hypothesize
what area of Canada the photo represents. Share
your reasons for your prediction.
Grade 3: Students will be given a large cut out
province of Ontario and look at least one or two urban/rural communities and discover the housing,
transportation, and vegetation and how it relates
to the community/environment.
How are we all linked together?
SUB TASK
Grade 4: Students will use the inquiry process to
explore one of the other provinces/territories and/
or political regions- focusing on physical features
(e.g. highways, airports, business, buildings, agriculture, natural resources, etc.).
MATH CONNECTIONS
Grade 4: Map out your present community (e.g.
school, neighbourhood, playground). Would you
change or alter anything (e.g. location of buildings,
agriculture, roads/highways, recreational facilities)?
Explain why.
Measurement
Grade 3:
OE2. compare, describe, and order objects, using
attribute measured in standard units.
Grade 4:
OE2. determine the relationships among units
and measurable attributes, including the area and
perimeter of rectangles.
ARTS
B2. Reflecting, Responding, and Analysing: apply
communicate feelings, ideas, and understandings in response to a variety of drama works and
experiences.
Grade 4:
B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process
drama, using the elements and conventions of drama
to communicate feelings, ideas, and stories;
B2. Reflecting, Responding, and Analysing: apply
communicate feelings, ideas, and understandings
in response to a variety of drama works and experiences.
Performance Task: share the moral of your traditional story from a specific province/territory through
drama using tableau/tableau cross-over (page 172).
Music
Grade 3:
and techniques of music;
C2. Reflecting, Responding, and Analysing: apply
communicate their feelings, ideas, and understandings in response to a variety of music and musical
experiences.
7
November/December/January continued
COMBINED GRADE 3/4
SOCIAL STUDIES
MATH CONNECTIONS
ARTS
Grade 4:
and techniques of music;
C2. Reflecting, Responding, and Analysing: apply
communicate their feelings, ideas, and understandings in response to a variety of music and musical
experiences.
Visual Arts
Grade 3:
D2. Reflecting, Responding, and Analysing: apply
communicate feelings, ideas, and understandings in response to a variety of art works and art
experiences.
Grade 4:
D2. Reflecting, Responding, and Analysing: apply
communicate feelings, ideas, and understandings in response to a variety of art works and art
experiences.
Performance Task: Look at First Nations art pieces
and respond to the mood and feeling of the art
piece by looking closely at the colours. Why did the
artist select these colours? What mood do these
colours reflect?
8
February/March/April
COMBINED GRADE 3/4
BIG IDEA: Systems and Structures
CULMINATING TASK: Grade 3’s build a long house or an early settler home. Grade 4’s build a model that represents
technology from a chosen early society (e.g. a castle with pulleys and gears). Using procedural writing the students
will explain the steps and stages to follow when building a long house/early settler home/castle.
SOCIAL STUDIES
MATH CONNECTIONS
ARTS
Understanding Structures and Mechanisms
Heritage and Identity
Oral communication
Number Sense
Dance
Grade 3: Strong and Stable Structures
Grade 3: Communities in Canada, 1780-1850
Grade 3 and 4:
Grade 3:
Grade 3:
OE1. assess the importance of form, function,
strength, and stability in structures through time;
A3. Understanding Context: identify some of the
communities in Canada around the beginning of
the nineteenth century, and describe their relationships to the land and to each other (FOCUS ON:
Interrelationships).
OE1. listen in order to understand and respond
appropriately in a variety of situations for a variety
of purposes.
OE2. demonstrate an understanding of magnitude
by counting forward and backwards by various
numbers and from various starting points;
Reading
OE3. solve problems involving the addition and
subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate
an understanding of multiplication and division.
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms
and styles from the past and present, and their
social and/or community contexts.
OE2. investigate strong and stable structures to
determine how their design and materials enable
them to perform their load-bearing function;
OE3. demonstrate an understanding of the concepts of structure, strength, and stability and the
factors that affect them.
Grade 4: Pulleys and Gears
OE1. evaluate the impact of pulleys and gears on
society and the environment;
OE2. investigate ways in which pulleys and gears
modify the speed and direction of, and the force
exerted on, moving objects;
OE3. demonstrate an understanding of the basic
principles and functions of pulley systems and
gear systems.
SUB TASK
Grade 3 and 4: Explore various castles/early settler
homes/long house and how they were built.
Explore structures and materials used to build
these structures.
Grade 4: Early Societies, 3000 BCE- 1500 CE
A3. Understanding Context: demonstrate an understanding of key aspects of a few early societies
(3000 BCE-1500 CE), each from a different region
and era and representing a different culture; with
reference to their political and social organization,
daily life, and relationships with the environment
and with each other (FOCUS ON: Interrelationships) .
SUB TASK
Grade 3 and 4: Compare and contrast how goods
are sold in modern times as compared to Early
Settler/Early Society times. Use a Venn Diagram to
compare and contrast similarities and differences.
Grade 3 and 4:
OE4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.
Writing
Grade 3 and 4:
OE1. generate, gather, and organize ideas and
information to write for an intended purpose and
audience;
OE2. draft and revise their writing, using a variety
of informational, literary, and graphic forms and
stylistic elements appropriate for the purpose and
audience;
Grade 4:
OE2. demonstrate an understanding of magnitude
by counting forward and backwards by 0.1 and by
fractional amounts;
OE3. solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths
and money amounts, using a variety of strategies.
Grade 4:
A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms,
traditions, and styles from the past and present, and
their socio-cultural and historical contexts.
Drama
Grade 3
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and
theatre forms and styles from the past and present,
and their social and/or community contexts.
Grade 4:
Geometry
OE1. compare two-dimensional shapes and
three-dimensional figures and sort them by their
geometric properties;
B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama and
theatre forms, traditions, and styles from the past
and present, and their socio-cultural and historical
contexts.
OE2. describe relationships between two-dimensional shapes, and three-dimensional figures;
See Oral Lanuguage/Reading/Writing/Media
sub task.
Grade 3 :
OE3. identify and describe the locations and movements of shapes and objects.
9
February/March/April
BIG IDEA: Systems and Structures continued
COMBINED GRADE 3/4
SOCIAL STUDIES
MATH CONNECTIONS
ARTS
GUIDING QUESTIONS
Media
Grade 4:
Music
How can form and function of specific structures
assist us and make our lives easier? What structures do we see in our own communities? How
are they built? Would these be still used in today’s
society? Do we have any similar structures in our
own communities today? (Grade 3: refer to page 74;
Grade 4: refer to page 88).
Grade 3 and 4:
Grade 3:
OE1. demonstrate an understanding of a variety of
media texts;
OE1. identify quadrilaterals and three-dimensional
figures and classify them by their geometric properties, and compare various angles to benchmarks;
OE2. identify some media forms and explain how
the conventions and techniques associated with
them are used to create meaning;
OE2. determine the relationships among units
and measurable attributes, including the area and
perimeter of rectangles;
OE3. create a variety of media texts for different
purposes and audiences, using appropriate forms,
conventions, and techniques.
OE3. identify and describe the location of an object,
using a grid map, and reflect two-dimensional
shapes.
SUB TASK
Patterning and Algebra
Oral Language/Reading/Writing/Media
Select a character or member of society and
describe the day to day events of the chosen character in role.
Create a comparison between the character’s life
and your present life. Present your comparison
using a tool of technology (such as Comic Life
Microsoft Publisher, etc.) .
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical
genres and styles from the past and present, and
their social and/or community contexts.
Grade 4:
C3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of musical
genres and styles from the past and present, and
their socio-cultural and historical contexts.
Grade 3:
MUSIC/DANCE SUB TASK
OE1. describe, extend, and create a variety of numeric patterns and geometric patterns.
Using the flocking strategy (page 161), move in
groups with no set pattern following a leader and all
doing the same movement simultaneously using
music from the Medieval Times/First Nations.
Grade 4:
OE1. describe, extend, and create a variety of
numeric and geometric patterns, make predictions
related to the patterns, and investigate repeating
patterns involving reflections.
Patterning and Algebra/
Geometry Performance Task
Grade 3 and 4:
Describe structures by its geometrical shape and
patterns. Do we see any geometrical patterns in
these structures? What shapes build strong structures? Why?
Visual Arts
Grade 3:
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms,
styles, and techniques from the past and present,
and their social and/or community contexts.
Grade 4:
D3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of art forms,
styles, and techniques from the past and present,
and their socio-cultural and historical contexts.
SUB TASK
Include a blue print/sketch of your castle/long
house or pioneer home to go with your procedural
writing piece.
10
April/May/June
COMBINED GRADE 3/4
BIG IDEA: Courage and Determination
Create and present a “poem for two voices” to compare and contrast issues in the past with the present – one
voice represents the past (grade 3 First Nations/Early Settlers; grade 4 Early Societies). One voice will represent the
present. Teacher/students will decide the issues that the poem will explore (ex. disease, war, crime, etc.).
SOCIAL STUDIES
MATH CONNECTIONS
ARTS
Understanding Matter and Energy
Heritage and Identity
Oral communication
Number Sense
Music
Grade 3: Forces causing Movement
Grade 3: Communities in Canada, 1780-1850
Grade 3 and 4:
Grade 3:
Grade 3:
OE1. assess the impact of various forces on society
and the environment;
A1. Application: compare ways of life among some
specific groups in Canada around the beginning
of the nineteenth century, and describe some of
the changes between that era and the present day
(FOCUS ON: Continuity and Change, Perspective);
OE3. reflect on and identify their strengths as
listeners and speakers, areas for improvement, and
the strategies they found most helpful in oral communication situations.
OE3. solve problems involving the addition and
subtraction of single- and multi-digit whole numbers, using a variety of strategies, and demonstrate
an understanding of multiplication and division.
Grade 4:
Grade 4:
OE3. solve problems involving the addition, subtraction, multiplication, and division of single- and
multi-digit whole numbers, and involving the addition and subtraction of decimal numbers to tenths
and money amounts, using a variety of strategies;
OE2. investigate devices that use forces to create
controlled movement;
OE3. demonstrate an understanding of how forces
cause movement and changes in movement.
Grade 4: Light and Sound
OE1. assess the impact on society and the environment of technological innovations related to light
and sound;
OE2. investigate the characteristics and properties
of light and sound;
OE3. demonstrate an understanding of light and
sound as forms of energy that have specific characteristics and properties.
Performance task: Grade 3 — What forces do we
use in our daily lives? Record all the forces you see
at school and at home (ex. magnets, moving an object, pushing or pulling an object, friction, gravity).
Performance Task: Grade 4 — Research ways in
which light and sound are used at home and in the
community.
GUIDING QUESTIONS
Grade 3: What is the purpose of your device? (refer
to page 77).
A2. Inquiry: use the social studies inquiry process
to investigate some of the major challenges that
different groups and communities faced in Canada
from around 1780 to 1850, and key measures taken
to address these challenges (FOCUS ON: Significance; Cause and Consequence);
Reading
Grade 3 and 4:
OE4. reflect on and identify their strengths as readers, areas for improvement, and the strategies they
found most helpful before, during, and after reading.
Grade 4: Early Societies, 3000 BCE- 1500 CE
Writing
A1. Application: compare key aspects of life in a few
early societies (3000 BCE-1500 CE), each from a
different region and era and representing a different
culture, and describe some key similarities and differences between these early societies and presentday Canadian society (FOCUS ON: Continuity and
Change, Perspective);
Grade 3 and 4:
A2. Inquiry: use the social studies inquiry process
to investigate ways of life and relationships with the
environment in two or more early societies (3000
BCE-1500 CE), with an emphasis on aspects of the
interrelationship between the environment and life
in those societies (FOCUS ON: Interrelationships).
Grade 3 and 4:
OE4. reflect on and identify their strengths as writers, areas for improvement, and the strategies they
found most helpful at different stages in the writing
process.
Media
OE3. create a variety of media texts for different
purposes and audiences, using appropriate forms,
conventions, and techniques;
OE4. reflect on and identify their strengths as
media interpreters and creators, areas for improvement, and the strategies they found most helpful in
understanding and creating media texts.
OE4. demonstrate an understanding of proportional reasoning by investigating whole number
unit rates.
Patterning and Algebra
Performance Task: Create and build a musical
instrument.
Grade 3: Refer back to science/forces using movement – create a wind/string instrument. Describe
the force used to create the music.
Grade 3:
Grade 4: Refer back to science/sound unit.
Describe the sound used by the instrument.
OE2. demonstrate an understanding of equality
between pairs of expressions, using addition and
subtraction of one- and two-digit numbers.
Visual Arts
Grade 4:
OE2. demonstrate an understanding of equality
between pairs of expressions, using addition, subtraction, and multiplication.
Grade 3:
Grade 4:
11
April/May/June
COMBINED GRADE 3/4
BIG IDEA: Courage and determination continued
SOCIAL STUDIES
MATH CONNECTIONS
GUIDING QUESTIONS
GUIDING QUESTIONS
SUB TASK
Data Management
Grade 4: How often do we use light? Tally how often you turn on and off the lights at school/ at home
in one day. How do animals use sound and light?
How can we preserve this energy for our future?
Grade 3 and 4:
Grade 3 and 4:
Grade 3:
Oral Language/Reading/Writing/Media:
OE3. predict and investigate the frequency of a specific outcome in a simple probability experiment.
What have we learned from our past?
Explore your present community and compare to
communities from the past. How have we evolved
over time?
SUB TASK
Create and present a “poem for two voices” —
one represents past and one represents present
(Conduct a search: disease, war, crime, etc.) and
compare/contrast to today’s society.
ARTS
Grade 4:
OE3. predict the results of a simple probability
experiment, then conduct the experiment and
compare the prediction to the results.
Grade 3 and 4:
Brainstorm: What were the health and safety
issues (e.g. disease, war, crime, etc.) at these times
around the world? Students make jot notes on
information collected and then use these jot notes
to create a poem for two voices.
ALL MATH STRANDS — SUB TASK
Grade 3 and 4:
Set up a trading post/market to trade objects. Design
a barter system to trade goods. Then trade using
coins and compare the two systems.
Which system was easier to use? Why?
12

The 3/4 Classroom - Peel Elementary Teachers` Local

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