Grade: 3 Yearly Plan: Language Arts · 2018-12-03 · Grade: 4 Yearly Plan: Mathematics p2 Apply...

$: Grade: 3 Yearly Plan: Language Arts · 2018-12-03 · Grade: 4 Yearly Plan: Mathematics p2 Apply and extend previous understandings of multiplication to multiply a fraction by a whole$
Grade: 3 Yearly Plan: Language Arts

p1

*Units of Study are used to cover the Common Core State Standards Initiative (CCSSI) for Grade 3 English Language Arts:

http://www.corestandards.org/ELA-Literacy/

Content Strand

Expected Learner Outcomes

I. Spelling, Grammar, Reading,

Know and apply grade-level phonics and word analysis skills in decoding words. Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. Demonstrate the command of the conventions of Standard English capitalization, punctuation and spelling when

writing.

II. Writing

Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

Write narratives to develop real or imagined experiences or events using effective technique, descriptive

detail and clear event sequences.

Write opinion pieces on topics or texts, supporting a point of view with reasons.

III. Fiction and Poetry

Ask and answer questions to demonstrate understanding of a text, referring explicitly to a text as a basis

for answers

Recount stories from diverse cultures

Describe characters in a story and explain how their actions contribute to the sequence of events.

By the end of the year read and comprehend literature, including stories, drama and poetry.

IV. Non-fiction, reports and research

Ask and answer questions to demonstrate understanding of a text, referring explicitly to a text as a basis

for answers.

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Determine the meaning of general academic and domain-specific word and phrases in a text relevant to

a grade 3 topic or subject area.

Conduct short research projects that build knowledge about a topic.

V. Speaking and Listening Engage effectively in a range of collaborative discussions

Ask and answer questions about information from a speaker, offering appropriate elaboration and

detail.

Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant

details, speaking clearly at an understandable pace.

*Course will include instruction on reading comprehension, writing, research, and presentation skill development as part of regular course content.

Grade: 3 Yearly Plan: Mathematics

p1

*Units of Study are used to cover the Common Core State Standards Initiative (CCSSI) for Grade 3 Mathematics: http://www.corestandards.org/Math/Content/3/introduction/

Content Strand Expected Learner Outcomes

I. Whole numbers

Place value, powers of ten, exponents, notation

Divisibility

Prime and composite numbers

Addition, Subtraction, Multiplication, Division algorithms

II. Decimals and Percents

Powers of 10

Addition, Subtraction, Multiplication, Division and comparing

Rounding

Percents, fractions, decimals

Calculating a discount

III. Fractions

Equivalent, mixed, improper

Least common multiples

Addition, Subtraction, Multiplication, Division and comparing

Resizing and renaming

Addition and subtraction of positive and negatives

V. Data and Probability

Collecting and organizing data

Graphs

Mean

Chance and probability

VI. Geometry and Constructions

Angles, lines, rays

Polygons, triangles, quadrilaterals, circles

Solids, polyhedrons, prisms, pyramids, spheres

Reflections, translations, rotations

Copy, bisect, construct

Tessellations


p2

VII. Measurement

Metric and Customary

Perimeter, circumference, area, volume, surface area

Weight, temperature, angles, plotting

Map scales, latitude and longitude

VIII. Algebra Expressions and sentences

Relations, order of operations

Patterns

Rules, Tables, and graphs

IX. Problem Solving Guide for solving number problems

Diagrams

Division remainders

Estimation and rounding

X. Calculators Basic operations

Fractions and percent


p1

*Units of Study are used to cover the Common Core State Standards Initiative (CCSSI) for Grade 4 Mathematics: http://www.corestandards.org/Math/Content/4/introduction/

Content Strands Expected Learner Outcomes

I. Operations &

Algebra

Use the four operations with whole numbers to solve problems.

Multiply or divide to solve word problems involving multiplicative comparison.

Solve multistep word problems posed with whole numbers and having whole-number answers using the four operations,

including problems in which remainders must be interpreted.

Gain familiarity with factors and multiples.

Find all factor pairs for a whole number in the range 1-100.

II. Operations in

Base Ten

Generalize place value understanding for multi-digit whole numbers.

Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form.

Use place value understanding to round multi-digit whole numbers to any place.

Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Multiply a whole number of up to four digits by a one-digit whole number, and multiply two two-digit numbers, using strategies

based on place value and the properties of operations.

Find whole-number quotients and remainders with up to four-digit dividends and one-digit divisors.

III. Fractions

Extend understanding of fraction equivalence and ordering.

Explain why a fraction a/b is equivalent to a fraction (n × a)/(n × b) by using visual fraction models.

Compare two fractions with different numerators and different denominators

Understand a fraction a/b with a > 1 as a sum of fractions 1/b.

Understand addition and subtraction of fractions as joining and separating parts referring to the same whole.

Decompose a fraction into a sum of fractions with the same denominator in more than one way.

Add and subtract mixed numbers with like denominator.

Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators.


p2

Apply and extend previous understandings of multiplication to multiply a fraction by a whole number.

Solve word problems involving multiplication of a fraction by a whole number.

Understand decimal notation for fractions, and compare decimal fractions.

Express a fraction with denominator 10 as an equivalent fraction with denominator 100.

Use decimal notation for fractions with denominators 10 or 100.

Compare two decimals to hundredths by reasoning about their size.

IV. Measurement &

Data

Solve problems involving measurement and conversion of measurements.

Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec.

Use operations to solve word problems involving distances, intervals of time, liquid volumes, masses of objects, and money.

Apply the area and perimeter formulas for rectangles in real world and mathematical problems.

Represent and interpret data.

Make a line plot to display a data set of measurements in fractions of a unit (1/2, 1/4, 1/8).

Recognize angles as geometric shapes that are formed wherever two rays share a common endpoint.

Measure angles in whole-number degrees using a protractor.

Recognize angle measure as additive.

V. Geometry Draw and identify lines and angles, and classify shapes by properties of their lines and angles.

Draw points, lines, line segments, rays, angles (right, acute, obtuse), and perpendicular and parallel lines. Identify these in two-

dimensional figures.

Classify two-dimensional figures based on the presence or absence of parallel or perpendicular lines, or the presence or absence

of angles of a specified size.

Recognize a line of symmetry for a two-dimensional figure as a line across the figure such that the figure can be folded along

the line into matching parts.

*Course will include instruction on reading comprehension, writing, research and presentation skill development as part of regular course content.

Grade: 3/4 Yearly Plan: Social Studies

p1

*Units of Study are used to cover the Aero Standards for Grade 3/4 Social Studies: http://www.projectaero.org/aero_standards/socialstudies/socialstudies.pdf


I. Time, Continuity and

Change

● Describe changes in society (e.g., political, social, cultural).

● Identify cause and effect relationships in history

II. Connection and

Conflict

● Explain varied causes and effects of conflict and cooperation among individuals, groups, societies and nations in t

he following categories: politics, economics, geography, ethnicity/race/gender, and culture.

III. Geography ● Apply concepts such as location, distance, direction, scale, movement and region.

● Describe ways that the earth’s physical and human‐ made features have changed over time

IV. Government ● Identify the elements of major political systems and governments

● Explain what citizenship is.

● Identify and describe means by which citizens can monitor, evaluate and influence actions of their government.

● Describe the roles of laws, courts of law, and judges.

V. Culture,

Society and Identity

● Describe how cultural contributions from various groups have formed a national identity

● Identify and describe ways that ethnicity and cultures influence people's daily lives.

VI. Production,

Distribution, and

Consumption

● Describe how changes in transportation and communication have affected trade and economic activities.

● Explain and compare ways in which people satisfy their basic needs and wants through the production of goods an

d services.

VII. Pillars of Character ● Discuss and reflect on what makes someone:

honest, respectful, trustworthy, responsible, caring and a good citizen

VIII. Science, Technology

and Society

● Describe changes in scientific knowledge and technology

Grade: 3/4 Yearly Plan: Social Studies

p2


Grade: 3/4 Yearly Plan: Science

p1

*Units of Study are used to cover the Aero Standards for Grade 4 Science: http://www.projectaero.org/aero_standards/science-standards/AERO-ScienceK-12Framework.pdf


I. Physical Science

● Develop a model to describe that matter is made of particles too small to be seen

● Measure and graph quantities to provide evidence that regardless of the type of change that occurs when heating, cooling, or

mixing substances, the total weight of matter is conserved.

● Make observations and measurements to identify materials based on their properties.

● Conduct an investigation to determine whether the mixing of two or more substances results in new substances

II. Forms of Energy

● To construct an explanation relating the speed of an object to the energy of that object.

● Make observations to provide evidence that energy can be transferred from place to place by sound, light, heat, and electric

currents.

● Ask questions and predict outcomes about the changes in energy that occur when objects collide.

● Apply scientific ideas to design, test, and refine a device that converts energy from one form to another.

● Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was

once energy from the sun.

● Develop a model of waves to describe patterns in terms of amplitude and wavelength and that waves can cause objects to move

III. Motion

● Plan and conduct an investigation to provide evidence of the effects of balanced and unbalanced forces on the motion of an

object.

● Make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future

motion.

● Ask questions to determine cause and effect relationships of electric or magnetic interactions between two objects not in

contact with each other

● Define a simple design problem that can be solved by applying scientific ideas about magnets.

● Support an argument that the gravitational force exerted by Earth on objects is directed down.

IV. The Universe ● Support an argument that the apparent brightness of the sun and stars is due to their relative distances from Earth


p2

and its Stars ● Represent data in graphical displays to reveal patterns of daily changes in length and direction of shadows, day and night, and

the seasonal appearance of some stars in the night sky

● Describe Earth’s position and movement in the solar system.

● Use models to demonstrate how the rotation of the Earth on its axis every 24 hours produces the night-and-

●

● Observe and record shadows at different times of the day

V. Earth Science ● Illustrate the locations of water on Earth by using drawings, maps, or models.

● Describe land features (including volcanoes, mountains, valleys, canyons, caverns, and islands) by using pictures, diagrams,

and maps.

● Obtain and combine information to describe that energy and fuels are derived from natural resources and their uses affect the

environment.

● Describe how people and other animals interact with the environment through their senses of sight, hearing, touch, smell, and

taste.

● Identify examples where human activity has had a beneficial or harmful effect on other organisms (e.g., feeding birds, littering

vs. picking up trash, hunting/conservation of species, paving/restoring greenspace).

● Identify the ways a specific organism may interact with other organisms or with the environment (e.g., pollination, shelter, seed

dispersal, camouflage, migration, hibernation, defensive mechanism).

● Use the senses to observe and describe the properties of a variety of earth materials (i.e., rock, soil, sand, water).

● Describe, compare, and sort rocks, soils, and minerals by similar or different physical properties (e.g., size, shape, color,

texture, smell, weight, temperature, hardness, composition, reaction to vinegar).

VI. Life Science

● Construct an argument that plants and animals have internal and external structures that function to support survival, growth,

behavior, and reproduction.


once energy from the sun

● Support an argument that plants get the materials they need for growth chiefly from air and water



p3

once energy from the sun

Construct an argument that some animals form groups that help members survive.

● Use a model to describe that animals’ receive different types of information through their senses, process the information in

their brain, and respond to the information in different ways.

● Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and

animals that live there may change

● Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of

these traits exists in a group of similar organisms.

● Use evidence to support the explanation that traits can be influenced by the environment


Grade: 3-4 Yearly Plan 2018-2019: Music

*Units of Study are used to cover the AERO Standards for Grade 3-4 MUSIC : http://www.projectaero.org/AEROplus/music/index.htm#1

UNITS of STUDY

Content/ Aims/ Outcomes

I. PERFORM: Sing and play a varied repertoire of music

● Sing or play ostinati, partner songs, canons, and simple two-part harmony

● Demonstrate a steady beat and accuracy on age appropriate rhythm patterns when singing, speaking, and playing instruments in both small and large ensembles

● Demonstrate proper performance skills: - Respond to cues of a conductor (tempo, start and stop)

- Use correct performance etiquette ● Sing and play songs from a variety of historical periods and

world cultures expressively with appropriate dynamics, phrasing, tone, diction, and posture

II. PERFORM:

Read music from traditional and non-traditional notation ● Read rhythmic and melodic patterns (e.g. sixteenth notes,

dotted rhythms, diatonic scale, and letter names) ● Identify, interpret, and use standard notation symbols for

meter, pitch, rhythm, dynamics, tempo, articulation, and expression

III. PERFORM: Analyze and evaluate own performances

● Describe and reflect on performance etiquette (e.g. stage behaviour)

● Describe and critique musical performances using appropriate music terminology (e.g. intonation, balance, phrasing, dynamics) and criteria

IV. PERFORM:

Improvise melodies, variations, and accompaniments

● Improvise matching “answers” to given simple rhythmic and melodic phrases

● Improvise phrases that include both rhythm and melody

p1


V. CREATE: Compose and arrange music using notation

● Compose and notate melodies using traditional notation ● Create and arrange short songs/ accompaniments to stories,

poems, dramatizations and/or instrumental pieces using pitched and non-pitched instruments

VI. CREATE: Analyze and evaluate own creations

● Describe and critique own musical creations using appropriate

music terminology and criteria

VII. RESPOND: Understand the historical contributions and cultural dimensions of

music

● Sing, listen to and describe music representative of different activities and celebrations in a variety of world cultures

● Compare and contrast characteristics of music from various time periods, cultures, and composers (e.g. Baroque style, programmatic music, instrumentation, folk songs)

VIII. RESPOND: Understand relationships among the arts and disciplines outside

the arts

● Relate musical concepts to disciplines outside of the arts (e.g. form to mathematical pattern)

● Compare how the elements of two or more art forms can be used to reflect similar events, scenes, emotions, or ideas (e.g., visual components of classical landscape painting and sound elements in Beethoven’s Sixth Symphony).

IX. RESPOND/ LISTEN: Analyze, evaluate, and respond to varied musical repertoire and

performances

● Demonstrate appropriate audience behaviour for in-school performances

● Identify and analyze, using music terminology, the use of forms (e.g. rondo, theme and variations) and musical elements (tonality, tempo, dynamics, timbre) in a variety of music

● Visually and aurally identify major instruments of the orchestra and their sections

p2


p3

Grade: 3 and 4 Yearly Plan: Physical Education

p1

*Units of Study are used to cover the McRel Standards for Physical Education:

For more info refer to: McRel Standards

UNITS of STUDY Content/ Aims/ Outcomes

ORGANIZATION:

The learner will:

learn class rules and regulations.

be able to change formations.

recognize boundaries and rules.

listen to signals and start and stop on signal.

PLAYGROUND

GAMES:

The learner will:

develop health and fitness.

improve skills necessary for mental and physical development.

release mental tension accumulated during the strenuous school day.

develop interests that contribute to a healthier and happier life.

promote cooperation among participants.

participate in complex dodging games while running or other designated locomotor skills.

SOCCER SKILLS:

The learner will:

trap a ball using feet or upper body.

demonstrate dribbling around objects using feet at various speeds.

demonstrate passing to a partner while in a stationary position.

demonstrate passing to a partner while moving.

dribble soccer ball while being defended.

kick at a specific target.

learn the rules and play the game of soccer.


p2

BASKETBALL

SKILLS:

The learner will:

demonstrate various two handed basketball passes to a stationary/moving target: bounce, chest, overhead,

etc.

make one and two handed basketball shots.

dribble a basketball with either hand at various speeds.

couple dribbling with other drills: passing, shooting, keeping body between ball and opponent.

play basketball with modified rules according to abilities of students.

GYMNASTICS

AND TUMBLING:

The learner will:

warm-up using appropriate stretching activities.

learn spotting techniques and use a spotter.

demonstrate combination of forward tuck rolls using the cross step, step out or straddle finish.

demonstrate a dive roll

demonstrate forward and backward shoulder roll, tripod/headstand with forward roll recovery, cartwheel,

modified round off.

perform a tumbling routine using a series of at least 4 tumbling stunts.

use balance beam skills.

do a handstand and a handstand forward roll.

FITNESS

The learner will:

jog/walk to build self esteem and strong bones,increase attentiveness, strengthen the heart, and have fun

participating.

jog/walk for 15 minutes.

run sprints.

do crunches and chin-ups.

practice flexibility.

know the importance of warm-up and cool down.

do warm ups and cool downs.

develop upper body strength.

know basic rules regarding specific use of weights and exercises and repetitions.


p3

VOLLEYBALL

SKILLS:

The learner will:

learn basic skills using training volleyball or beach ball.

learn lead-up activities: multi-bounce, one bounce.

hit a ball held in one hand with the other hand strike a volleyball with a hand at two levels.

demonstrate basic passing skills.

demonstrate basic setting skills.

RAQUET SKILLS:

(Tennis, badminton)

The learner will:

learn origin of the activity.

offensive strokes (forehand and backhand).

demonstrate correct serves.

demonstrate proper grips.

TRACK AND FIELD:

The learner will:

practice the running long jump.

participate in the mile run.

participate in groups of 4 in the 400 meter relay.

throw the shot putt.

participate in 200 meter and 400 meter runs.

practice the high jump using the Fosbury Flop technique.

PERSONAL AND

SOCIAL

DEVELOPMENT

The learner will:

demonstrate good sportsmanship towards others during all activities in PE.

cooperate with teacher and other students in class activities.

demonstrate proper care and appreciation for the equipment used in the various activities.

recognize and appreciate the efforts of others.

understand and accept the mistakes when learning skills.

Grade: 3 Yearly Plan: Language Arts · 2018-12-03 · Grade: 4 Yearly Plan: Mathematics p2 Apply...

Documents

Transcript of Grade: 3 Yearly Plan: Language Arts · 2018-12-03 · Grade: 4 Yearly Plan: Mathematics p2 Apply...