Burnhamthorpe Long Range Planning 2007 08

Curriculum Mapping Template- Year at a Glance 2012 (DRAFT)

Grade Level: 3 Team Members:Dale Trinder, Vera C. Teschow

/ TERM 1 / TERM 2
INTERIM REPORT CARDdue to office: Oct 26th / TERM 1 REPORT CARD due: Jan. 25th / TERM 2 REPORT CARD due: June 14th
TLCP #1 dates:
Baseline  Oct. 3rd Formative  Nov. 7th Summative  by Jan. 18th / TLCP #2 dates:
Baseline  Feb. 6th Formative  Apr. 3rd Summative  by May 24th
September / October / November / December / January / February / March / April / May / June
Character Ed. / Self Esteem / Sharing our Lives / Peace / Building Supportive Communities / Rights of the Child / Caring Hands / Untie the Knots of Prejudice / Local & Global Citizenship / True Worth and Beauty / Circles and Cycles
Cross-CurricularSocial Justice/Global Citizenship BIG Idea / “Learning the stories of others helps us toshape our own.” / “We are responsible towards our community and the environment in which we live.”
SES Fundamental Concepts / Power and Governance, Structure and Function,
Interactions & Interdependence/Systems & Interactions
Culture, Energy, Matter, Change and Continuity / Sustainability and Stewardship, Environment,
Culture, Change and Continuity
Systems and Interactions, Power and Governance, Matter
Social Studies

Urban and Rural Communities

Early Settlers
Aboriginal Communities

/
Engaging Question(s):

What are some similarities and differences amongst communities?
(considerenvironment; soils, plant life, structures, climate, immigration,

indigenous peoples, etc.…)

What are some ways we can learn about people from a variety
of places and times?
Why & how do forces of nature affect communities differently?
What does “Fairness” mean? Does “fairness” mean everyone
should get treated the same?
Is “copying” always a bad thing? How can we listen to and learn from each other to improve our own work?

Culminating Rich Task(s):

Share up to three stories you have learned. How have these storiesinfluenced your thinking about yourself and your future?
Your family is moving to a new community. Where would you move, and why? OR..
Design a community that has services & facilities which would make everyone feel welcome, has strong and stable structures and has safeguards in place to protect against the forces of nature.

/ Social Studies

Early Settlers
Aboriginal Communities
Urban & Rural Communities

/ Engaging Question(s):

How did the Early Settlers and First Nations Canadians
interact with their environment?
Why are plants and soils so important to us?
How does human activity (eg. the building of structures)
impact soils and plants?
What can we do differentlyat home, school and in our
community to keep our environment healthy?

Culminating Rich Task:
You have been hired to plan a community garden commemorating an
Aboriginal leader from the past. The purpose of this garden is to make your community more self-sufficient and healthy. What is the most environmentally friendly and cost-effective way to do this? How can you respect the beliefs of people living in the past, while meeting the needs of present day community?
Science

Forces Causing Movement
Strong & Stable Structures
Plants
Soils in the Environment

/ Science

Plants
Soils in the Environment
Forces Causing Movement
Strong & Stable Structures

Reading / Teaching Foci: Inferring (1.5), Extending Understanding (1.6), Evaluating Text (1.8), Point of View (1.9)
Reading Strats. (Daily CAFE) / Monitoring Comprehension Activating and Connecting to Background Knowledge Questioning Visualizing and Inferring Determining Importance in Text Summarizing and Synthesizing Information
Text Forms/
Purposes for Writing / Narrative Recount Procedure Report Explanation Exposition
to entertain to retell 5Ws “how to…” to inform to explain to persuade / Narrative Recount Procedure Report Explanation Exposition
to entertain to retell 5Ws “how to…” to inform to explain to persuade
Writing / Writing process, friendly letters (to a penpal in a diff. community), narrative (#1 from rich tasks above), report/website (on community, structure and/or plant), recount (downtown field trip) / recount (Pioneer Village, winter holiday, etc.),letters (from the early settler perspective; “letter home”), procedure (how to plant a seed), persuasive

Oral Communication

/ Intro. of Group Norms/“Grand Conversations”
1.2 Active Listening, 2.2 Interactive Strategies, 2.3 Communicate clearly & coherently / Oral Texts - 1.4 Identify important ideas, 1.5 making inferences, 1.6 extending understanding / Oral Texts - 1.7 Analyzing Texts, 1.8 Point Of View, 1.9 Presentation strategies
Media Literacy / “My Story” Blog w/ photo, Comic strip & comments on the stories of 3 others (3.1, 3.2, 3.4)
Recorded interview w/ classmate (favourite toys/show/game/sport/music/movie/book) (3.2) / Simple slide show - .ppt w/ photos of choice about community of choice (map, weather, people, structures in the community) (3.3, 3.4) / Magazines/TV commercials/products for different audiences(1.1, 1.4, 1.5, 1.6)
Movies/DVDs/Associated Merchandise (1.2) Persuasive environmental posters (1.5)
Scrapbook, Illustrated PamphletOR Simple slide show - .ppt w/ photos of choice about SES topic showing summarizing their learning (3.1, 3.2, 3.3, 3.4)
MATH / INTERIM REPORT TERM 1 / TERM 2
September / October / November/Dec / January / February / March / April / May / June
Number Sense & Numeration /

Place Value: Read, represent and order whole numbers to 1000
Magnitude: count forwards and backwards from various starting points)

Solve problems involving addition & subtraction of single- and multi-digit whole numbers, using a variety of strategies

Demonstrate an understanding of multiplication and division

Fractions & money: Use concrete materials to represent fractions & money amts to $10

Measurement /

Time, temp., capacity & mass

Length, perimeter and area

Geometry & Spatial Sense /

Compare 2- and 3-D figures and sort them
Describe relationships between 2- and 3-D shapes

Transformational geometry: (location & movements of shapes and objects)

Patterning & Algebra /

Describe, extend and create a variety of numeric and geometric patterns

Demonstrate an understanding of equality

Data Management & Probability /

Collect, organize and display data
Reading, describing, and interpreting graphs

Probability

Math TLCP (Problem Solving) – Important Dates:
Focus (process expectations): / Pre-assessment prompt: / Formative Instructional Ideas
(to be completed AFTER baseline has been moderated):
-
-
- / Post-assessment prompts:
The Arts
Visual / Colour, printmaking(Warm/Cool) – colour wheel, Keith Haring (1.3, 1.4)
NorvalMorriseau/Aboriginal Art / Aboriginal Masks
(1.4, 1.3, 3.1, 3.2)
City Scapes(1.2, 1.3)
Shape, colour – Picasso (1.3, 1.4) / Line Art/Critical Analysis (1.4, 2.1)
Nature Art/Painting,/Sculpture –Scrapbook (1.1, 1.4) – Andy Goldsworthy
Perspective – Foreground, Middleground, Background (1.2), Layering (Landscape w/ asymmetrical shapes, Kandinsky)(1.3) / Line - Van Gogh (1.3, 1.4)
Sculpture - clay 1.4
Identifying strengths and areas for improvement (2.4)
Community fair mural (1.2)
Scratch art (1.2)
Mixed media (1.4)
Drama / (P/T) / (P/T) / (P/T)
Dance / (P/T) / (P/T) / (P/T)
Music / (P/T) / (P/T) / (P/T)
Health / Phys Ed.
Health and Phys. Ed. / (P/T) / (P/T) / (P/T)

NB – this template does not replace unit and lesson plans, which are developed from this overview and based on emerging student needs unique to each year, school and class!

PLEASE SEE EXPLANATORY NOTES AND SUPPORTING RESOURCES ON PAGE 3... ALSO MATH PROBLEMS MAP, Trinder and Teschow, sept 2012, rich mentor texts list, June 2012

Teschow and Trinder Grade 3 Draft Curriculum Map – Dixie P.S. 2012

Explanatory Notes & Resources

Introduction
In our quest to create a document that was both practical and visionary, we offer the preceding two pages.
We wanted to maintain the spirit of integrationfrom previous curriculum maps, but wanted also to ensure that the template we created was usablefor the classroom teacher. In addition, although we wanted to map out our curriculum in a manner that we could refer to frequently to guide our daily and weekly planning throughout the year, we still wanted to leave enough “space” for students to guide the curriculum, as suggested in the research on teaching for social justice and critical literacy. Finally, we wanted to incorporate the four critical/social considerations offered by our program support staff, but again, in a meaningful way that would breathe life into our daily classroom activities.
The preceding two pages – submitted in early May -- comprise the 7th incarnation of the template we began thinking about last fall and working on in February. A “good” curriculum map is never done, but we feel optimistic that the document as it currently exists is comprehensive enough to drive our teaching next year while still allowing space for the development of details as we learn from and with our students.
Headings and Content
We will be using the new ETFO “Social Justice Begins with Me” resource across the school next year. As the themes are laid out by month, we began with those, across the top.
Next, we consulted the front matter from the various curriculum documents (especially pg 5 of the Science and pg 4 of the Social Studies docs), and mapped out which fundamental concepts (“big ideas”) seemed to align. We also consulted various “think papers” and other board-provided documents about curriculum connections, big ideas and embedding social justice. The book “Creating Critical Classrooms” served as inspiration.
We soon discovered that to do all this authentically, we really needed to combine ALL the science and social studies units into one larger “theme”. Although this seemed daunting at first, our emerging understanding of “integration” also excited us, and we decided to maintain an open mind while moving forward with our brainstorming and planning.
Thus, the cross curricular big idea overarching each of the two terms was born!
From there, we began to consider rich tasks that would allow students to demonstrate their learning in meaningful ways using differentiated approaches (i.e. different ways to “say”, “do” or “create”). Open-ended, engaging questions to guide the students’ learning were developed. We tried to choose questions that were relevant to the science and social studies fundamental concepts we had selected, and which would also link to the four critical social considerations.
As literacy expectations would be met thematically and across the year (and individually in response to observations during guided groups and individual conferences with students as per our Daily 5 Literacy Block structure) , rather than being separated and isolated into two terms, we attempted to keep our reading, writing, oral and media sections fairly open and uncluttered. We did include the text forms and reading strategies throughout the year directly on our map, to remind us as we went about our weekly planning. / A Few Words About Math...
Although we originally intended to integrate Math into the overall Big Idea for each term, we wanted to be realistic in our first attempt at big picture curriculum integration and mapping of this nature. Although we did consider some links with math (especially with data management), we wanted to be sure that links were authentic, not contrived. We also wanted to ensure that students were exposed in meaningful ways and enough detail to the full grade level curriculum in math. Therefore, for now, math is mapped out on page two, distinct from the Big Idea for each term (though of course links will be made where relevant as the year unfolds).
Resources
In an attempt to build schema and provide students with rich mentor texts, we havepre-selected several picture books (which we intend to revisit multiple times) and affordable field trips which provide foundation and extension relevant to our Cross-curricular “BIG Idea” for each term.