language grade 3 language grade 4 r - tdsb school...

Long Range Plans - School Year- 2013-2014 Teacher: Carmen Georgescu Grade 3/4 FI Room 3

Language Grade 3 Language Grade 4 Se

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Oral Communication 1a, 1b, 2a, 2b, 2e, 3a

follow detailed instructions to perform a task;

demonstrate an understanding of short spoken

texts and media works;

participate in classroom activities by asking and

answering questions and expressing feelings about

familiar topics;

present ideas and information in logical

sequence;

retell stories, demonstrating an understanding of

basic story structure;

recognize and use appropriate language structures

in oral communication activities;

Reading 1a, 1b, 1c, 2a, 2b

read a variety of simple written materials for

different purposes;

demonstrate comprehension of text read

independently by identifying and discussing

features of the text and by summarizing its

content;

express their opinions of written texts,

relating the content to their own knowledge and

experiences;

recognize and use appropriate language

structures in their response to written texts;

use reading strategies to determine the meaning

of unfamiliar words and expressions;

Writing 1a, 2a, 2b

create short written texts for specific purposes

and in which they express a point of view and

reflect on their experiences;

use appropriate language structures in their

writing;

use and spell correctly the vocabulary

appropriate for this grade level;

Oral Communication 1a, 2a, 2b, 3a

demonstrate an understanding of a variety of

spoken texts and media works;

participate in classroom activities by asking

and answering questions, giving personal

opinions, and expressing feelings on familiar

topics;

present ideas and information in logical

sequence;

recognize and use appropriate language

structures in oral communication activities;

Reading 1a, 1b, 2a, 2b

read a variety of texts and media works for

different purposes;

identify and describe the key elements of a

written text;

read a variety of texts and media works for

different purposes;

identify and describe the key elements of a

written text;

Writing 1a, 2a, 2b, 2c, 2d

write descriptive and narrative text in a

variety of forms to convey facts, feelings,

personal opinions, and ideas;

use appropriate language structures in their

writing;

use and spell correctly the vocabulary

appropriate for this grade level;

use cursive writing;

extend their use of punctuation to include

exclamation marks and colons;

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Oral Communication 1c, 2c, 2d, 3b, 3c

listen to discussions and ask questions to clarify

meaning;

use visual and verbal cues to communicate

information;

use simple and some compound sentences to express

feelings, opinions, and ideas;

use correct pronunciation and appropriate

intonation in familiar contexts;

use linking words such as parce que, après, avant

to organize ideas in speech;

Reading 1d, 1e, 2c, 2d

follow written instructions;

demonstrate an understanding of simple texts;

read aloud, observing the rules of pronunciation

and intonation;

recognize and use punctuation as an aid to

comprehension;

Writing 1b, 2c, 2d

create short written texts organize information

into short paragraphs that contain a main idea

and related details;

print legibly and begin to use cursive writing;

begin to use compound sentences and use sentences

of varying length;

Oral Communication 1b, 2c, 2d, 3b

listen and respond to the viewpoints of others

in a group discussion on a specific topic;

use simple and compound sentences to express

feelings, opinions, and ideas;

contribute to small-group discussions;

observe the rules of pronunciation and

intonation in their speech;

Reading 1c, 2c, 2d

interpret written texts, using evidence from the

text and drawing upon their personal knowledge

and experience;

read aloud, with expression, observing the rules

of pronunciation and intonation;

use and interpret basic conventions of formal

text to find information and aid comprehension;

Writing 1b, 2e, 2f, 2g, 2h

organize and develop ideas using paragraphs;

use capitals for place names;

use compound sentences and sentences of varying

length;

use a variety of sentence types correctly and

appropriately;

use synonyms and antonyms;

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Oral Communication 1d, 2f, 2g, 3d, 3e

recognize and interpret visual and verbal cues

to aid in understanding what they hear

communicate ideas and opinions during small-group

activities;

give short presentations on a variety of topics.

recognize and use liaison in speech ;

identify and correct common anglicisms, with the

teacher's assistance.

Reading 1f, 1g, 1h, 2e, 2f

extend their understanding of a text through

follow-up activities;

identify and describe different forms of writing;

identify the key elements of a story.

use and interpret basic conventions of text to

Oral Communication 1c, 2e, 2f, 3c, 3d

demonstrate the ability to concentrate on the

topic under discussion.

prepare and give oral presentations,

incorporating descriptive vocabulary;

create short media works, using appropriate

technologies.

use a variety of sentence types to enhance a

message;

correct errors in their spoken French, with

prompting from the teacher.

Reading 1d, 1e, 2e, 2f, 2g

begin to use research skills;

identify various forms of writing and describe

their main characteristics.

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find information and aid comprehension;

use French-English dictionaries to determine the

meaning of unfamiliar vocabulary.

Writing 1c, 2e, 2f

produce short written text.

revise, edit, and proofread their writing, with

the teacher's assistance, focusing on grammar,

spelling, punctuation, and conventions of style;

use appropriate resources to verify spelling.

use their knowledge of the structure of words to

determine the meaning of unfamiliar words;

identify synonyms and antonyms for familiar

words;

use French-English dictionaries to determine the

meaning of unfamiliar vocabulary.

Writing 1c, 1d, 2i, 2j, 2k

produce short written text to accompany visual

information;

write a brief report, following a model, on a

class research project.

use a thesaurus to expand their vocabulary;

revise, edit, and proofread their writing, with

the teacher's assistance, focusing on grammar,

spelling, punctuation, and conventions of

style;

use French-English dictionaries to verify

spelling and determine the meaning of

unfamiliar vocabulary.

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Mathematics Grade 3 Mathematics Grade 4

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Patterning and Algebra

Patterns and Relationships

a. identify, extend, and create a repeating pattern involving two attributes, using a

variety of tools;

b. identify and describe, through investigation, number patterns involving

addition, subtraction, and multiplication,

represented on a number line, on a

calendar, and on a hundreds chart;

c. extend repeating, growing, and shrinking number patterns;

d. create a number pattern involving addition or subtraction, given a pattern represented

on a number line or a pattern rule

expressed in words;

e. represent simple geometric patterns using a number sequence, a number line, or a bar

graph;

f. demonstrate, through investigation, an understanding that a pattern results from

repeating an action, repeating an

operation, using a transformation or making

some other repeated change to an attribute.

Expressions and Equality

a. determine, through investigation, the inverse relationship between addition and

subtraction;

b. determine, the missing number in equations involving addition and subtraction of one-

and two-digit numbers, using a variety of

tools and strategies;

Patterning and Algebra

Patterns and Relationships

a. extend, describe, and create repeating, growing, and shrinking number patterns;

b. connect each term in a growing or shrinking pattern with its term number,

and record the patterns in a table of

values that shows the term number and the

term;

c. create a number pattern involving addition, subtraction, or multiplication,

given a pattern rule expressed in words;

d. make predictions related to repeating geometric and numeric patterns;

e. extend and create repeating patterns that result from reflections, through

investigation using a variety of tools.

Expressions and Equality

a. determine, through investigation, the inverse relationship between

multiplication and division;

b. determine the missing number in equations involving multiplication of one- and two-

digit numbers, using a variety of tools

and strategies;

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c. identify, through investigation, the properties of zero and one in

multiplication;

d. identify, through investigation, and use the associative property of addition to

facilitate computation with whole numbers.

Number Sense and Numeration

Quantity Relationships

a. represent, compare, and order whole numbers to 1000, using a variety of tools;

b. read and print in words whole numbers to one hundred, using meaningful contexts;

c. identify and represent the value of a digit in a number according to its position in

the number;

d. compose and decompose three-digit numbers into hundreds, tens, and ones in a variety

of ways, using concrete materials;

e. round two-digit numbers to the nearest ten, in problems arising from real-life

situations;

f. represent and explain, using concrete materials, the relationship among the

numbers 1, 10, 100, and 1000;

g. divide whole objects and sets of objects into equal parts, and identify the parts

using fractional names, without using

numbers in standard fractional notation;

h. represent and describe the relationships between coins and bills up to $10;

i. estimate, count, and represent the value of a collection of coins and bills with a

maximum value of $10;

j. solve problems that arise from real-life situations and that relate to the magnitude

of whole numbers up to 1000.

c. identify, through investigation, and use the commutative property of

multiplication to facilitate computation

with whole numbers;

d. identify, through investigation, and use the distributive property of

multiplication over addition to

facilitate computation with whole

numbers.


Quantity Relationships

a. represent, compare, and order whole numbers to 10 000, using a variety of

tools;

b. 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;

c. read and print in words whole numbers to one thousand, using meaningful contexts;

d. round four-digit whole numbers to the nearest ten, hundred, and thousand, in

problems arising from real-life

situations;

e. represent, compare, and order decimal numbers to tenths, using a variety of

tools and using standard decimal

notation;

f. 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 considered;

g. compare and order fractions by considering the size and the number of

fractional parts;

h. compare fractions to the benchmarks of 0, 1/2, and 1;

i. demonstrate and explain the relationship between equivalent fractions, using

concrete materials and drawings;

j. read and represent money amounts to $100; k. solve problems that arise from real-life

situations and that relate to the

magnitude of whole numbers up to 10 000.

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Counting

a. 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, using a variety of tools and

strategies;

b. 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, using a variety of tools and

strategies.

Operational Sense

a. solve problems involving the addition and subtraction of two-digit numbers, using a

variety of mental strategies;

b. add and subtract three-digit numbers, using concrete materials, student-generated

algorithms, and standard algorithms;

c. use estimation when solving problems involving addition and subtraction, to help

judge the reasonableness of a solution;

d. add and subtract money amounts, using a variety of tools, to make simulated

purchases and change for amounts up to $10;


Counting

a. count forward by halves, thirds, fourths, and tenths to beyond one whole, using

concrete materials and number lines;

b. count forward by tenths from any decimal number expressed to one decimal place,

using concrete materials and number

lines.

Operational Sense

a. add and subtract two-digit numbers, using a variety of mental strategies;

b. solve problems involving the addition and subtraction of four-digit numbers, using

student-generated algorithms and standard

algorithms;

c. add and subtract decimal numbers to tenths, using concrete materials and

student-generated algorithms;

d. add and subtract money amounts by making simulated purchases and providing change

for amounts up to $100, using a variety

of tools;

e. multiply to 9 x 9 and divide to 81 ÷ 9, using a variety of mental strategies;

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e. relate multiplication of one-digit numbers and division by one-digit divisors to real

life situations, using a variety of tools

and strategies;

f. multiply to 7 x 7 and divide to 49 ÷ 7, using a variety of mental strategies.

Measurement

Attributes, Units, and Measurement

Sense

a. estimate, measure, and record length, height, and distance, using standard

units;

b. draw items using a ruler, given specific lengths in centimetres;

f. solve problems involving the multiplication of one-digit whole

numbers, using a variety of mental

strategies;

g. multiply whole numbers by 10, 100, and 1000, and divide whole numbers by 10 and

100, using mental strategies;

h. multiply two-digit whole numbers by one-digit whole numbers, using a variety of

tools, student-generated algorithms, and

standard algorithms;

i. divide two-digit whole numbers by one-digit whole numbers, using a variety of

tools;

j. use estimation when solving problems involving the addition, subtraction, and

multiplication of whole numbers, to help

judge the reasonableness of a solution.

Proportional Relationships

a. describe relationships that involve simple whole-number multiplication;

b. determine and explain, through investigation, the relationship between

fractions and decimals to tenths, using a

variety of tools and strategies;

c. demonstrate an understanding of simple multiplicative relationships involving

unit rates, through investigation using

concrete materials and drawings.

Measurement

Attributes, Units, and Measurement

Sense

a. estimate, measure, and record length, height, and distance, using standard

units;

b. draw items using a ruler, given specific lengths in millimetres or centimetres;

c. read time using analogue clocks, to the nearest five minutes, and using digital

clocks and represent time in 12-hour

notation;

d. estimate, read, and record positive temperatures to the nearest degree

Celsius;

e. 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 air;

f. estimate, measure, and record the perimeter of two-dimensional shapes,

through investigation using standard

units;

g. estimate, measure, and record area; h. choose benchmarks for a kilogram and a

litre to help them perform measurement

tasks;

i. estimate, measure, and record the mass of objects, using the standard unit of the

kilogram or parts of a kilogram;

j. estimate, measure, and record the capacity of containers, using the standard unit of

the litre or parts of a litre.

Measurement Relationships

a. compare standard units of length, and select and justify the most appropriate

standard unit to measure length;

b. compare and order objects on the basis of linear measurements in centimetres

and/or metres in problem-solving

contexts;

c. compare and order various shapes by area, using congruent shapes and grid

paper for measuring;

c. estimate, measure, and represent time intervals to the nearest minute;

d. 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;

e. estimate, measure using a variety of tools and strategies, and record the

perimeter and area of polygons;

f. estimate, measure, and record the mass of objects, using the standard units of

the kilogram and the gram;

g. estimate, measure, and record the capacity of containers, using the

standard units of the litre and the

millilitre;

h. estimate, measure using concrete materials, and record volume, and relate

volume to the space taken up by an

object.

Measurement Relationships

a. describe, through investigation, the relationship between various units of

length;

b. select and justify the most appropriate standard unit to measure

the side lengths and perimeters of

various polygons;

c. determine, through investigation, the relationship between the side lengths

of a rectangle and its perimeter and

area;

d. pose and solve meaningful problems that require the ability to

distinguish perimeter and area;

d. describe, through investigation using grid paper, the relationship between the

size of a unit of area and the number of

units needed to cover a surface;

e. compare and order a collection of objects, using standard units of mass;

f. solve problems involving the relationships between minutes and hours,

hours and days, days and weeks, and

weeks and years, using a variety of

tools.

e. compare and order a collection of objects, using standard units of mass

and/or capacity;

f. determine, through investigation, the relationship between grams and

kilograms;

g. determine, through investigation, the relationship between millilitres and

litres;

h. select and justify the most appropriate standard unit to measure

mass;

i. solve problems involving the relationship between years and

decades, and between decades and

centuries;

j. compare, using a variety of tools, two-dimensional shapes that have the

k. same perimeter or the same area.

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Geometry and Spatial Sense

Geometric Properties

a. use a reference tool to identify right angles and to describe angles as greater

than, equal to, or less than a right angle;

b. identify and compare various polygons and sort them by their geometric properties;

c. compare various angles, using concrete materials and pictorial representations,

and describe angles as bigger than, smaller

than, or about the same as other angles;

d. compare and sort prisms and pyramids by geometric properties, using concrete

materials;

Geometry and Spatial Sense

Geometric Properties

a. draw the lines of symmetry of two-dimensional shapes, through

investigation using a variety of tools

and strategies;

b. identify and compare different types of quadrilaterals and sort and classify

them by their geometric properties;

c. identify benchmark angles, using a reference tool, and compare other angles

to these benchmarks;

d. relate the names of the benchmark angles to their measures in degrees;

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e. construct rectangular prisms, and describe geometric properties of the prisms.

Geometric Relationships

a. solve problems requiring the greatest or least number of two-dimensional shapes

needed to compose a larger shape in a

variety of ways;

b. explain the relationships between different types of quadrilaterals;

c. identify and describe the two-dimensional shapes that can be found in

a three-dimensional figure;

d. describe and name prisms and pyramids by the shape of their base;

e. identify congruent two-dimensional shapes by manipulating and matching

concrete materials.

Location and Movement

a. describe movement from one location to another using a grid map;

b. identify flips, slides, and turns, through investigation using concrete

materials and physical motion, and name

flips, slides, and turns as reflections,

translations, and rotations;

c. complete and describe designs and pictures of images that have a vertical,

horizontal, or diagonal line of

symmetry.

B. Data Management and Probability

Collection and Organization of Data

a. demonstrate an ability to organize objects into categories, by sorting and

classifying objects using two or more

attributes simultaneously;

e. identify and describe prisms and pyramids, and classify them by their

geometric properties, using concrete

materials.

Geometric Relationships

a. construct a three-dimensional figure from a picture or model of the figure,

using connecting cubes;

b. construct skeletons of three-dimensional figures, using a variety

of tools, and sketch the skeletons;

c. draw and describe nets of rectangular and triangular prisms;

d. construct prisms and pyramids from given nets;

e. construct three-dimensional figures, using only congruent shapes.

Location and Movement

a. identify and describe the general location of an object using a grid

system;

b. identify, perform, and describe reflections using a variety of tools;

c. create and analyse symmetrical designs by reflecting a shape, or shapes,

using a variety of tools, and identify

the congruent shapes in the designs.

A. Data Management and Probability

Collection and Organization of Data

a. collect data by conducting a survey or an experiment to do with themselves,

their environment, issues in their

school or the community, or content

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b. collect data by conducting a simple survey about themselves, their

environment, issues in their school or

community, or content from another

subject;

c. collect and organize categorical or discrete primary data and display the

data in charts, tables, and graphs, with

appropriate titles and labels and with

labels ordered appropriately along

horizontal axes, as needed, using many-

to-one correspondence.

Data Relationships

a. read primary data presented in charts, tables, and graphs, then describe the

data using comparative language, and

describe the shape of the data;

b. interpret and draw conclusions from data presented in charts, tables, and graphs;

c. demonstrate an understanding of mode and identify the mode in a set of data.

Probability

a. predict the frequency of an outcome in a simple probability experiment or game

then perform the experiment, sand

compare the results with the

predictions, using mathematical

language;

b. demonstrate, through investigation, an

understanding of fairness in a game and

relate this to the occurrence of equally

likely outcomes.

from another subject, and record

observations or measurements;

b. collect and organize discrete primary data and display the data in charts,

tables, and graphs that have

appropriate titles, labels, and scales

that suit the range and distribution

of the data, using a variety of tools.

Data Relationships

a. read, interpret, and draw conclusions from primary data and from secondary

data presented in charts, tables, and

graphs;

b. demonstrate, through investigation, an understanding of median and determine

the median of a set of data;

c. describe the shape of a set of data across its range of values, using

charts, tables, and graphs;

d. compare similarities and differences between two related sets of data,

using a variety of strategies.

Probability

a. predict the frequency of an outcome in a simple probability experiment,

explaining their reasoning; conduct

the experiment; and compare the result

with the prediction;

b. determine, through investigation, how

the number of repetitions of a

probability experiment can affect the

conclusions drawn.


Social Studies and Science Grade 4 Se

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A. Heritage and Identity: Early Societies, 3000 BCE–1500 CE

A1. Application: Past and Present Societies

A1.1 compare social organization in two or more early societies

A1.1 compare aspects of the daily lives of different groups in an early society

A1.3 describe some of the ways in which their daily life differs from the lives of young people from

different backgrounds

A1.4 compare two or more early societies in terms of their relationship with the environment

A2. Ways of Life and Relationships with the Environment

A2.1 formulate questions to guide investigations into ways of life and relationships with the

environment in two or more early societies, with an emphasis on aspects of the interrelationship

between the environment and life in those societies

A2.2 gather and organize information on ways of life and relationships with the environment in early

societies, using a variety of primary and secondary sources in both print and electronic formats

A2.3 analyse and construct print and/or digital maps, including thematic maps, as part of their

investigations into interrelationships between the environment and life in early societies

A2.4 interpret and analyse information relevant to their investigations, using a variety of tools

A2.5 evaluate evidence and draw conclusions about ways of life and relationships with the environment

in early societies, with an emphasis on aspects of the interrelationship between the environment and

life in those societies

A2.6 communicate the results of their inquiries, using appropriate vocabulary and formats .

A3. Understanding Context: Characteristics of Early Societies

A3.1 identify the location of some different early societies on a globe or on print, digital, and/or

interactive maps, and demonstrate the ability to extract information on early societies’ relationship

with the environment from thematic maps

A3.2 demonstrate the ability to extract information on daily life in early societies from visual

evidence

A3.3 describe significant aspects of daily life in two or more early societies

A3.4 describe significant physical features and natural processes and events in two or more early

societies

A3.5 describe the importance of the environment for two or more early societies, including how the

local environment affected the ways in which people met their physical needs

A3.6 identify and describe some of the major scientific and technological developments in the ancient

and medieval world

B. PEOPLE AND ENVIRONMENTS: POLITICAL AND PHYSICAL REGIONS OF CANADA

B1. Application: Industrial Development and the Environment

B1.1 analyse some of the general ways in which the natural environment of regions in Canada has

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affected the development of industry

B1.2 assess aspects of the environmental impact of different industries in two or more physical

and/or political regions of Canada

B1.3 describe some key actions taken by both industries and citizens to address the need for more

sustainable use of land and resources

B2. B2.Balancing Human Needs and Environmental Stewardship FOCUS ON: Perspective

B2.1 formulate questions to guide investigations into some of the issues and challenges associated

with balancing human needs/wants and activities with environmental stewardship in one or more of the

political and/or physical regions of Canada

B2.2 gather and organize information and data from various sources to investigate issues and

challenges associated with balancing human needs/wants and activities with environmental stewardship

in one or more of the political and/or physical regions of Canada

B2.3 analyse and construct print and/or digital maps, including thematic maps, as part of their

investigations into balancing human needs/ wants and activities with environmental stewardship in

Canada

B2.4 interpret and analyse information and data related to their investigations, using a variety of

tools

B2.5 evaluate evidence and draw conclusions about issues and challenges associated with balancing

human needs/wants and activities with environmental stewardship in Canada

B2.6 communicate the results of their inquiries using appropriate vocabulary

B3.

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. B3. Regions in Canada: Significance; Patterns and Trends

B3.1 identify various physical regions in Canada and describe their location and some of the major

ways in which they are distinct from and similar to each other

B3.2 identify some of the main human activities, including industrial development and recreational

activities, in various physical regions of Canada

B3.3 describe the four main economic sectors

B3.4 identify various types of political regions in Canada

B3.5 identify Canada’s provinces and territories and their capital cities, and describe them with

reference to their location and some of the peoples who live in them

B3.6 describe significant opportunities and challenges related to quality of life in some of Canada’s

political regions B3.7 demonstrate an understanding of cardinal and intermediate directions

SCIENCE UNDERSTANDING LIFE SYSTEMS: HABITATS AND COMMUNITIES

1. Relating Science and Technology to Society and the Environment

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1.1 analyse the positive and negative impacts of human interactions with natural habitats and

communities

1.2 identify reasons for the depletion or extinction of a plant or animal species

2. Developing Investigation and Communication Skills

2.1 follow established safety procedures for working with soils and natural materials

2.2 build food chains consisting of different plants and animals, including humans

2.3 use scientific inquiry/research skills to investigate ways in which plants and animals in a

community depend on features of their habitat to meet important needs

2.4 use scientific inquiry/research skills to create a living habitat containing a community, and

describe and record changes in the community over time

2.5 use appropriate science and technology vocabulary, including habitat, population, community,

adaptation, and food chain, in oral and written communication

2.6 use a variety of forms to communicate with different audiences and for a variety of purposes

3. Understanding Basic Concepts

3.1 demonstrate an understanding of habitats as areas that provide plants and animals with the

necessities of life (e.g., food, water, air, space, and light)

3.2 demonstrate an understanding of food chains as systems in which energy from the sun is

transferred to producers (plants) and then to consumers (animals)

3.3 identify factors that affect the ability of plants and animals to survive in a specific habitat

3.4 demonstrate an understanding of a community as a group of interacting species sharing a common

habitat

3.5 classify organisms, including humans, according to their role in a food chain

3.6 identify animals that are carnivores, herbivores, or omnivores

3.7 describe structural adaptations that allow plants and animals to survive in specific habitats

3.8 explain why changes in the environment have a greater impact on specialized species than on

generalized species 3.9 demonstrate an understanding of why all habitats have limits to the number of

plants and animals they can support

3.10 describe ways in which humans are dependent on natural habitats and communities (e.g., for

water, medicine, flood control in wetlands, leisure activities)

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UNDERSTANDING STRUCTURES AND MECHANISMS:PULLEYS AND GEARS


1.1 assess the impact of pulley systems and gear systems on daily life

1.2 assess the environmental impact of using machines with pulleys and gears, taking different

perspectives into account


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2.1 follow established safety procedures for working with machinery

2.2 use scientific inquiry/experimentation skills to investigate changes in force, distance, speed,

and direction in pulley and gear systems

2.3 use technological problem-solving skills to design, build, and test a pulley or gear system that

performs a specific task

2.4 use appropriate science and technology vocabulary, including pulley, gear, force, and speed, in

oral and written communication



3.1 describe the purposes of pulley systems and gear systems

3.2 describe how rotary motion in one system or its components is transferred to another system or

component in the same structure

3.3 describe how one type of motion can be transformed into another type of motion using pulleys or

gears

3.4 describe, using their observations, how gears operate in one plane and in two planes

3.5 distinguish between pulley systems and gear systems that increase force and those that increase

speed

3.6 identify pulley systems and gear systems that are used in daily life, and explain the purpose and

basic operation of each

3.7 explain how the gear system on a bicycle works

3.8 identify the input components that drive a mechanism and the output components that are driven by

it

UNDERSTANDING MATTER AND ENERGY: LIGHT AND SOUND - Energy


1.1 assess the impacts on personal safety of devices that apply the properties of light and/or sound

and propose ways of using these devices to make our daily activities safer

1.2 assess the impacts on society and the environment of light and/or sound energy produced by

different technologies, taking different perspectives into account


2.1 follow established safety procedures for protecting eyes and ears

2.2 investigate the basic properties of light

2.3 investigate the basic properties of sound

2.4 use technological problem-solving skills to design, build, and test a device that makes use of

the properties of light

2.5 use scientific inquiry/research skills to investigate applications of the properties of light or

sound

2.6 use appropriate science and technology vocabulary, including natural, artificial, beam of light,

pitch, loudness, and vibration, in oral and written communication



3.1 identify a variety of natural light sources (

3.2 distinguish between objects that emit their own light

3.3 describe properties of light, including the following: light travels in a straight path; light

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can be absorbed, reflected, and refracted

3.4 describe properties of sound, including the following: sound travels; sound can be absorbed or

reflected and can be modified

3.5 explain how vibrations cause sound

3.6 describe how different objects and materials interact with light and sound energy

3.7 distinguish between sources of light that give off both light and heat

3.8 identify devices that make use of the properties of light and sound

UNDERSTANDING EARTH AND SPACE SYSTEMS: ROCKS AND MINERALS


1.1 assess the social and environmental costs and benefits of using objects in the built environment

that are made from rocks and minerals

1.2 analyse the impact on society and the environment of extracting and refining rocks and minerals

for human use, taking different perspectives into account


2.1 follow established safety procedures for outdoor activities and for working with tools,

materials, and equipment

2.2 use a variety of tests to identify the physical properties of minerals

2.3 use a variety of criteria to classify common rocks and minerals according to their

characteristics

2.4 use scientific inquiry/research skills to investigate how rocks and minerals are used, recycled,

and disposed of in everyday life

2.5 use appropriate science and technology vocabulary, including hardness, colour, lustre, and

texture, in oral and written communication



3.1 describe the difference between rocks

3.2 describe the properties that are used to identify minerals

3.3 describe how igneous, sedimentary, and metamorphic rocks are formed

3.4 describe the characteristics of the three classes of rocks


Physical Education Se

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er - Routines

-Cooperative Games - Fitness (running, circuits) - Throwing/ --Catching - Equipment routines & exploration ( balls, hoops, bean bags) - Territory Games - Ball skills (footwork, dribbling, kicking)

Living Skills : 1 (1.1, 1.2, 1.3, 1.4)

Active Living: A1, A3 (A1.1, A2.2, A2.4, A3.1, A3.2)

Movement Competence: B1, B2 (B1.3, B2.1, B2.2)

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er - Target Games (e.g., Dodge ball)

- Throw and catch (Frisbee)

- Theme activities - Scooter Boards - Movement skills (targeting, partners) Gymnastics -jumps, balances, - Movements - Routine creations - Skipping

Living Skills : 1 (1.1, 1.2, 1.3, 1.4)

Active Living: A1, A3 (A1.1, A2.2, A2.4, A3.1, A3.2)

Movement Competence: B1, B2 (B1.3, B2.1, B2.2)

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- Net/Wall games

- Tennis

- Badminton

- Skipping

- Track and

Field

- Creative movement (individual, partner)

- Striking and Fielding

- Intro to

soccer

- Soccer continued

- Outdoor

/Cooperative games

Living Skills: 1 (1.1, 1.2, 1.3, 1.4, 1.5)

Active Living: A1, A3, A2 (A1.1, A2.4, A3.1, A3.2, A2.3)

Movement Competence: B1, B2 (B1.1, B1.3, B1.4, B1.5, B2.1, B2.2)

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Drama and Dance

BIG IDEA , Enduring Understandings/ Concepts

A1. Creating and Presenting: apply the creative process (see pages 19–22) to the composition of movement sequences and short dance pieces, using the elements of

dance to communicate feelings and ideas;

A2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate their feelings, ideas, and understandings in

response to a variety of dance pieces and experiences;

A3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of dance forms,

traditions, and styles from the past and present, and their sociocultural and historical contexts..

B1. Creating and Presenting: apply the creative process (see pages 19–22) to dramatic play and process drama, using the elements and conventions of drama to

communicate feelings, ideas, and stories;

B2. Reflecting, Responding, and Analysing: apply the critical analysis process (see pages 23–28) to communicate feelings, ideas, and understandings in response to

a variety of drama works and experiences;

B3. Exploring Forms and Cultural Contexts: demonstrate an understanding of a variety of drama

and theatre forms, traditions, and styles from the past and present, and their sociocultural and historical contexts

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B1.1 engage actively in drama exploration and role play, with a focus on exploring drama structures, key ideas, and pivotal moments in their own stories and stories

from diverse communities, times, and places

B1.2 demonstrate an understanding of the element of role by selectively using a few other elements of drama

B2.1 express personal responses and make connections to characters, themes, and issues presented in their own and others’ drama works

B2.2 explain, using drama terminology, how elements and drama conventions are used to produce specific effects and/or audience

responses in their own and others’ drama works

B3.1 identify and describe some similarities in the purposes of process drama and more formal, traditional theatre productions

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er A1.1 translate into dance a variety of movement sequences observed in nature

A1.2 use dance as a language to explore and communicate ideas derived from a variety of literature sources

A2.1 demonstrate an understanding of how the language of dance can clarify and highlight ideas, images, and characters from familiar stories

A2.2 identify, using dance vocabulary, the elements of dance used in their own and others’ dance pieces and explain how each helps communicate ideas and feelings

A3.2 identify and describe the different roles of dance in their lives and in communities around the world

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A1.3 use narrative form to create short dance pieces on a variety of themes

A1.4 use the elements of energy (e.g., collapse, explode, float) and time (e.g., duration, suddenness)in a dance piece to communicate an idea

A2.3 identify and give examples of their strengths and areas for growth as dance creators and audience members.

A3.1 describe, with teacher guidance, how forms and styles of dance reflect people’s different social and political roles in various communities, times, and places

B1.3 plan and shape the direction of the drama or role play by posing questions and working with others to find solutions, both in and out of role.

B1.4 communicate thoughts, feelings, and ideas to a specific audience, using audio, visual, and/or technological aids to enhance their drama work

B2.3 identify and give examples of their strengths, interests, and areas for growth as drama participants and audience members

B3.2 demonstrate an awareness of different kinds of drama and theatre from different times and places and of how they reflect their contexts

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language grade 3 language grade 4 r - tdsb school...

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