· Web view2015-06-25 · Students will create a timeline of important inventions related to...
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International Academy Amman Curriculum Overview 2015-2016
Grade 3
Week English Mathematics International Primary School Curriculum1. 23/8/15 Fiction: Arabic Stories In Translation
What famous Arabic stories do students know in Arabic or in English languages?Introduce Tales From the 1001 Arabian Nights.Shared reading & comprehension questions on story of Aladdin.
Is there a structure that helps make the story memorable? Are there repeated phrases?
Grammar focus: When to use capital letter and full stops. Know what proper nouns and common nouns are.
Guided reading starts in week 1
Grammar focus: punctuation; capitals, full stops and proper nouns
Cross curricular link: Speaking and listening related to class rules and school pillars.
Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
Whole Numbers - ACMNA071, ACMNA072
Investigate and use properties of odd and even numbers.
Recognise, model, represent and order 5-digit numbers
Reproduce numbers in words using their numerical representations and vice versa
State the place value of digits in 5-digit numbers
(Linked Hot Maths activities)
Discuss 4 Pillars of IAA. Show the class the 4 Pillars outside the school. Take photos. Divide the class into 4 groups. Each group makes a collage of their pillar and adds the meaning / what it stands for.
Saving the world – Rainforests
Entry Point: Watch a DVD on Rainforests and introduce the essential questions for the topic.
Knowledge harvest: Ask students questions about where rainforests are located. Locate rainforests in the world. Discuss climate zones in relation to rainforests. Students will discuss the climate of rainforests and compare the climate to Jordan’s climate. Discuss and compare trees to trees in Jordan.
Art: Children colour various animals from the 4 different layers of the rainforest to contribute to the display in the shared area.
ICT: Discuss beginning of the year procedures for ICT lab. (Do logins for: Hot Maths, Google docs, Typing Club – Ongoing for the year)
Students will learn more about the library resources that are available to help them with their research projects.
2. 30/8/15 Fiction: Arabic Stories In Translation
Revisit the story of Aladdin.Sequencing activitiesRetelling speaking & listening activities.Identify expressive and descriptive language in the story.
Students write their own retelling of the story of Aladdin, planning for the beginning, middle & end.Teach revising & proofreading students’ own writing. Teach expected characteristics of beginning, middle & end through guided planning.Grammar focus: revise punctuation; when to use capitals, full stops, question marks and exclamation marks
PM Testing for September begins.
Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
Whole Numbers - ACMNA071, ACMNA072
Record numbers up to 5-digits using expanded notation
Round numbers to the nearest ten, hundred or thousand when estimating
Recognise and represent numbers to hundreds of thousands
(Linked Hot Maths activities)
Diagnostic Test.Ikan, etc
Saving the world - Rainforests
ICT: Research information on a particular animal in the rainforest. Watch Rainforest Brain pop video
Art: Children use a variety of information sources and materials to create a large 3D rainforest display.
Science: Students will investigate the ways in which sunlight affects the growth of plants.
3. 6/9/15 Fiction: Arabic Stories In Translation
Learn about another story from 1001 Nights, e.g. The Merchant and the Genie. Pause at a key point in the story and discuss children's predictions
Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
Addition and Subtraction - ACMNA073
Saving the world - Rainforests
ICT: Continue researching information on a specific rainforest animal and prepare
about how the main characters will act. Do they think that the setting has an effect on their actions? Would they act in the same way? Note ideas in exercise book.Finish watching the story and compare predictions. Students to note responses to the whole story in exercise books.
Predict how a character will act. What values/character traits are shown in the stories we have read?How does the story show the values of the Middle Eastern culture?
Shared writing: Teacher models how to start a story including who, where & when in 1st sentence, then describing setting and character in 1st paragraph.
Grammar focus: connectives of time; other words for then, past & present tense
Use mental strategies for addition and subtraction of 3-digit numbers, including: the compensation strategy; changing the order of addends to form multiples of 10; the jump strategy; the split strategy
(Linked Hot Maths activities)
appropriate card to match the animal
Science: Check the growth of plants in various growing conditionsStudents will pretend to be a scientist who’s just discovered a new plant or animal and will prepare a report for their discovery
ART: Students will create their own Rainforest tribal mask using a wide range of materials.(Study art work made by rainforest people and others to help us make our own rainforest art.) Look at images of rainforest tribal face painting. Design your own tribal mask design.
Using recycled cardboard create tribal masks based on designs.
4. 13/9/15 Fiction: Arabic Stories In Translation
Read the story of Ali Baba from 1001 NightsConsider how in a well written story, the author gives clues to make readers understand why a character does what they do. Select a character from the story. Demonstrate character motivation by asking questions about a character in a ‘hot seating’ drama activity. Talk about making deductions based on evidence from the text and responding imaginatively when ‘in role’.Devise interview questions to ask a partner.Ask a character questions that explore their motives and behaviour. Children answer interview questions in role, inferring knowledge from the text. Children use adjectives to
Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
Addition and Subtraction - ACMNA073
Record mental strategies on an open number line
Use a formal written algorithm and apply place value to solve addition and subtraction problems involving 3-digit numbers
Use mental strategies for addition and subtraction involving 4-digit numbers, including the jump strategy, the split
Saving the world – Rainforests
Science: Check the growth of plants in various growing conditions
Art: Continue work on tribal mask
ICT: Who Wants to be a Millionaire Game...rainforest questions
Geography: Destruction of the Rainforests: Students will learn about the ways in which rainforests are being destroyed.
describe their feelings.Discuss how the Arabic stories are the same or different from Western ‘fairy stories’ the students already know.
Students write descriptions of the different characters in Ali Baba and write sentences to describe their feelings at different points in the story. Grammar focus: adjectives to describe feelings
strategy and the compensation strategy
(Linked Hot Maths activities)
5. 20/9/15 Fiction: Arabic Stories In Translation
Read an episode from the adventures of Sinbad in 1001 Nights. E.g. Sinbad & the RocConsider the setting of the Sinbad episode. Use adjectives to describe the setting and the character. Consider what values the character of Sinbad illustrates.Students write own Sinbad adventure including a fantastical animal.
Grammar Focus: Past tense verbs regular and irregular; writing stories in the past tense.
Summative Assessment: Write a story using beginning, middle and end.
Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
Addition and Subtraction - ACMNA073
Add and subtract two 4-digit numbers, with and without trading
Solve addition and subtraction using known facts
Round addends to estimate addition
(Linked Hot Maths activities)
Saving the world – Rainforests
Art: Create a rainforest diorama. Create a 3D version of the layers of the rainforests as well as an animal that camouflages. Present it to the class along with interesting facts about the layers and the animal.
ICT: Use ICT time to print require pictures and text for diorama
6. 27/9/15 Fiction: Arabic Stories In Translation
Focus on reading Tales Kalila wa Dimna in translation. These are Arabic fables about animals. Do they have a message or moral? Compare with one Fable of Aesop.
Students stage dramatic reader’s theatre style retellings of Tales Kalila wa Dimna. Focus on
Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
Multiplication and Division - ACMNA075, ACMNA076
Use mental strategies to recall multiplication facts up to 10 x 10,
Saving the world – Rainforests
Science: Write up science investigationInvestigation question: What materials are best suitable for a tent in the rainforest?Focus on hypothesis, variable and fair test as well as how to record observations and results.
Discuss how the rainforest biome is a life cycle
Ongoing Assessment: Group work: Make a diorama showing the layers of the rainforests and animals that camouflage themselves.
voice projection.
Grammar Focus: Commas for lists. E.g. lists of adjectives; collective nouns, e.g. collective nouns for groups of animals.
including the commutative property of multiplication
Use known facts to work out unknown facts
(Linked Hot Maths activities)
and has many food webs within it. Using knowledge of animals, students will create food webs.
7. 4/10/15 Non Fiction: Non-chronological reports
How and why is non-fiction writing different from fiction?
Know that paragraphs are group sentences about the same subject grouped to help the reader.
Read examples of non-fiction texts/non-chronological reports (in 3rd person, contain facts, not opinions). Discuss their similar features.Explain how ideas are developed in non-chronological reports. Use knowledge of different organisational features of texts to find information effectively (headings, subheadings, key words, glossary, and table of contents bullet points, text boxes, illustrations, diagrams, captions, labels).
Students create bullet points to summarise key points in non-chronological reports about rainforests.
Shared/guided reading of texts. Scan and skim texts in print and on screen to locate key words, headings, lists, bullet points, introduction, conclusion, questions in the text and captions to appraise their usefulness in supporting the reader to gain information effectively.
Grammar focus: Past and present tenses. Note
Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
Multiplication and Division - ACMNA075, ACMNA076
Recognise and use division symbols to indicate division
Use mental strategies to divide by a 1-digit number, including the inverse relationship of multiplication and division, and recall known division facts relate to known multiplication facts
Describe and record methods used in solving multiplication and division problems
Describe the relationship between multiplication facts
(Linked Hot Maths activities)
Saving the world - Rainforests
Compare the way rainforest people live to the way we live.
How and why rainforests are being destroyed?Discuss deforestation and cash crops. How does this affect the plants and animals in the rainforest? What about people?
Discuss ideas of saving the Rainforests
ICT: Type relevant information for diorama display
Guest Speaker: Royal Botanical Gardens / Wild Jordan
Assessment: Unit 1: Working With 4-digit Whole Numbers G3 S1 (The world of tens, ones hundreds and thousands)
that reports are written in the present tense. Revise consonants and vowels and the use of ‘a’ and ‘an’. Identify long and short vowels.
8. 11/10/15 Non Fiction: Non-chronological reportsHow can non-fiction be organised to make it interesting and easier to read?Students read model non-chronological report about life in the rainforest.Identify how paragraphs are used to organise and sequence information. Children to research a rainforest animal that they will write an information text about next week. Teach understanding of how to use underlining of key words and phrases to find essential facts that they can write in notes, selecting key words, listing or in diagrammatic form. Give students photocopied information pages to work from.
Students write a non-chronological report about a rainforest animal. Ensure they include bullet points and a glossary. Students also report orally what they have found most interesting or surprising. Convey information coherently for listeners.
Grammar focus: Commas for lists.
Unit 2: Working with Fractions, Decimals and percentages G3 S1 (The world of parts)
Fractions and Decimals - ACMNA077, ACMNA078
Find equivalence between half, quarters and eighths
Model and order mixed numerals Find equivalence between fifths, tenths
and hundredths Model mixed numerals and place them
on a number line Find equivalence between thirds and
sixths Convert mixed numerals to improper
fractions and vice versa
(Linked Hot Maths activities)
Saving the world - Rainforests
Essential questions are revisited and responses orally given by students.
Art: Display the dioramas in the Grade Area.
Exit Point: Students present their collaborative dioramas and answer related questions. Ensure students discuss building methods and reason for including various materials.
9. 18/10/15 Non Fiction: Non-chronological reports
Prepare for factual research by reviewing what is known, what is needed, what is available and where one might search. What is the best way
Unit 2: Working with Fractions, Decimals and percentages G3 S1 (The world of parts)
Fractions and Decimals - ACMNA079
Bright Sparks – Electricity
Entry Point - Introduce the essential questions for the topic.“Amazing Electric Circuits” Visit from Children’s
Complete Assessment: Group work: Present diorama explaining the layers of the rainforests and animals that camouflage themselves.
to find information on the internet or in a library? How can I record the information I get from what I am reading? Link with Library. Arrange a Library research lesson using Destiny Quest.
How can questions be used in a non-fiction text to interest the reader. Ensure students understand how they can use main headings, sub-headings, paragraphs, bullet points, text boxes, diagrams, illustrations with captions labels and a glossary in a piece of non-fiction writing. Revise features expected in a non-fiction text. Discuss model text.Students write own information text about an electrical device. Research an electrical device then write non-chronological report about it. Link with IPC.
Grammar focus: Revise punctuation; when to use capital letter, question marks and exclamation marks. The difference between a question and a statement.
Interpret decimal notation for tenths and hundredths
Order decimals with the same number of decimal places (to 2 decimal places) on a number line
Round a number with 1 or 2 decimal places to the nearest whole number
Use division by 10 to extend place value system
(Linked Hot Maths activities)
Museum
Knowledge Harvest- KWL chart
Discuss natural versus artificial light
Watch Brainpop- Electricity Light up My Life and discuss ways that we use Electricity
Art: Create light bulbs for outside display and colour.
ICT: Record children’s knowledge on pad-let
10. 25/10/15 The Twits – Roald DahlGrammar Focus: Speech marks,adjectives and adverbs. Activities centredaround the book.
Book Week
11. 1/11/15 Non Fiction: Non-chronological reports
Students get feedback on the information texts they wrote and use this to set own targets.Students focus on structuring non-chronological
Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Length - ACMMG084
Bright Sparks– Electricity
International Robotics Academy 1st of five workshops - Introduction to electric circuits
reports with appropriate connectives. Add connectives to prepared texts. Write a non-chronological report about an activity or hobby.Focus on developing introduction and conclusion paragraphs.
Grammar focus: adjectives, recognising the use of connectives, but, so, yet, or
PM Testing for November begins.
Use a tape measure, ruler or trundle wheel to measure lengths or distances
Record lengths or distances using centimetres and millilitres
Record lengths or distances using decimal notation to 2 decimal places
(Linked Hot Maths activities)
ICT: Electric circuit interactive
Science Lab: Create simple closed circuit and draw them
12. 8/11/15 Non Fiction: Non-chronological reports
Students write non-chronological reports about Electricity; what it is, what it is used for; how to use it safely; how it has changed people’s lives. Encourage them to think hard and add more detail. Aim for paragraphs of at least 4 sentences.
Grammar focus: Revise past & present tense & using present tense for reports. Revise connectives to structure writing & use of question marks and exclamation marks.
Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Length - ACMMG084
Recognise the features of an object associated with length that can be measured
Use the term ‘perimeter’ to describe the total distance around a shape
Estimate and measure the perimeter of 2D shapes
(Linked Hot Maths activities)
Bright Sparks – Electricity
International Robotics Academy 2nd of five workshops - Circuits
ICT: Type Electric Circuits in the Home Document and play electro bots and electricity games
Art: Create Collaborative Electricity Safety Posters (5 Tips for Staying Safe while using electricity)
Students will learn how to be safe around electricity and will learn symbols for circuit diagrams
13. 15/11/15 Prepare for assessment by revising features of non-chronological reports.Grammar focus: Revise when to use capital letters, full stops and the use of commas for lists. Revise common nouns and proper nouns.
Summative Writing Assessment: Write a non-chronological report on a topic using the correct features of the text.
Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Shape 2-D - ACMMG088
Make representations of 2D shapes in different orientations
Construct 2D shapes from a variety of materials
Bright Sparks– Electricity
International Robotics Academy 3rd of five workshops - Circuits
ICT: Learning circuits activity (learningcircuits.co.uk); coverage of electricity basics, simple circuits, diagrams, switches, insulators and conductors
Compare and describe 2D shapes that result from combining and splitting common shapes with and without the use of digital technologies
Shape 3-D – Create nets from everyday packages Recognise nets of 3D objects Sketch 3D objects from different views
(Linked Hot Maths activities)
Science:Collaborative use of circuit boards. Use of Bright Sparks software to create simple circuits.
Students devise a fair test to learn about conductors and insulators.
14. 22/11/15 Poetry: Similes, Metaphors & Personification
Reading poems & identifying adjectives and figurative language. Writing poems that follow a pattern and include adjectives in set places.
Grammar focus: Adjectives and know that they usually precede nouns.
Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Area - ACMMG290, ACMMG084, ACMMG087
Recognise the need for a unit larger than a square centimetre
Construct a square metre Estimate, measure and compare areas in
square metres Compare the areas of regular and
irregular shapes by informal means Compare areas with metric units, such as
counting the squares required to cover two areas by overlaying the areas with a grid of centimetre squares
Record area and square metres Calculate areas of squares and rectangles
and use the abbreviations for square metre (m2) and square centimetre (cm2)
Bright Sparks – Electricity
International Robotics Academy 4th of five workshops – Circuits
ICT: Continue work on learningcircuits.co.uk
Art: Students will create a timeline of important inventions related to electricity
Assessment: Create a simple circuit using circuitry, draw a picture of the circuit and then draw a diagram using appropriate circuit symbols.
Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)Length, 2D & 3D Shapes and Area only
(Linked Hot Maths activities)
15. 29/11/15 Poetry: Similes, Metaphors & Personification
Why do people write poems? How are poems different from other types of writing? How are poems punctuated?Use the poetry with set pattern patterns to help students write poems containing similes. Focus on the use of similes and descriptive language.
Grammar focus: Adjectives are used for similes. Understand that a simile needs to have an adjective and a noun combined with as or like. Know that the first letter of each line in a poem usually starts with a capital letter.
Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Transformation - ACCMMG091
Make tessellating designs by reflecting (flipping), translating (sliding) and rotating (turning) a 2D shape
Create symmetrical patterns, pictures and shapes with and without digital technology
(Linked Hot Maths activities)
Bright Sparks – Electricity
International Robotics Academy 5th of five workshops
ICT: Create a comic about conservation of energy using makebeliefcomix.net
Art / Science: Create a clown face with a nose that lights up or a model of a house with a bulb that lights up.
Students will learn about a variety of ways to conserve energy
16. 6/12/15 Poetry: Similes, Metaphors & PersonificationRead and write poems containing metaphors.
Grammar focus: Know that a verse in a poem needs to end with a full stop.
Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Volume and Capacity - ACMMG084, ACMMG290
Recognise the need for a unit smaller than the litre
Estimate, measure and compare volumes and capacities using millilitres
Make a measuring device calibrated in multiples of 100 millilitres
Use a measuring device calibrated in millilitres
Use the abbreviation for millilitre (mL) Recognise that 1000 millilitres equal 1
litre Convert between millilitres and litres
Bright Sparks – Electricity
ICT: Students will create a word cloud using relevant unit vocabulary
Science: Students will experiment with using an energy ball to learn about circuits and conductors.
Art: Continue work on creating a clown face with a nose that lights up or a model of a house with a bulb that lights up.
Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)Length, 2D & 3D Shapes and Area only
Compare the volumes of 2 or more objects by marking the change in water level when each is submerged in a container
(Linked Hot Maths activities)
17. 13/12/15 Why do people learn poems by heart? What is the difference between reading a poem to yourself and hearing it performed?
Read poems containing personification, e.g. of the sun and the moon, seasons and weather. Learn some of these poems by heart. Prepare readers’ theatre recitations. Be able to underline similes, metaphors and the words that indicate personification in different colours. Present poems that have been learned by heart.Grammar focus: adverbs
Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Mass - ACMMG084
Compare mass of objects in grams Measure and compare the masses of
objects in grams using a set of scales Measure and compare the masses of
objects in kilograms using a set of scales Recognise that 1000 grams equal 1
kilogram Interpret commonly used fractions of a
kilogram and relate these to the number of grams
(Linked Hot Maths activities)
Bright Sparks – Electricty
Exit Point: Discussion of essential questions and presentation of houses and clown faces/ completion of mind mapping sheet.
Students will create skits to demonstrate their understanding of how to stay safe around electricity.
Winter Break (18th December-4th January)18. 5/1/16 Non Fiction: Persuasive Texts
Watch commercials. Create own persuasive commercial. Consider what is fact & opinion in
Unit 4: Position-G3 (Where to go?)
Location - ACMMG090
Explorers and Adventurers
Entry Point:Introduce the Essential Questions for the topic.
Revision Activity: Unit 3: Working with units of Measurement-concepts and 2D & 3D shapes G3 S1 (Shapes and Objects)
Transformation, Mass and Volume & Capacity
advertising. Read a persuasive text and identify introduction, main argument and conclusion.
Read a range of persuasion texts and identify main features. What is the main argument of the text? Has the writer convinced you of their opinion, and if so how?
Write introduction & conclusion to go with a main argument.
Grammar focus: Question marks & exclamation marks & how they can be used in persuasive writing.
Draw and describe a path or route on a simple map or plan
Use coordinates on simple maps to describe position
Plot points at given coordinates
(Linked Hot Maths activities)
Powtoon Attention Grabber with information about explorers and adventurers unit. Introduce Ahmed and Alia as grade 3 explorers and show locations that they have visited on a map.
Knowledge Harvest: Use pyramid discussion strategy to activate students’ background knowledge about explorers and adventurers. Create a collaborative class list.
ICT: Introduce students to collaborative Google mapping
Art: Introduce the various kinds of transportation that explorers used. Students use a how-to-guide to learn how to draw an airplane, which modern day explorers use to explore the world.
19. 10/1/16 Non Fiction: Persuasive Texts
Create a persuasive introduction and conclusion to go with a main argument.Use if, so and because in the middle of sentences to link two statements.Write a persuasive email to the head teacher to argue for longer playtimes.Why and when do people write persuasive texts or use persuasive speech?Why are persuasive texts or persuasive speech important?How are persuasive texts organised? What is the structure?Introduce persuasive openers.
Unit 4: Position-G3 (Where to go?)
Location – ACMMG090
Use N, S, E and W to describe the location of an object on a simple map, given an arrow that represents north
Use a compass rose to indicate each of the key directions
Determine the directions NE, NW, SE and SW, given one of the directions
Use NE, NW, SE and SW to describe the location of an object on a simple map, given a compass rose
Identify the scale used on maps
Explorers and Adventurers
ICT: Students conduct preliminary research on the explorer/adventurer that they have been assigned using appropriate research guide.
Students will use mapping skills to explore places in Jordan. Students will create a collaborative world map (on paper) showing various countries that are important to them or people that they know.
Grammar: Using causal connective such as if, so and because in the middle of sentences.
20. 17/1/16 Non Fiction: Persuasive Texts
Writing persuasive texts using persuasive openers. Synonyms for good and bad to strengthen persuasive arguments.Write a persuasive internet post to argue for or against animals being kept in circuses.
Grammar focus: Comparative and superlative adjectives.
Unit 5: Time and time calculations-G3-S1 (Where are we in time?)
Time - ACMMG085
Read analog and digital clocks to the minute
(Linked Hot Maths activities)
Explorers and Adventurers
Art: Students will learn how to draw an explorer ship
ICT: Students research to find an interesting quote from an explorer that they like.
Students continue working on the collaborative mapping activity.
In preparation for ISA, students will do reading comprehension work related to exploration “Sailing the Seas”
21. 24/1/16 Non Fiction: Persuasive TextsWrite fun persuasive sentences using persuasive openers.
Grammar focus: editing for correct use of capital letters.
Summative Assessment of persuasive text
Unit 5: Time and time calculations-G3-S1 (Where are we in time?)
Time - ACMMG085
Relate analog notation to digital notation Convert between units of time
Explorers and Adventurers
Art: Continue work on Mayflower art project
ICT: Students learn how to use shadows to tell timeIn preparation for ISA, students will do reading comprehension work related to exploration “Vikings” and “Explorers” articles
Semester 2
22. 31/1/16 ISA RevisionRevision of story structure; beginning middle and end. Revise the use of the story planner. Know that each story has a problem to be solved that is the ‘why’ of the story. Know that the end of the story needs to contain the resolution.
Grammar focus: Adjectives to describe feelings. Synonyms for happy, sad. The use of the ‘a’ and ‘an’.
Unit 5: Time and time calculations-G3-S1 (Where are we in time?)
Time - ACMMG085, ACMMG086
Read and interpret simple timetables, timelines and calendars
(Linked Hot Maths activities)
Explorers and Adventurers
Art: Continue discussion about ways that explorers travel. Students will learn how to draw a horse and will colour using colour pencils
ICT: Students will explore Antarctica and look at the pictures of when Ahmed visited Antarctica.
In preparation for ISA, students will do reading
PM testing for February begins. comprehension work related to exploration, “Magellan was First”
23. 7/2/16 ISA Revision
Revise the use of speech marks in stories and commas for lists of adjectives.Practice writing beginnings for stories that include who, where when.In comprehension practice answer retrieval questions, inferential questions and questions asking for reflection on the text. Practice giving reasons and quotations to back up answers. Practice giving more than one example when asked.
Grammar focus: Adjectives to describe feelings. Use thesaurus to find synonyms for happy, sad. The use of the ‘a’ and ‘an’.
Revision in preparation for ISA – Include all the above units covered and including Data Handling and Probability
Explorers and Adventurers
Teachers will use teacher version of Razz-kids for whole class reading of explorer related information texts including Expedition 25 and Voyagers in Space.
ICT: Typing Club
24. 14/2/16 ISA week ISA week Explorers and Adventurers
Verbally discuss the essential questions for the unit.
February Break (19th-27th February)
Ongoing Assessment: Students spend time practising their presentations in preparation for the Explorers and Adventurers Presentations.
Complete Assessment: Exit Point: Parents are invited to attend final presentations. Students come to school dressed in an appropriate costume.
Assessment: Unit 5: Time and time calculations-G3-S1 (Where are we in time?)
25. 28/2/16 Stories with a Historical Setting
Introduce The Wreck of Zanzibar by Michael Morpurgo. How is a story set in the past (historical fiction) different from other stories? Use evidence from text to support answers. Where is the story set? Understand that stories set in the past (historical fiction) needs to be located in real places.Ensure students understand the structure of the story. The introduction written by Michael as he is attending his Great Aunt Laura’s Funeral and the diary written by Laura. Both are narratives in the 1st person.
Grammar focus: verbs, present and past tense & how this
Unit 6: Recording Data and working with Probability G3 (How do we list data?)
Data - ACMSP096, ACMSP097
Interpret information presented in column graphs and picture graphs
Mark equal spaces on axes, label axes and name the display
Represent the same data in more than one way
Create a two-way table to organise data Interpret information presented in two-
way tables
(Linked Hot Maths activities)
On Tap-Water/Science Fair
Entry Point:Introduce the Essential Questions.Watch a video relating to the water shortage in Africa. Students wear heavy backpacks and walk around football field to experience what it is like to carry water for long distances.
ICT: Use a whole class collaborative Google doc so children can record preliminary understandings of essential questions before unit commences (Knowledge Harvest)
Science: Students will learn about the scientific method and complete the experiment “What Makes Objects Float or Sink?”
Students will be assigned science fair partners and one of 14 science fair projects related to the study of water.
Students will learn about the stages of the water cycle.
26. 6/3/16 Fiction: Stories with a historical setting
Continue to read The Wreck of Zanzibar by Michael Morpurgo.Look at pictures of Bryher in Scilly Isles. Discuss how to start a story with who, where, when in 1st sentence. Then include description of place setting. Practice starting a retelling of Zanzibar introducing characters and then describing the place.Look at other pictures of the sea & video of tide. Students describe these. Laminated colour pictures needed.
Unit 6: Recording Data and working with Probability G3 (How do we list data?)
Chance – ACMSP094
Order events from least likely to most likely
Use the language of chance in everyday contexts
Identify everyday events where one cannot happen if the other happens
Identify events where the chance of one will not be affected by the occurrence of
On Tap-Water/Science Fair
ICT: Students use Google docs to type up investigation question and materials.
Science: Students receive their respective investigation questions and list of materials and have a chance to “mess about” with the materials.
Grammar focus: direct speech and that the first word in direct speech starts with a capital letter, using adjectives to describe places
the other
(Linked Hot Maths activities)
27. 13/3/16 Fiction: Stories with a historical setting
Continue to read The Wreck of Zanzibar by Michael Morpurgo.Writing Task: Write a short version of the story so far (only based on Laura’s Diary). Include who where, when. Describe the place and the characters.Grammar focus: continued direct speech, synonyms for ‘said’ and ‘know’ what a strong verb is; adjectives to describe people and feelings
Unit 7: Working With 4-digit Whole Numbers-G3-S2(The world of tens, ones hundreds and thousands)
Addition and Subtraction - ACMNA073
Use mental strategies, concrete materials and the formal algorithm to solve addition and subtraction problems involving 3-, 4- and 5-digit numbers by applying place value
Apply place value to partition, rearrange and regroup numbers to assist calculations and solve problems
(Linked Hot Maths activities)
On Tap-Water/Science Fair
ICT: Students use Google docs to type up investigation question, materials, method, and hypothesis
Science: Students will use time in the Science lab to complete their experiment using the appropriate method
Art: Students continue working on Water Cycle Collage
Students continue learning about the water cycle using a variety of resources and videos. Students learn about water shortages using the article “Water Woes”
Ongoing Assessment: Art: Water Cycle Collage. Students begin day one of working on the project.
Students receive direction / instruction in the water cycle.Assessment: Unit 6: Recording Data and
working with Probability G3 (How do we list data?)
28. 20/3/16 Stories with a Historical SettingContinue to read The Wreck of Zanzibar by Michael Morpurgo.Revise using adjectives to describe places and people.
Grammar focus: Continued direct speech, synonyms for ‘said’ and ‘know’ what a strong verb is; adjectives & adverbs.
Summative Assessment: Write a story set in the past.
Unit 7: Working With 4-digit Whole Numbers-G3-S2(The world of tens, ones hundreds and thousands)
Multiplication and Division - ACMNA076
Use mental strategies to multiply a 2-digit number by a 1-digit number, including: use known facts; multiplying the tens and then the units; the relationship between multiplication facts; factorising
Describe and record methods used in solving multiplication and division problems
(Linked Hot Maths activities)
On Tap-Water/Science Fair
ICT: Use Google docs to type up all parts of science fair experiment, including results and conclusion.
Science: Students have another opportunity to complete their science fair experiments. Emphasis is put on ensuring students have recorded results and conclusion.
Art: Continue working on Water Cycle Collage
Students will learn how to draw an appropriate diagram for their science fair posters.
29. 27/3/16 Stories with a Historical Setting
Consider how the job of the writer is different when writing stories set in the past. Answer this based on events in story.
Understand that the author needs do research in order to get details about life in the period the story is set in correct. Understand that the author may include real people and events along with the fictional (made–up) ones. Which person in The Wreck of Zanzibar do we know is real? How is that person included in the book?
Grammar Focus: adverbs
Unit 7: Working With 4-digit Whole Numbers-G3-S2 (The world of tens, ones hundreds and thousands)
Multiplication and Division - ACMNA 074, ACMNA075, ACMNA076
List multiples for a given number Find square numbers using concrete
materials and diagrams Determine factors for a given number
(Linked Hot Maths activities)
On Tap-Water/Science Fair
ICT: Ensure that all slides for science fair project are finalised.
Science: Practise presenting for the science fair using appropriate materials
30. 3/4/16 Stories with a Historical Setting
Continue to read The Wreck of Zanzibar by Michael Morpurgo.
Unit 7: Working With 4-digit Whole Numbers-G3-S2 (The world of tens, ones hundreds and thousands)
Patterns and Algebra - ACMNA074, ACMNA081
On Tap-Water/Science Fair
ICT: There are a wide variety of water cycle interactives to be completed. Students have a choice as to which interactives they choose to
Ongoing Assessment: Complete Water Cycle Collage Project
Write a diary entry using past and present tense appropriately.Write dialogue based on an episode in The Wreck of Zanzibar.
Grammar Focus: Revision of direct speech.
Create, with materials or a calculator, a variety of patterns using whole numbers, fractions or decimals
Describe a simple number pattern in words
Identify examples of number patterns in everyday life
(Linked Hot Maths activities)
complete.Art: Students will learn about the causes of water pollution and the process that water takes before it gets to our taps.
Science: Practise presenting for the science fair using appropriate materials
31. 10/4/16 Stories with a Historical Setting
Write a play based on an episode in The Wreck of Zanzibar.
Grammar Focus: Contractions and when to use them.
Unit 7: Working With 4-digit Whole Numbers-G3-S2 (The world of tens, ones hundreds and thousands)
Patterns and Algebra - ACMNA076, ACMNA082, ACMNA083
Apply the associative property of addition and multiplication to aid mental Computation
Complete number sentences involving one operation by calculating missing values
Use equivalent number sentences involving addition and subtraction to find unknown quantities
(Linked Hot Maths activities)
On-Tap Water
ICT: Continue with water cycle interactives.
32. 17/4/16 Speaking and listening focus: Prepare for Science Fair presentations.
Grammar Focus: Verb tenses, past present future; the verb to be. Conditional verbs; could, should, might.
Unit 7: Working With 4-digit Whole Numbers-G3-S2 (The world of tens, ones hundreds and thousands)
Fractions and Decimals - ACMNA079
Recognise that the symbol % means ‘per
Science Fair Week:
Final preparation for science fair.
Exit Point: Students will use large paper cut-outs in the shapes of water drops, taps, and clouds to collaboratively share the learning from the unit.
Complete Assessment: Students will present their Water Cycle Collage projects to their peers. The presentation aspect and ability to describe what happens in the water cycle will be assessed.
cent’ Relate a common percentage to a
fraction or decimal Equate 10% to 1/10, 25% to ¼ and 50% to
½
(Linked Hot Maths activities)
Easter (22nd April-2nd May)33. 3/5/16 Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald Dahl)
Consider what a fantasy setting is. What stories do students know that are in a fantasy setting. How is a story set in an imaginary world different from other stories?Watch extracts from Alice in Wonderland (Disney cartoon) & Phantom Tollbooth by Norton Juster & the Lorax by Dr Seuss.
Grammar Focus: A comma is used after yes and no in a sentence and to separate a person spoken to from the rest of the sentence. Revise adverbs.
Unit 7: Working With 4-digit Whole Numbers-G3-S2 (The world of tens, ones hundreds and thousands)
Financial Maths - ACMNA080
Solve problems involving purchases and the calculation of change to the nearest five cents with and without digital technologies
(Linked Hot Maths activities)
Chocolate /Enterprise
Entry Point:Introduce the Essential QuestionsShort Video IntroductionTaste three different kinds of chocolate (white, dark, and milk). Students complete a checklist based on smell and tasting. Discuss the differences and make a bar graph of favourite kinds of chocolate
Knowledge Harvest: Willy Wonka Chocolate Bar Wrapper Game with Interesting Facts.
Enterprise: Explain Enterprise and that G3 will be designing chocolate bars that will be sold.
34. 8/5/16 Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald Dahl)
What is the imaginary word in this story?
Unit 7: Working With 4-digit Whole Numbers-G3-S2(The world of tens, ones hundreds and thousands)
Financial Maths - ACMNA080
Recognise that not all countries use
Chocolate /Enterprise
Visit to The Royal Academy of Culinary Arts:Discuss visit afterwards
History:Discuss the history of chocolate.
Ongoing Assessment: ICT: Students begin preliminary research on chocolate research assignment using several different research questions. Some appropriate sites are given for reference.
PM testing for May begins
Students draw their own imaginary world and characters. Annotate drawings with adjectives and write stories based on these drawings.
Grammar focus: Revise speech marks; introduce the use of a comma after a person’s name and then description e.g. Charlie Bucket, the nephew of Uncle Joe.
dollars and cents Carry out calculations in another currency
as well as in dollars and cents, and identify both as decimal systems
(Linked Hot Maths activities)
Science:Students will begin learning about cacao trees and will be able to compare them with other kinds of trees. They will look about what a cacao tree looks like and its conditions for growth.
Enterprise: Discuss market research. Begin thinking of questions for students to ask primary students to find out what kinds of chocolate consumers prefer. (As a class create a Google form for the survey.) Speaker to talk about running a chocolate bar selling business.
35. 15/5/16 Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald Dahl)
Review the endings to the stories written last week. In pairs the students revise & rewrite and include more explanation and description of feelings.
Summative Assessment: Write a story set in an imaginary world
Unit 7: Working With 4-digit Whole Numbers-G3-S2(The world of tens, ones hundreds and thousands)
Financial Maths - ACMNA073, ACMNA080
Solve addition and subtraction problems that involve money by using a variety of strategies
(Linked Hot Maths activities)
Chocolate/Enterprise
Science: Students investigate which chocolate melts faster in the palms of their hands. Students will record the order and time of melting in bar chart.
Geography: Students will know about where cacao trees grow and will be able to find the Equator on a map. They will compare the weather in those countries with the weather in Jordan.
ICT: Students complete Google presentation using the facts and information that have been collected. Google presentation must include title page, question, 2 slides with simple facts, and a reference page. Students are encouraged to use speaker notes.
Enterprise: Students examine several different wrappers and work with a partner to design a chocolate bar, including name, catchphrase and
wrapper design
36. 22/5/16 Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald Dahl)
Begin to read Charlie and the Chocolate Factory by Roald Dahl.
Students write diary entries for characters from Charlie, e.g. Violet writes a diary entry after turning into a giant blueberry. Revise when to use present and past tense for diary entries. Watch excerpts from the film as a stimulus.
Grammar focus: Colons may be used to introduce a list.
Unit 8: Angles and Temperature G3 (Shapes, Objects and Heat)
Geometric Reasoning - ACMMG089
Compare angles using informal means, such as an angle tester
Describe angles using everyday language and the term ‘right’ to describe the angle formed when perpendicular lines meet
(Linked Hot Maths activities)
Chocolate/Enterprise
Science Lab:Why are chocolate wrappers made of a special material?An investigation to test different types of wrappers for chocolate and how it could affect the taste or texture.Using plastic wrap, wax paper and foil-wrap an onion on the side-see which one takes on the flavour and discuss how chocolate companies decide on which wrapping products to use.
Discuss which ingredients can be added to the various kinds of chocolate.
Enterprise: Each section of the grade has a winning design for a label for a chocolate bar. G3 Students visit primary classrooms to advertise their chocolate bar label and give the homeroom teacher an order form.
37. 29/5/16 Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald Dahl)
Continue to read Charlie and the Chocolate Factory by Roald Dahl.
Group work: Design a new Wonka chocolate bar
Unit 8: Angles and Temperature G3 (Shapes, Objects and Heat)
Geometric Reasoning - ACMMG089
Draw angles of various sizes by tracing along the adjacent sides of shapes and describe the angle drawn
(Linked Hot Maths activities)
Chocolate/Enterprise
Enterprise: Orders for chocolate bars are collected. Supplier begins labelling the chocolate bars with winning labels.
Science Lab:Does chocolate cause tooth decay, why? Design experiment: look at the effects of chocolate on
Complete Assessment: ICT: Research and Google presentations must be finished. Students present to the class.
Assessment: Unit 7: Working With 4-digit Whole Numbers-G3-S2(The world of tens, ones hundreds and thousands)
and create a poster and commercial to advertise it.
Grammar focus: Imperative verbs, finite verbs, comparative & superlative adjectives.
one’s teeth compared to fruit or vegetables.
Speaker: Dentist to talk about effects of chocolate on teeth
38. 5/6/16 Fiction: Stories Set in Imaginary Worlds
(Charlie and the Chocolate Factory by Roald Dahl)Create a cartoon version of a chosen episode from Charlie. Watch excerpts from the film as a stimulus.
Unit 8: Angles and Temperature G3 (Shapes, Objects and Heat)
Temperature – ACMMG084, ACMSP097
Use a thermometer to measure and compare temperature
Read and interpret the graduated scales on a thermometer to the nearest gradation
(Linked Hot Maths activities)
Chocolate/Enterprise
Fair trade chocolate, why is it important?What other fair trade products are there?
Enterprise: Chocolate bars are distributed to each homeroom and are given out at the end of the school day.
Exit Point: Reflect on the enterprise/chocolate business project? How did the market research inform our decision making?
A highlighted date denotes a short week.