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Mrs. Vidmontas’ Grade 3 4 Year Overview

   

Science

Social

 

Phys. Ed. Term #1

   

Drama

Dance

Language Term #1

Math Term #1

Term #1

Studies

Term

 

Music

Term #1

Art

Term #1

 

Term

Term

#1

#1

#1

These expectations may change depending on the direction of the School Improvement Plan. Any expectations not specifically listed are ongoing or a focus in both terms.

Number Sense & Numeration Quantity R elationships :

Whole Number - represent, compare, and order whole numbers to 1000 - read and print in words whole numbers to 100 - identify and represent the value of a digit in a number according to its position in the number - compose and decompose three- di git numbers into hundreds, tens, and ones - round two - digit numbers to the nearest ten, in problems arising from real - life situations - represent and explain, using concrete materials, the relationship among the numbers 1, 10, 100, and 1000 - represent, compa re, and order whole numbers to 10 000, using a variety of tools - demonstrate an understanding of place value in whole numbers and decimal numbers from 0.1 to 10 000, using a variety of tools and strategies - read and print in words whole numbers to one thou sand, using meaningful contexts - round four - digit whole numbers to the nearest ten, hundred, and thousand, in problems arising from real - life situations - represent, compare, and order decimal numbers to tenths, using a variety of tools and using standard d ecimal notation Fractions - divide whole objects and sets of objects into equal parts, and identify the parts using fractional names without using numbers in standard fractional notation - represent fractions using concrete materials, words, and standard fractional notation, and explain the meaning of the denominator as the number of the fractional parts of a whole or a set, and the numerator as the number of fractional parts being conside red - compare fractions to the benchmarks of 0, 1/2, and 1 - demonstrate and explain the relationship between equivalent fractions, using concrete materials and drawings Money - represent and describe the relationships between coins and bills up to $10 - est imate, count, and represent the value of a collection of coins and bills with a maximum value of $10- read and represent money amounts to $100 Whole Number - solve problems that arise from real- life situations and that relate to the magnitude of whole numb ers up to 1000 - solve problems that arise from real- life situations and that relate to the magnitude of whole numbers up to 10 000 Counting (ongoing) - count forward by 1’s, 2’s, 5’s, 10’s, and 100’s to 1000 from various starting points, and by 25’s to 1000 starting from multiples of 25 - count backwards by 2’s, 5’s, and 10’s from 100 using multiples of 2, 5, and 10 as starting points, and count backwards by 100’s from 1000 and any number less than 1000 - count forward by halves, thirds, fourths, and tenths t o beyond one whole, using concrete materials and

Soils in the Environment

Canada

1.1 use self-awareness and self-monitoring skills to help them understand their strengths and needs, take responsibility for their actions

C1.1 - Sing in tune, unison songs, partner songs and rounds and/or play accompani me nts from a wide variety of cultures, styles and historical periods

D1.1 - Create two and three dimensiona l works of art that express personal feelings and ideas inspired by the environme nt or have the community as their subject

B1.2 -

 

and World

Demonst

A1.1 –

 

Connectio

ns: Urban

rate how

Imitate

Rocks and

the

moveme

Oral & Visual Communication: 1.4 - Demonstrating Understanding of the information and ideas in a variety of oral texts by identifying the important information or ideas and some supporting details 1.4 demonstrate an understanding of the information and ideas in a variety of oral texts b y summarizing important ideas and citing important details

Minerals

and Rural

Communiti

es

element

of time

nts found

in their

Strong Stable

 

and place

natural

Structures

1.1

use self-awareness and

can

environm

Pulleys and

People

and

Environm

self-monitoring skills to help them understand their strengths and needs,

support

the

ent (i.e.

falling

Gears

deve lop

snow,

ents:

take responsibility for their actions, recognize sources of stress, and monitor their own progress, as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living

melting

ice)

Political

ment of

Regions

role (i.e.,

of

tableaux

 
 

Canada

with

A1.1

urban

translate

1.5 - Distinguish between stated and implied ideas in oral texts 1.5 make inferences using stated and implied ideas in oral texts

and rural

into

 

setting)

dance a

 

variety

 

C1.1 sing

 

of

and/or

D1.1 create

B1.2

moveme

1.6 - Extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, familiar texts or the world around them 1.6 extend understanding of oral texts by connecting the ideas in them to their own knowledge, experience, and insights; to other texts, including print and visual texts; and to the world around them

 

play, in

two- and

demonst

nt

tune, from

three-

rate an

sequenc

es

1.3

communicate

musical

dimension

understa

effectively, using verbal or

notation,

al works

nding of

observe

non - verbal means, as a ppropriate, and interpret in formation

unison

of art that

the

d in

and two-

express

element

nature

part music

feelings

of role

(e.g.,

 

with

and ideas

by

wind to

1.3

communicate

simple

inspired

selective

tornado;

effectively, using verbal or non - verbal means, as

accompani

by their

ly using

water

 

ments

interests

a

few

freezing

and

1.7 - Identify and explain the importance of significant ideas and information in oral texts 1.7 analyse oral texts and explain how specific elements in them contribute to meaning (e.g., ideas and information, body language, tone of voice)

from a

and

other

appropriate, and interpret in formation accurately as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living

wide

experience

elements

melting

variety of

s

(e.g., a

of

a

cultures,

comic

drama

caterpill

ar

styles, and

strip or a

storyboard

featuring a

space

(e.g.,

historical

time and

evolving

into a

periods

place;

 

(e.g.,

relations

butterfly

Reading:

perform

folk songs

voyage; an

oil pastel

hip; focus

and

)

1.4 - Demonstrate understanding of a variety of texts by identifying important ideas and some supporting details 1.4 demonstrate understanding of a variety of texts by summarizing important ideas and citing supporting details

1.5

thinking skills and processes to assist them in making

use critical and creative

with

syncopatio

drawing

of peers in

emphasis

) to

A1.3 -

n

and

sports or

build

Create

connectio ns, pla nning and setting goals in physical education

traditional

dance

belief in

dance

songs with

poses; a

a

role

phrases

a

simple

painted

still life of

and

using a

 

harmony

establish

1.5

creative thinking processes to assist them in making connections, planning and

use a range of critical and

part)

objects

related to

its

dramatic

variety of

pattern

forms

1.5 - Make inferences about texts using stated and implied ideas from the texts as

C1.2 - Apply the

a

hobby)

context

evidence 1.5 make inferences about texts using stated and implied ideas from the texts as evidence

number lines - count forward by tenths from any decimal number expressed to one decimal place, using concrete materials and number lines

setting goals, analysing and solving problems, making decisions, and evaluating their choices in connection with learning in health and physical education

elements of

D1.3 - Use elements of design in art works to communica te ideas, messages, and understand ing (i.e., use

B1.3 - Plan and shape the direction of a dramatic play or role play by building on their own and other ideas both in and out of role.

A1.3 use

music

narrativ

when

e form

   

singing,

to create

Measurement – Length - estimate, measure, and record length, height, an d distance, using standard units - estimate, measure, and record length, height, and distance, using standard units (i.e., millimetre, centimetre, metre, kilometre) - draw items using a ruler, given specific lengths in centimeters - draw items using a ruler, given specific lengths in millimetres or centimetres Time - read time using analogue clocks, to the nearest five minutes, and using digital clocks, and represent time in 12 - hour notation - estimate, measure (i.e., using an analogue clock) , and represent time intervals to the nearest minute - estimate and determine elapsed time, with and without using a time line, given the durations of events expressed in five- minute intervals, hours, days, weeks, months, or years Temperatu re - estimate, read, and record positive temperatures to the nearest degree Celsius - identify benchmarks for freezing, cold, cool, warm, hot, and boiling temperatures as they relate to water and for cold, cool, warm, and hot temperatures as they relate to a ir

playing an

instrument

short

1.6 Extend understanding of texts by connecting the ideas in them to their own knowledge and experience, to familiar texts, and to the world around them 1.6 extend understanding of texts by connecting the ideas in them to their own knowledge, experience, and insights, to other familiar texts, and to the world around them

dance

 

and moving

pieces

A1.1 actively participate in a wide variety of program activities (e.g., tag games, cooperative games, movement exploration with equipment, dance, outdoor activities)

on a

 

variety

C1.2 apply

the

of

themes

elements

of music

when

symmetry

A1.4 -

 

singing

in a

Demonst

1.7 - I dentify specific elements of texts and explain how they contribute to the meaning of texts 1.7 analyse texts and explain how specific elements in them contribute to meaning

A1.1 actively participate in a wide variety of program activities (e.g., lead - up and small - group games, recreational activities, cooperative games, tness activities, dance activities) , according to their capabilities, while applying behaviours that enhance their readin ess and ability to take part

and/or

Canadian

rate how

playing,

landscape)

dance

composin

elements

g, and

can be

arranging

D1.3 use elements of design in art works to communic ate ideas, messages, and understan dings (e.g., create a poster using colour and cropping of space to propose a solution to climate change)

 

used to

music to

create

 

create a

B1.3

and

2.1 - Identify and describe the characteristics of a variety of text forms 2.1 expla in how the particular characteristics of various text forms help communicate meaning, with a focus on literary texts such as a diary or journal

specific

effect (e.g.

staccato/

plan and

shape

the

expand

the

legato or

directio

moveme

crescendo

n

of the

nt

/decresce

drama

vocabula

 

ndo)

or role

ry within

 

Geometry Angles/Polygons - use a reference tool to identify right angles and to describe angles as greater than, equal to, or less than a right angle - identify and compare various polygons and sort them by their geometric properties - compare various angles, using concrete materials and pictorial representations, and describe angles as bigger than, smaller than, or about the same as other angles - draw the lines of symmetry of two - dimensional shapes, through investigation, using a variety of tools and s trategies - identify and compare different types of quadrilaterals (i.e., rectangle, square, trapezoid, parallelogram, rhombus) and sort and classify them by their geometric properties - identify benchmark angles (i.e., straight angle, right angle, half a r ight angle), using a reference tool and compare other angles to these benchmarks - relate the names of the benchmark angles to their measures in degrees Prisms - compare and sort prisms and pyramids by geometric properties, using concrete materials - iden tify and describe prisms and pyramids, and classify them by their geometric properties using concrete materials - construct rectangular prisms, and describe geometric properties of the prisms - construct a three - dimensional figure from a picture or model of the figure, using connecting cubes - solve problems requiring the greatest or least number of two - dimensional shapes needed to compose a larger shape in a variety of ways - explain the relationships between different types of quadrilaterals - identify and des cribe the two - dimensional shapes that can be found in a three- dimensional figure - construct skeletons of three - dimensional figures, using a

 

play by

different

2.2 - Recognize a few organizational patterns in texts 2.2 recognize a variety of organizational patterns in text s of different types and explain how the patterns help readers understand the texts

A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm-up and cool-down activities, to the best of their ability for a minimum of 20 min. each day

C1.3-

Create compositio n for a specific purpose and a familiar audience

posing

section

question

of a

s

and

working

with

others to

larger

pattern

(i.e.,

 

find

varying

2.3 - Identify a variety of text features and explain how they help readers understand texts 2.3 identify a variety of text features and explain how they help readers unders tand texts

solution

the use

s,

both

of space

in and

while

     

out of

marching

A2.1 Daily physical activity (DPA): participate in sustained moderate to vigorous physical activity, with appropriate warm - up and cool - down activities, to the best of their ability for a minimum of 20 min. each day (e.g., running, wheeling their wheelchair to m usic, skipping to music, doing light warm - up aerobic activity before stretching, doing parachute activities) A2.3 assess their degree of physical exertion during cardiorespiratory fitness activities, using simple self-assessment methods (e.g., talk test, breath sound check, increase in heart rate or breathing

C1.3 create

D1.4 - Use a variety of materials, tools, and techniques to respond to design challenges

role

quickly,

musical

changing

 

compositi

B2.2 -

levels

Writing:

ons for

Describe

while

1.1-Identify the topic, purpose, audience and form for writing 1.1 identify the topic, purpose, and audience for a variety of writing forms

specific

using

waving

purposes

drama

arms)

and

audiences

terminol

(i.e. write

ogy how

1.4 use

 

a

(i.e., drawing, mixed media, painting, print making, sculpture)

the

the

1.2 - Generate ideas about a potential topic using a variety of strategies and resources 1.2 generate ideas about a potential topic using a variety of strategies and resources

compositi

elements

elements

on for a recorder)

and

of

conventi

energy

 

on of

and time

in a

1.3 - Gather information to support ideas for writing in a variety of ways 1.3 gather information to support ideas for writing using a variety of strategies and oral, print, and electronic sources

C1.5 - demonstrat e an understand ing of standard and non - traditional

drama

are used

to shape

dance

piece to

commun

 

their own

icate an

D1.4 use a variety of materials, tools, and

and

idea

others’

(e.g.,

 

work

show

(e.g.,

the

     

journey

1.4 - Sort ideas and gather information for their own writing in a variety of ways 1.4 Sort and classify ideas and information for their writing in a variety of ways

variety of tools and sketch the skeletons - describe and name prisms and pyramids by the shape of their base - identif y congruent two - dimensional shapes by manipulating and matching concrete materials - draw and describe nets of rectangular and triangular prisms - construct prisms and pyramids from given nets construct three - dimensional figures using only congruent shapes

rate, change in how one feels during the activity) A2.3 assess their level of exertion during physical activity, using simple self - assessment techniques (e.g., taking pulse rates before, during, and after taking part in physical activities; checking how they feel during physical activity), and explain how intrinsic a nd extrinsic factors affect the exertion required to perform physical activities

musical notation (i.e., melody maps, symbols, do, re, mi, so and la)

techniques

suspense

of a

to

)

 

balloon

determine

as it

solutions

 

floats,

to design

challenges

(e.g., drawing:

B2.2

explodes

suddenl

 

explain,

1.5 - Identify and order main ideas and supporting details into un its that could be used to develop a short, simple paragraph 1.5 identify and order main ideas and supporting details and group them into units that could be used to develop a summary, using a variety of graphic organizers

using

y, and

then

make contour drawings of overlap- ping objects that are easily recognizable

drama

 

terminol

collapse

Patterns and Relationships Identify, Describe and Extend Patterns - identify, extend, and create a repeating pattern involving two attributes - identify and describe number patterns involving addition, subtraction, and multiplication, represented on a numb er line, on a calendar, and on a hundreds chart - extend, describe, and create repeating, growing, and shrinking number patterns - extend repeating, growing, and shrinking number patterns - connect each term in a growing or shrinking pattern with its term num ber and record the patterns in a table of values that shows the term number and the term - create a number pattern involving addition or subtraction, given a pattern represented on a number line or a pattern rule expressed in words - create a number pattern involving addition, subtraction, or multiplication, given a pattern rule expressed in words - represent simple geometric patterns using a number sequence, a number line, or a bar graph - demonstrate an understanding that a pattern re sults from repeating an action, repeating an operation, using a transformation, or making some other repeated change to an attribute - make predictions related to repeating geometric and numeric patterns Collection and Organization of Data - organize object s into categories, by sorting and classifying objects using two or more attributes simultaneously - collect data by conducting a simple survey about themselves, their environment, issues in their school or community, or content from another subject - collect data by conducting a survey or an experiment to do with themselves, their environment, issues in their school or the community, or content from another subject, and record observations or measurements - collect and organize categorical or discrete primary data and display the data in charts, tables, and graphs (including vertical and horizontal bar graphs), with appropriate titles and labels and with labels ordered appropriately along horizontal axes, as needed, using many - to one correspondence - c ollect and organize discrete primary data and display the data in charts, tables, and graphs (including stem - and - leaf plots and double bar graphs) that have appropriate titles, labels and scales that suit the range and distribution of the data, using a var iety of tools Data Relationships - read primary data in charts, tables, and graphs (including vertical and horizontal bar graphs), then describe the data using comparative language, and describe the shape of the data - read, interpret, and draw conclusions from primary data and from secondary data presented in charts, tables, and graphs - interpret and draw conclusions from data presented in charts, tables, and graphs - demonstrate an understanding

 

ogy,

s

back to

how

the

C1.5

demonstra te an understan ding of musical signs and standard notation on the five-line staff, and use devised notation to record the sequence of sounds in a compositi on of their own

mixed media:

elements

and

floor)

make a collage to depict a dream, using cut and torn paper, tissue paper, and found objects in contrasting shapes with a focus on positive and negative space

drama

conventi

A2.1 –

ons are

Demonst

 

used

rate how

1.6 - Determine whether the ideas an d information they have gathered are relevant and adequate 1.6 determine whether the ideas and information they have gathered are relevant and adequate for the purpose, and do more research if necessary

 

to

the

A3.1 demonstrate behaviours and apply procedures that maximize their safety and that of others during physical activity

produce

elements

specific

of dance

effects

and/or

audienc

can be

used in

painting: use tempera paint and a range of monochromatic colour values to represent the

emotional state of a character

e

their own

 

response

and

2.4 - Vary sentence structures and maintain continuity by using joining words 2.4 use sentences of different lengths and structures (e.g., complex sentences incorporating conjunctions such as because, so, if )

 

s

in their

other

A3.1 demonstrate behaviours and apply procedures th at maximize their safety and that of others during physical activity

own and

dance

others’

phrase s

drama

to

 

works

illustrate

printmaking:

use low-relief found objects [e.g., lace, textured leaves, and tin foil] to make a collograph in which texture and shape are used to create the composition

of

 

B2.3 -

explore

3.3 - Confirm spellings and word meanings or word choice using different resources 3.3 confirm spellin gs and word meanings or word choice using different types of resources appropriate for the purpose

   

Identify

learning

B1.1 perform controlled transitions between static positions, using different body parts and shapes and different levels, with and without equipment

C2.2-

and give

in other

Descibe ways in which the elements of music are used in the music they perform, listen to, and create (e.g., use a Venn Diagram to compare moods/ele ments)

examples

areas

of their

strengths

A2.1

,

demonst

   

interests

rate an

4.2 - Describe how some of their skills in listening, speaking, reading, viewing and representing help in their development as writers 4.2 describe, with prom pting by the teacher, how their skills in listening, speaking, reading, viewing, and representing help in their development as writers

 

sculpture:

and areas

understa

B1.1 perform a variety of controll ed static balances and transitions between balances, using a variety of body parts and shapes, at different levels, individually, and with partners and equipment

make a clay or papier mâché mask featuring exaggeration for dramatic effect

for

nding of

growth

how the

as drama

languag

e

of

 

participa

nt and

dance

can

D2.1 -

audience

clarify

and

 

Express

members

Media Literacy:

personal

highligh

1.2 - use overt and implied messages to draw inferences 1.2 use overt and implied messages to draw inferences and construct meaning in media texts 1.4 - Describe how different audiences might respond to a specific media text 1.4 explain why different audiences might respond differently to specific media texts 2.1 - Identify elements and characteristics of s ome media forms 2.1 identi fy elements and characteristics of some media forms 3.1 - Identify the topic, purpose and audience for media texts they plan to create 3.1 describe in detail the topic, purpose, and audience for media

 

feelin g and

t

ideas,

ideas about

B2.3

images,

B1.3 perform a variety of locomotor movements with and without equipment, alone and with others, moving at different levels, using different pathways, and travelling in different directions

B1.3 perform different combinations of locomotor movements with and

C2.2

identify

the

elements

used in

art

experience

s

images

(i.e., poster

for

and

identify

and give

example

s

strength

of their

s,

interests

and

characte

rs from

familiar

stories

the music

,

and

A3.2-

they

perform,

listen to,

and create,

and

exhibition,

own/other’

s

artwork)

areas for

growth

as

drama

Identify

and

describe

the role

describe

D2.1

interpret a

participa

nts and

of dance

texts they plan to create 3.2 - I dentify an appropriate form to suit the specific purpose and audience for a media text they plan to create 3.2 identify an appropriate form to suit the specific purpose and audience for a media text they plan to create

of mode, and identify the mode in a set of data - demonstrate , through investigation, an understanding of median and determine the median of a set of data - describe the shape of a set of data across its range of values, using charts, tables, and graphs the set of data bunches up around the median - compare similarities and differences between two related sets of data, using a variety of strategies

without equipment, alone and with others, moving at different speeds and levels, using different pathways, and going in different directions

how they are used (e.g., identify the mood of a piece and describe how the elements of music are used to create the mood)

variety of

audienc

in the

art works,

e

communi

and

member

ty

identify

s

the

 

feelings,

issues,

A3.2

identify

 

themes,

and social

and

   

B2.1 demonstrate an understanding that different physical activities have different components (e.g., movement skills, rules and boundaries, conventions of fair play and etiquette), and apply this understanding as they participate in and explore a variety of individual and small- group activities

describe

concerns

the

that they

convey

different

roles of

dance in

 

their

 

D3.1 -

lives

Identify

and in

and

commun

describe a

ities

variety of

visual art forms they see in their home, at school, in

around

the

world

(e.g., to

 

socialize

B2.1 demonstrate an understanding of the basic components of physical activities (e.g., movement skills, game structures, basic rules and guidelines, conventions of fair play and etiquette), and apply this understanding as they participate in a variety of physical activities

; for

entertain

the

ment; to

community

commun

,

and in

icate

visual art

experience

and tell

stories)

s

(e.g.,

original

paintings at

a

 

community

gallery,

sculptures

in local

parks).

D3.1

describe how visual art forms and styles represent various messages and contexts in the past and present (e.g., images that promote businesses , events, or festivals; paintings)

Mrs. Vidmontas’ Grade 3 4 Year Overview

   

Science

Social

Phys. Ed Term #2

     

Dance

Language Term #2

Math Term #2

Term #2

Studies

Music

Art

Drama

Term

Term

Term

Term #2

 

Term

#2

   

#2

#2

#2

These expectations may change depending on the direction of the School Improvement Plan. Any expectations not specifically listed are ongoing or a focus in both terms.

Number Sense & Numeration Operational Sense - solve problems involving the addition and subtraction of two - digit numbers, using a variety of mental strategies (e.g., to add 37 + 26, add the tens, add the ones, then combine the tens and ones, like this: 30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63) - add and subtract three - digit numbers, using concrete materials, student - generated algorithms, and standard algorithms 

 - add and subtract two - digit numbers, using a variety of mental strategies - solve problems involving the addition and subtraction of four - digit numbers, using student - generated algorithms and standard algorithms - add and subtract decimal numbers to tenths, using concrete materials and student - generated algorithms

Growth in

Heritage

1.2

use adaptive,

C1.4 - Use the tools and techniques of musicianshi p in musical performanc es (e.g., where breaths should be taken)

D1.2 – Demonstrate an understandin g of composition, using principles of design to create narrative art works or art works on a theme or topic (i.e., use shapes in foreground, middle ground and background to create an illustration)

 

A1.2 –

Plants

and

management, and coping skills to help them respond to the various challenges they encounter as they participate in physical

activities

B1.1 - Engage in dramatic play and role play with a focus on exploring themes, ideas, characters and issues from imagination or in stories from diverse community times and places

Use

Citizenshi

dance as

Habitats and

p: Early

a

 

Communities

Settleme

language

Oral & Visual Communication:

nts in

to

1.8 - Identify the point of view in different types of oral texts 1.8 identify the point of view presented in oral texts and ask questions about possible bias

Forces

Upper

represent

Causing

Canada

 

ideas

Movement

from

Heritage

1.2

use adaptive,

diverse

 

Light and

and

management, and coping skills to help them respond to the various challenges they encounter as they participate in physical activities, develop movement competence, and acquire knowledge and skills related to healthy living

literature

2.4 - Choose a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, and a few elements of style to communicate their meaning accurately and engage the interest of their audience 2.4 use appropriate words and phrases from the full range of their vocabulary, including inclusive and non - discriminatory terms, and appropriate elements of style, to communicate their meaning accurately and engage the interest of their audience

Soun d

Identity:

sources

Early

(i.e.,

Societies,

 

interpret

3000

C1.4 use the tools and techniques of musicians hip in musical performan ces (e.g. sing “O Canada” using controlled breathing technique and relaxed and straight posture while producing a clear and open head tone in their vocal range)

stories,

BCE - 1500

poems,

CE

facts)

Money - add and subtract money amounts, using a var iety of tools to make simulated purchases and change for amounts up to

$10

- add and subtract money amounts by making simulated purchases and providing change for amounts up to $100, using a variety of tools

A1.2 use

dance as

 

a

1.4

apply relationship

B1.1

languag

e to

and social skills as they

 

engage

explore

and

 

participate in physical activities, develop movement competence, and ac quire knowledge and skills related to healthy living

1.2

demonstrate an understandi ng of composition, using selected principles of design to create narrative art works or art works on a theme or

topic

actively in

drama

Reading:

1.8 - Express personal opinions about ideas presented in texts 1.8 express opinions about the ideas and information in texts and cite evidence from the text to support their opinions

 

commun

Multiplication/Division - relate multiplication of one - digit numbers and division by one - digit divisors to real - life situations, using a variety of tools and strategies - multiply to 7 x 7 and divide to 49 divided by 7, using a variety of mental strategies - multiply to 9 x 9 and divide to 81 ÷ 9, using a variety of mental strategies - solve problems involving the multiplication of one- digit whole numbers, using a variety of mental strategies - multiply whole numbers by 10, 100, and 1000, and divide whole numbers by 10 and 100, using mental strategies - m ultiply two - digit whole numbers by one - digit whole numbers, using a variety of tools, student - generated algorithms, and standard algorithms - divide two - digit whole numbers by one - digit whole numbers, using a variety of tools and student - generated algorithm s

exploratio

n

and role

icate

play, with

a

focus on

ideas

derived

exploring

drama

from a

variety

of

 

1.4

apply relationship

structures,

literatur

and social skills as they participate in phy sical activities, develop move ment competence, and acquire knowledge and skills related to healthy living to help them interact posit ively with others, build healthy relationships, and become effective team mem bers

key ideas,

e

1.9 Identify the point of view presented in a text and some possible alte rnative perspectives 1.9 identify the point of view presented in a text, citing supporting evidence from the text, and suggest some possible alternative perspectives

and

sources

pivotal

moments

in their

A2.2 -

own

Identify

stories and

using

   

stories

danc e

D2.2 - Explain how ele - ments and principles of design are used to com - municate meaning or understandin

from

vocabula

2.4 - Identify some elements of style, including voice, word choice, and different types of sentences, and explain how they help readers understand texts 2.4 identify various elements of style – including alliteration, descriptive adjectives and adverbs, and sentences of different types, lengths, and structures

   

diverse

Estimation - use estimation when solving problems involving addition and subtraction, to help judge the reasonableness of a solution - use estimation when solving problems involving the addition, subtraction, and multiplication of whole numbers, to help j udge the reasonableness of a solution

C2.1 - Express personal responses to musical performanc es in a

communiti

es, times,

and places

ry, the

elements

of dance

used in

A1.2 demonstrate an understanding of factors that contribute to their personal

their own

B1.4 -

and

Communica

other’

 

te feelings

dance

and explain how they help commun icate meaning

Relationships - describe relationships that involve simple whole - number multiplication - determine and explain, through investigation, the relationship between fractions (i.e., halves, fifths, tenths) and decimals to tenths, using a variety of tools and strategies - demonstrate an understanding of simple multiplicative relationships involving unit rates, through investigation using concrete materials and drawings

enjoyment of being active

variety of

g of their own and others’ art work (i.e., organic shapes in Where the Wild Things Are)

and ideas to a familiar audience using audio, visual and/or technologic al aids to support or enhance their drama work.

phrases

ways (e.g.,

and

   

journals)

explain

Writing:

A1.2 demonstrate an understanding of factors that contribute to their personal enjoyment of being active (e.g., knowing rules of etiquette and fair play will be observed, having the opportunity to think creatively and adapt activities to individual needs or preferences, b eing physically and emotionally comfortable in the activities), as they participate in a wide variety of individual and small - group activities and lead - up games

their

purpose

2.2 - Establish a personal voice in their writing 2.2 establish a personal voice in their writing, with a focus on using words and stylistic elements that convey a specific mood such as amusement

C2.1

express detailed personal responses to musical performan ces in a variety of ways. e.g., respond by drawing, moving, using visual organizers , telling a story, making a collage; compare recordings of singers they think have a “good voice” and defend their preference

(i.e., use

body,

space,

   

time and

Measurement Perimeter & Area - estimate, measure, and record the perimeter of two - dimensional shapes, through investigation using standard units - estimate, measure using a variety of tools and strategies, and record the perimeter and area of polygons - estimate, measure, and record area

D2.2 analyse the use of elements and prin- ciples of design in a variety of art works, and explain how they are used to communicat e meaning or under- standing (e.g., the use of texture and negative space in Henry Moore’s abstract forms to suggest natural objects or figures)

energy to

 

create

2.3 - Use words and phrases that wil l help convey their meaning as specifically as possible 2.3 use specific words and phrases to create an intended impression (e.g., comparative adjectives such as faster ; words that create specific effects through sound, as in alliteration for emphasis: r otten r ain )

variety

and

interest)

B1.4

A2.2

 

communic ate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technologi cal aids to enhance their drama work

identify,

Mass - c hoose benchmarks for a kilogram and a litre to help them perform measurement tasks - estimate, measure, and record the mass of objects, using the standard unit of the kilogram or parts of a kilogram - estimate, measure, and record the mass of objects using t he standard units of the kilogram and the gram

using

dance

 

vocabul

ary, the

2.5 - Identify their point of view and other possible points of view on the topic, and determine if their information supports their own view 2.5 identify their point of view and other possible points of view on the topic, and determine whether their information sufficiently supports their own view

elements

 

of dance

A1.3 describe the benefits of participating in physical activity every day

used in

their

 

own and

Capacity - estimate, measure, and record the capacity of containers, using the standard unit of the litre or parts of a litre - estimate, measure, and record the capacity of containers using the standard units of the litre and the millilitre - estimate, measure using concrete materials, and record volume, and relate volume to the space taken up by an object

others’

dance

pieces

 

A1.3 identify f actors that motivate participation in physical activity every day at school, at home, or in their communities

and

explain

3.4 - Use punctuation to help communicate their intended meaning 3.4 use punctuation appropriately to help communicate their intended meaning, with a focus on the use of: the apostrophe to indicate poss ession, and quotation marks to indicate direct speech

how

each

helps

     

commun

Measurement Relationships - compare standard units of length and select and justify the most appropriate standard unit to measure length - describe, through investigation, the relationship between various units of length ( i.e., millimetre, centimetre, decimetre, metre, kilometre) - compare and order objects on the basis of linear measurements in centimetres and /or metres in problem - solving contexts - select and justify the most appropriate standard unit (i.e., millimetre, centimetre, decimetre, metre, kilometre) to measure the side lengths and perimeters of various polygons

icate

 

C2.3 -

 

B2.1 - Express thoughts, feelings and ideas about a variety of drama experience s an d performanc es (i.e., journal response)

ideas

A2.2 identify new capabilities and other benefi ts that may result from improved cardiorespiratory fi tness

Identify

D2.3 - Demonstrate an awareness of the meaning of signs and symbols encountered in their daily lives and works of a rt (e.g., fonts, logos )

and

and give

feelings

 

examples

of their

 

3.5 - Use parts of speech appropriately to communicate their meaning clearly with a focus on the use of proper nouns for titles, possessive nouns, verbs in the present, and present and simple past tense s; adjectives and adverbs 3.5 use

strengths

and areas

A2.3 -

Identify

 

for growth

as musical

and give

A2.2 identify how different physical activities affect the body and contribute to physical fi tness and good health

examples

performers,

creators,

of their

strengths

parts of speech appropriately to communicate their meaning clearly, with

 

interpreter

and areas

Area

s and

for

a

focus on the use of: common and

- compare and order various shapes by area, using congruent shapes and grid paper for measuring - describe using grid paper, the relationship between the size of a unit of area and the number of units needed to cover a surface - determine, through investigation, the relationship betwee n the side lengths of a rectangle and its perimeter and area - pose and solve meaningful problems that require the ability to distinguish perimeter and area

audience

growth

proper nouns; verbs in the simple present, past, and future tenses; adjectives and adverbs; subject/verb agreement; prepositions; and conjunctions

 

members

as dance

A2.4 develop and act on personal goals related to physical activity

   

creators

D2.3

B2.1

and

C2.3

identify

demonstrate awareness of the meaning of signs, symbols, and styles in works of art

express

personal

audience

members

   

and give

responses

examples

and make

3.6 - Proofread and correct their writing 3.6 proofread and correct their writing using guidelines developed with peers and the teacher

A2.4 develop and act on personal fitness goals based on their interests, self- assessments, and feelings when

of their

connection

A2.3

 

strengths

s to

identify and give example s of their strength

and areas

characters,

Comparing Objects - compare and order a collection of objects, using standard units of mass and/or capacity - compare and order a collection

for growth

themes,

 

as musical

(e.g., symbols

and issues

performer

representing luck;

presented

3.8 - Produce pieces of published work to meet identified criteria 3.8 produce pieces of published work to meet identified criteria based on the expectations related to content, organization, style, use of conventions, and use of presentation strategies

of objects, using standard units of mass (i.e., gram, kilogram) and/or capacity (i.e., millilitre, litre) - determine, through investigation, the relationship between grams and kilograms

participating in

s,

creators,

fonts typically

in their

s and

physical activity

interpreter

s,

and

used in marketing;

heraldic symbols;

aboriginal totems

own and

others’

areas for

growth

A3.2 describe how to respond to accidents or injuries incurred while participating in physical activity

audience

members

around the world;

Egyptian

hieroglyphics)

drama

works

as dance

creators

Relationships - determine, th rough investigation, the relationship between millilitres and litres - solve problems involving the relationships between minutes and hours, hours and days, days and weeks, and weeks and years, using a variety of tools - select and justify the most appropri ate standard unit to measure mass (i.e., milligram, gram, kilogram) and the most appropriate standard unit to measure the capacity of a container (i.e., millilitre, litre) - solve problems involving the relationship between years and decades, and between de cades and centuries - compare, using a variety of tools two - dimensional shapes that have the same perimeter or the same area

(e.g.,

(e.g., make

and

identify

D2.4 - Identify and document their strengths, their interests and areas for improvement as creators of

a

mural or

audienc

two

map to

e

 

musical

explore

member

4.3 - Select pieces of writing that they think show their best work and explain the reason for their selection 4.3 select pieces of writing that they think reflect their growth and competence as writers and explain the reasons for their choice

 

qualities

the setting

s

A3.2 describe common precautions for preventing accidents and injuries while participating in dif ferent types of physical activity

that were

of the

effective

drama;

in their

interview

A3.1 -

group’s

a

partner

Describe

performan

in and out of role to

a

variety

ce and one area for

of dances

 

discover

from

Media Literacy:

1.3 - Express personal opinions about ideas presented in media texts 1.3 express opinions about ideas, issues, and/or experiences presented in media texts, and give evidence from the texts to support their opinions

 

improvem

art (i.e., journal,

physical

communi

B1.2 demonstrate the ability to jump for distance or height, using two-foot and one-foot take-offs, while remaining in control

ent)

matching words to

feelings)

and

personalit

ties in

Canada

Geometry and Spatial Sense Location and Movement - describe movement from one location to another using a grid map identify and describe the general location of an object using a grid system - identify flips, slides, and turns, through investigation using concrete materials and physical motion, and name flips, slides, and turns as reflections, translations, and rotations - identify, perform, and describe reflections using a variety of tools - comp lete and describe designs and pictures of images that have a vertical, horizontal, or diagonal line of symmetry - - create and analyze symmetrical designs by reflecting a shape, or shapes, using a variety of tools and identify the congruent shapes in the de signs

y

traits of

and

C3. 1 - Identify and describe ways in which music can be used in the community (e.g., celebrate events, bring people together etc.)

D2.4 identify and document their strengths, their interests, and areas for improvemen t as creators and viewers of art (e.g., review notes and sketches they have made during a visit to a public gallery)

a

character)

around

the world

that they

 

B3.1 - Identify some distinct stylistic features of a few drama and theatre forms they experience in their home, school and community and in the media (e.g., puppet shows,

mask plays)

have

 

B1.2 demonstrate the ability to jump and land, in control, from a low height (e.g., jump off a bench and land in a stable position)

seen in

1.5 - Identify whose point of view is presented or reflected in a media text and suggest how the text might change if a different point of view were used 1.5 identify whose point of view is presented or reflected in a media text, citing supporting evidence from the text, and suggest how the text might change if a different point of view were used

the

media, at

a

live

performa

nce, etc.

 

A3.1

B1.4 send and receive objects of different shapes and sizes in different ways, using different body parts, at different levels, and

describe,

 

with

 

Patterning and Algebra Expressions and Equality - determine the inverse relationship between addition and subtraction - determine, through investigation, the inverse relationship between multiplication and division - determine, the missing number in equations involving addition and subtraction of one - and two - digit numbers - determine the missing number in equations involving multiplication of one - and two - digit numbers, using a variety of tools and strategies - identify the properties of zero and one in multiplication (i.e., any number multiplied by zero equals zero; any number multiplied by 1 equals the original number) - identify, through investigation and use the commutative property of multiplication to facilitate computation with whole numbers - id entify, through investigation, and use the associative property of addition to facilitate computation with whole numbers - identify, through investigation and use the distributive property of multiplication over addition to facilitate computation with whole numbers

teacher

1.6 - Identify who produces selected media texts and why texts are produced (i.e., companies make eye - catching logos) 1.6 identify who produces various media texts a nd the reason for their production

guidanc

 

e, how

 

forms

and

using various types of equipment

B1.4 send and receive objects of a variety of shapes and sizes at different levels and speeds, using different body parts and equipment, while applyi ng basic principles of movement

C3.1

identify

the role of music in a

communit

D3.2 - Demonstrate an awareness

styles of

dance

reflect

3.3 - Identify conventions and appropriate to the form chosen for a media text they plan to create 3.3 identify conventions and techniques appropriate to the form chosen for a media text they plan to create

people’s

 

different

today

y

and

of a variety of works of ar t and artistic traditions

 

social

compare it

3.1

and

to its role in a

identify

and

political

roles in

communit

from diverse

describe

various

 

y

of the

communities, times and places (i.e., a picture book that tells a story about people and the time and place which they work.)

some

commun

past. e.g.,

music for

similaritie

s

in the

ities,

times,

B1.5 retain objects of different shapes and sizes in different ways,

gatherings

purposes

and

now and

of process

places

 

in the

drama and

Probability-predict the frequency of an outcome in a simple probability experiment or game, then perform the experiment, and compare the results with the predictions, using mathematical language -predict the frequency of an outcome in a simple probability

Middle

Ages;

more

formal,

using different body parts and equipment

B1.5 retain objects of various shapes and sizes in different ways, using

songs

sung now

traditional

theatre

productio

 

ns

experiment, explaining their reasoning; conduct the experiment; and compare the result with the prediction -
experiment, explaining their reasoning; conduct the
experiment; and compare the result with the prediction -
demonstrate, through investigation, an understanding of
fairness in a game and relate this to the occurrence of
equally likely outcomes -determine, through
investigation, how the number of repetitions of a
probability experiment can affect the conclusions drawn
different body parts,
with and without
equipment, while
and by the
voyageurs
D3.2
moving around others
and equipment
C3.2-
B2.2 apply a variety of
simple tactics to
increase their chances
of success during
physical activities
(e.g., assume a ready
position in
preparation to receive
the ball when playing
small-sided games
such as two-on-two or
to be ready for a quick
start in a race; practise
a balance routine on a
line in the gym while
waiting for a turn on a
balance beam or a
bench)
Identify
through
performing
and/or
listening, a
variety of
musical
forms or
pieces from
different
communitie
s, times and
demonstrate
an
awareness
of a variety
of art forms,
styles, and
traditions,
and describe
how they
reflect the
diverse
cultures,
times, and
places in
which they
were made
places
C3.2
demonstra
te an
awareness
, through
listening,
of the
B3.2 -
Demonstra
te an
awareness
of ideas
and
emotions
expressed
in drama
works from
communiti
es around
the world
(i.e ., ideas
about
friendship
or loyalty
or power or
perseveran
ce in
dramas
based on
fairy tales,
legends
etc.)
B2.2 identify common
features of specific
categories of physical
activities* (e.g.,
individual, target,
net/wall, striking/
elding, territory), and
identify common
strategies and tactics
that they found
effective while
participating in a
variety of physical
activities in different
categories
characteris
tics of
musical
B3.2
forms and
demonstra
traditions
te an
of diverse
awareness
times,
of
places,
different
and
kinds of
communiti
drama and
theatre
es
from
different
times and
places and
of how
they
reflect
their
contexts