Yearly Curriculum Overview 2013-2014 Grade 3: Calendar September/ October Approximately 5/6 weeks November/ December Approximately 5/6

weeks January/ February Approximately 5/6 weeks February/ March Approximately 5/6 weeks April/ May Approximately 5/6 weeks May/ June Approximately 5/6 weeks

Transdisciplinary themes Subjects & Strands

An Inquiry into: Who We Are An exploration of the nature of the self; of our beliefs and values; of personal, physical, mental, social and spiritual health; of our families, friends, communities and cultures; of our rights and responsibilities; of what it means to be human.

An Inquiry into: Sharing The Planet An exploration of our rights and responsibilities as we try to share finite resources with other people, with other living things; of communities and of the relationships within and between them.

An Inquiry into: How We Organize Ourselves An exploration of human systems and communities; of the world of work, its nature and its value; of employment and unemployment and their impact.

An Inquiry into: How The World Works An exploration of the physical and material world; of natural and human-made phenomena; of the world of science and technology.

An Inquiry into: Where We Are In Place & Time An exploration of our orientation in place and time; of our personal histories; of history and geography from local and global perspectives; of our homes and journeys; of the discoveries, explorations and migrations of humankind; of the contributions of individuals and civilizations. Family histories provide an insight into cultural identity.

An Inquiry into: How We Express Ourselves An exploration of the ways in which we discover and express our nature, ideas, feelings, beliefs and values through language and the arts.

Central Idea

Knowledge and tolerance of cultures helps us to become responsible global citizens.

Our daily choices may directly impact our planet.

In a community people share responsibility towards a common purpose.

People apply their understanding of energy and forces to invent and improve machines to make life easier. Learners: Focus on informational Writing

People use different forms of expressions to communicate their uniqueness.

Language-English

Learners: Focus on Personal Narrative

Learners: Focus on Realistic Fiction

Learners: Focus on Persuasive language

Learners: Focus on Writing to Make a Real World Difference -begin to understand that language use is influenced by its purpose and the audience

Learners: Focus on Poetry

Listening and speaking

-listen and respond in small or large groups for increasing periods of time -listen attentively and

-describe personal experiences -express ideas, thoughts, and opinions and discuss them

-understand and use specific vocabulary to suit different purposes -begin to understand that language use is

-ask questions to gain information and respond to inquiries directed to themselves or to the class -use language to explain, inquire, and

-recognize patterns in language(s) of instruction and use increasingly accurate grammar

speak appropriately in small and large group interactions Viewing & Presenting -discuss personal experiences that connect with visual images -use actions and body language to reinforce and add meaning to oral presentations -select and reread favorite books -read text at an appropriate level independently, confidently and with good understanding

respecting contributions from others -view different versions of the same story and discuss the effectiveness of the different ways of telling the same story (alternative ending)

influenced by its purpose and the audience -with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful

compare

-realize that text and illustrations in reference materials work together to convey information and can explain how this enhances understanding -realize that there is a difference between fiction and nonfiction and use books for particular purposes, with teacher guidance -discuss their own experiences and relate them to fiction and nonfiction texts

-make suggestions about why they have created and what the creator has been aiming to achieve

-select and use suitable shapes, colors, symbols and layout for presentations

Reading

-make predictions on a story based on their own knowledge and experience revised or confirm predictions as the story progresses -discuss personalities and behavior of story book characters, commenting on reasons why they might react in particular ways -identify and explain the basic structure of a story- beginning middle and end, may use storyboards or comic strips to communicate elements -use graphic organizers to plan writing, for example, Mind Maps, Storyboards. Use feedback from

-participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view -wonder about texts and ask questions to try to understand what the author is saying to the reader

-participate in shared reading, posing and responding to questions and joining in the refrains -develop personal preferences, selecting books for pleasure and information

-understand that print is permanent, for example, when listening to familiar stories, notices when the reader leaves out or changes parts -use a range of strategies to selfmonitor and selfcorrect, for example, meaning, context, rereading, reading on, cross-checking, one cue source against another

Writing

-participate in shared and guided writing, observing the teachers model, asking questions and offering suggestions

-write to communicate a message to a particular audience, for example a news story, instructions, a

-participate in teacher conferences with teachers recording progress and noting new learning goals; self-monitor and take

-over time, create examples of different types of writing and stored them in their own writing folder -with teacher

-use increasingly accurate grammatical constructs. -use feedback from teachers and other students to improve

-organize ideas in a logical sequence, for example write simple narrative with a beginning , middle and end

teacher and other students to improve their writing -use a dictionary, a thesaurus and word banks to extend their use of language

fantasy story -use familiar aspects of written language with increasing confidence and accuracy, for example, spelling patterns, high frequency tests words, high interest words. Learners: -listen attentively and speak appropriately in small and large group interactions

responsibility for improvement -write about a range of topics for a variety of purposes, using literary forms and structures modeled by the teacher and/or encountered in reading. Learners: -predict likely outcomes when listening to texts read aloud

guidance publish written work , in handwritten form or in digital format

writing

Language-Arabic Listening and speaking

Learners: -listen and respond in small or large groups

Learners: -express thoughts, ideas, and opinions and discuss them, respecting contributions from others -connect visual information with their own experiences to construct their own meaning

Learners: -retell familiar stories in sequence

Learners: -express thoughts, ideas, and opinions and discuss them

Viewing & Presenting

-compare between their culture and other cultures

-use actions and body language to reinforce and add meaning to oral presentations

-discuss personal experiences that connect with visual images

-with guidance, use the internet to access relevant information; process and present information in ways that are personally meaningful -participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view -organize ideas in a logical sequence, for example, write simple narratives with a beginning, middle and

-use actions and body language to reinforce and add meaning to oral presentations

Reading

-wonder about texts and ask questions to try to understand what the author is saying to the reader

-participate in collaborative learning experiences, acknowledging that people see things differently and are entitled to express their point of view -write to communicate a message to a particular audience, for example, a news story, instructions, a

-participate in shared reading, posing and responding to questions and joining in the refrains

-participate in collaborative learning experiences

-read texts at an appropriate level, independently, confidently and with good understanding

Writing

-write to communicate a message to a particular audience, for example, a news

-use feedback from teachers and other students to improve their writing

-use increasingly accurate grammatical constructs

-publish written work, in handwritten form or in digital format, with teacher guidance

story, instructions, a fantasy story Mathematics Data handling Measurement Shape & Space Pattern & Function Number Problem solving Learners: - review data concepts and make predictions based on data - review telling time and measuring length - explore patterns on a number grid - give equivalent names for numbers

fantasy story

end

Learners: - explore the need for standard units of measurement. - measure lengths using customary and metric units. - investigate the relationship between diameter and circumference - develop the concept of area -review Whats my rule problems -review fact families and number families - review algorithms for adding and subtracting - use diagrams to help solve number stories

Learners: - model and solve multiplication number stories and practise multiplication facts. - model and solve division number stories and practise division facts -explore the lengths between multiplication and division - extend previous lessons on the base 10 place value system to whole numbers through millions and to decimals through thousand - apply concepts to reading, writing, comparing and ordering whole numbers and decimals - use whole numbers and decimals in reallife contexts Learners: Earth & Space -observe carefully in order to gather data

Learners: - investigate line segments, rays and lines - explore polygons including triangles and quadrangles - draw and measure angels -review multiplication and division patterns - Extend basic multiplication facts. - Explore ratios and geometric figures - practise making estimates of costs

Learners: - explore fractional and spacial relationships - introduce the number line for fractions - find equivalent fractions -compare fractions using region models -name quantities greater than one with fractions and mixed numbers -multiply and divide with multiples of 10, 100, and 1000 - use mental math to multiply, share money and define products of 2 digit numbers - solve number stories involving fractions

Learners: - Introduce the mean of a set of data. - organize graph and interpret data. - represent the likelihood of outcomes with visual models. - predict outcomes and estimate the makeup of a population using survey data and objects. - review units, tools and measures of weight, length and capacity - gain experience with plotting points on a co-ordinate

Science Forces, Motion & Energy

Learners: Investigations

Learners: Forces, Motion & Energy -observe carefully in

Learners: Materials & Matter -observe carefully in order to gather data.

Learners: Investigations

Learners: Living Things: standalone:

Earth & Space Living things Materials & Matter Investigations

order to gather data. -identify or generate a question or problem to be explored -plan and carry out systematic investigations, manipulating variables as necessary. -make and test predictions -interpret and evaluate data gathered in order to draw conclusions

-use a variety of instruments and tools to measure data accurately -use scientific vocabulary to explain their observations and experiences -identify or generate a question or problem to be explored -plan and carry out systematic investigations, manipulating variables as necessary -make and test predictions. interpret and evaluate data gathered in order to draw conclusions

-use a variety of instruments and tools to measure data accurately -use scientific vocabulary to explain their observations and experiences -identify or generate a question or problem to be explored -plan and carry out systematic investigations, manipulating variables as necessary -make and test predictions -interpret and evaluate data gathered in order to draw conclusions

Social studies Human systems & economic activities Social organization & culture Continuity & change through time Human & natural environments Resources & environment

Learners: -formulate and ask questions about the past, the future, places and society -use and analyse evidence from a variety of historical geographical, and societal sources -orientate in relation to place and time -assess the accuracy validity and possible bias of sources

Learners:

Learners: -formulate and ask questions about the past, the future, places and society -orientate in relation to place and time. identify roles, rights and responsibilities in society

Learners:

Learners: -use and analyse evidence from a variety of historical geographical, and societal sources -orientate in relation to place and time -assess the accuracy validity and possible bias of sources

Learners:

UAE Social studies

Learners: -research and compare homes in different cultures

Learners: -explain why fresh water is a limited resource -describe the relationships between the location of water and population distribution Learners: Caring -show empathy, compassion and respect toward environment and its safety

Learners: -analyse how individuals and communities needs and/or wants are met

Learners: -explore scientific and technological developments that help people understand and respond to the changing Earth

Learners: -compare and contrast current family experiences with those of a previous generation

Learners: -reflect on the influence of the arts and technology throughout history in the representation of culture

Islamic studies Learner profile

Learners: Knowledgeable -develop and use conceptual understanding explore knowledge about Islamic culture and society Learners: -accept responsibility within group activities leads to success

Learners: Balanced -understand the importance of balancing different aspects of our lives in an Islamic society

Learners: Inquirer -develop skills for inquiry and research to define some verses in Quran about world

Learners: Knowledgeable -develop and use conceptual understanding -explore knowledge about some famous Islamic countries Learners: -explore how cultural ties may be made to sports within communities and families -explore concept integration

Learners: Communicator collaborate effectively -listen carefully to the prospective of other individuals and groups about Islamic important days and festivals Learners: -practice movement and exercise which are a form of expression for people

PE Identity; Responsibility

Learners: -learn choices affect sense of self

Learners: - are part of different athletic communities (i.e. teams)

Learners: -inquire into how our body, a complex machine, functions during games and activities -improve fitness & learn function of machine

Active living; Fitness

-explore Concept Integration

-explore Concept Integration

-work with others improves my physical fitness

-understand Movement and exercise lead to a healthier functioning body -express themselves through movement is enjoyable but also serves as a conduit to show our talents and

Interactions; Concepts & Principles

-demonstrates Tolerance and knowledge of others aids in group achievement during

-explore Concept Integration

-establish Group success stems from positive group interactions

-value a high functioning body/machine makes our lives easier and more enjoyable.

-explore concept integration

cooperative games Motor skill development -explore Concept Integration -explore Concept Integration -improve and develop skills that occur faster in a community -improve our body by improving the function of individual parts -explore concept integration

skills -express themselves through movement which will strengthen our skills

The Arts Visual Arts Creating Learners: -use a personal interest as the starting point to create a piece of artwork Learners: -create artwork for a specific audience -use a range of strategies to solve problems during the creative process Learners: (Stand alone project) -make connections between the ideas they are exploring in their artwork and those explored by other artists through time, place and cultures Learners: (Stand alone project) -use a range of strategies to solve problems during the creative process Learners: -use a personal interest, belief or value as the starting point to create a piece of artwork Learners: -use a personal interest as the starting point to create a piece of artwork

Responding

-provide constructive criticism when responding to artwork

-reflect on their own and others creative processes to inform their thinking -provide constructive criticism when responding to artwork Learners: -create music to represent different cultures and styles, -read, write and perform simple musical patterns and phrases, -create their own basic musical instruments

-compare, contrast and categorize artworks from a range of cultures, places and times

-recognize that different audiences respond in different ways to artwork

-use their knowledge and experiences to make informed interpretations of artworks

-identify and consider the contexts in which artworks are made

Music Creating

Learners: -use vocal sounds, rhythms and instruments to express feelings or ideas -use the voice and body to create musical patterns

Learners: -collaboratively create a musical sequence using known musical elements (rhythm, melody, contrast), -explore sound as a means of expressing imaginative ideas

Learners: -steady beat -recognize and notate whole, half, quarter, eighth, sixteenth Rests- quarter half whole -perform notated rhythms Dots

Learners: -use Solfege-Do Mi So La Do (high), Re, Fa, Ti with hand signs -sing and match pitch with good vocal quality Broadening advanced vocal repertoire (ethnomusicology) Rounds

Learners: -create music for different purposes, -explore vocal sounds, rhythms, instruments, timbres to communicate ideas and feelings, -express themselves as individuals through musical composition

Responding

-describe the differences in music -express their responses to music in multiple ways, drawings, games, songs, dance, oral discussion), -describe how music makes them feel

-distinguish different sounds of different instruments in music, -reflect and communicate their reactions to music using musical vocabulary

-recognize music from a basic range of cultures and styles -express their responses to music from different cultures and styles, -sing individually and in unison

-improvise using Pentatone Verbal Composition

-use Rounds World Music Choral Festival Instrument Recogniztion

-sing partner songs, Compare aspects of music from different times and places, -reflect upon how their music express their personal voice and the impact it has on others

Drama and Dance Creating

Learners: -investigate and perform a cultural or historical dance form with an understanding of the function of the dance form as artistic, ritual or social -understand the role and relevance of drama in their own society through exposure to a variety of dramatic forms to identify new understandings within the arts Learners: in development

Learners: -solve problems during the creative process by thinking critically and imaginatively

Learners: -develop the ability to cooperate and communicate with others in creating drama

Learners: -use performance as a problem-solving tool

Learners: -create and perform in a variety of dance genres and cultural dance types

Learners: -work cooperatively towards a common goal, taking an an active part in the creative experience

Responding

-respond to dramatic ideas through spoken, visual, auditory and kinesthetic mediums

-use drama performance to tell stories about people and events from various cultures, including their own

-reflect on achievement and challenges and how they can incorporate these influences in future work

-explore how dramatic meaning illustrates the values, beliefs and observations of an individual or community

-recognize the role and relevance of dance in their own society through exposure to a variety of performers and their perspectives

ICT

Learners:

Learners:

Learners:

Learners:

Learners:

ELL Phase 2/3 push-in model

Learners phase 1: -pronounce, identify and use basic vocabulary in reading, written and oral

Learners phase 1: -pronounce, identify and use of basic vocabulary in reading, written and oral

Learners phase 1: -pronounce, identify and use vocabulary to describe feelings, to

Learners phase 1: -use question words (who, what,where, why, when, how)

Learners phase 1: -pronounce, identify and use basic vocabulary

Learners phase 1: -pronounce, identify and use basic vocabulary

responses -Write a paragraph about themselves -talking about eating habits and preferences daily -use simple descriptions (good/bad, pretty/ugly, sad/happy) of places and generalized nouns -use Verb to be questions, short answers, positive and negative sentences Library Learners: -identify the different ways book characters communicate their thoughts and feelings

responses. Also use words from the Grade 3 WORD WALL -practice Past, Present and Future tense -use Cause and Effect when describing events recount using a range of adjectives to express the 5 senses and reflect on learning

express emotions -read and analyse a variety of comprehension activities based on different cultural traditions to express their values and heritage -speak & Listen through activities videos and songs from other cultures

-use plural nouns (including some irregular forms, -es, ies, -ves) -talk about their family

-use This/ That/ These/ Those/ There is/ There are -practice Prepositions (in, on, under, above, between, behind, in front of, opposite) -identify the main idea in written texts

-use Verb to be questions, short answers, positive and negative sentences -practice Future tense making predictions -ask for and tell the time -use Can/ Cant (for ability and requests)

Learners: -learn how to use databases to obtain information about the environment

Learners: -listen to a variety of stories and discuss the different points of view that are represented by the characters

Learners: -distinguish characteristics of fiction and nonfiction; understand the text features that support both

Learners: -explore biographies and autobiographies; deepen understanding of how to use online resources for research purposes

Learners: -use different forms of expression to communicate the unique features of a character in a story