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G3

2017-2018 Yearly Overview


GRADE 3 Yearly Overview 2017-2018
Subject 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18

Unit of Who we are How we organise ourselves Where we are in place and time
Inquiry With rights come Successful cities must support the Inventions have changed the
responsibilities. needs of individuals and society. world.

Literacy Text types: Text types: Text types:


Recount Procedure Explanation
Reports Explanation Narrative
Narratives Daily Five: Exposition
Daily Five: Daily 5 and CAFE routines Socialise
Daily 5 and CAFE routines Words Their Way Inquire
Words Their Way Six Traits: Daily Five:
Six Traits: Ideas, Organisation, Sentence Fluency, Daily 5 and CAFE routines
Ideas, Word Choice, and Conventions Words Their Way
Organisation, Sentence Six Traits:
Fluency and Conventions. Ideas, Word Choice, Voice,
Organisation and Conventions

Mathematics Number, Measurement Data Handling, Number, Me Measurement, Shape


Measurement. Measurement. asu and Space.
Weekly problem-solving Data re Perimeter, Angles
including pattern. Analysis-survey Addition, subtraction me and Area
Addition, subtraction and s and line plots and the number nt (Including linear
the number system. Collecting system. measurement)
Coin combinations and measurement Weekly Weekly
equivalences that equal data - length problem-solving problem-solving
$1.00 and distance including pattern. including pattern.
Classroom
routines;
recording
temperature
Weekly
problem-solvin
g including
pattern.

Mandarin Communication Communities:


Phase 1: Introduction Phase 1 Basic school life
Phase 2: Family introduction Phase 2 School life with details
Phase 3:Description of appearance Phase 3 Shopping

Visual Collage How artists express similar ideas in different ways


Arts Henri Matisse Still life.
Japanese Notan

Performing Intro to Dance From Different Music (cont) Personal histories presented
Arts PA Places Connects Us through drama

PE Intro to Athletics Striking & (cont) Movement Composition


PE Fielding Games

Subject 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38
Unit of How we express ourselves Sharing the planet How the world works
Inquiry The tools we use affect how Access to resources alters the Understanding forces helps us to use
we express our ideas. way people live. them.

Literacy Text types: Text types: Text types:


Report Narrative Explanation
Narratives Procedure Report
Socialise Daily Five: Recount
Daily Five: Daily 5 and CAFE routines Exposition
Daily 5 and CAFE routines Words Their Way Daily Five:
Words Their Way Six Traits: Daily 5 and CAFE routines
Six traits: Sentence Fluency, Voice and Words Their Way
Word choice, Conventions. Six Traits:
Organisation, Ideas and Conventions, Sentence Fluency
Conventions

Mathematics Number, Measurement. Me Data Handling, Number, Measurement Number Shape and
Multiplication and as Pattern and Fractions and decimals Addition, subtraction Space,
Division ure Function, Whats the temperature? and the number Measurement
Classroom routines; me Measurement. What time is it? Including system 3-D
temperature and what nt- elapsed time Money context measurement
time is it? - telling time to ca Patterns, including decimals. and geometry
the minute pa functions and Weekly problem-solving Whats the
city change including pattern. Weekly temperature?
Weekly problem-solving (including problem-solving
including pattern. tables and including pattern. Weekly
graphs) problem-solvi
Weekly ng including
problem-solvin pattern.
g including
pattern.
Mandarin Cultures Connections
Phase 1: Basic food Phase 1: Basic holidays
Phase 2: Food at restaurant Phase 2: Holidays with details
Phase 3 Cultures: Festivals and food brochure Phase 3 Transport system

Visual Elements of art Patterns from around the Patterns Elements of art
Arts texture world colour

Performin Musical expression in different Learning an (cont) Original Composition


g cultures instrument -
Arts Recorder

PE Net/Wall Games Invasion Games FMS Swimming


Who we are

Area of TD Theme rights and responsibilities


what it means to be human

Central Idea With rights come responsibilities.

Key Concepts Connection


Responsibility
Perspective

Related concepts values, rights, responsibilities, relationships

Lines of Inquiry Rights and responsibilities we have


Being a responsible member of our community
Connection between rights and responsibilities

Learner Profile Caring, Principled, Reflective,

Attitudes Empathy, Integrity, Respect, Tolerance

How Singapore will be used to facilitate the Looking at people who are responsible for upholding our rights in Singapore
inquiry and how we can contact them.
When did Singapore sign and ratify the convention?

Teacher Provocations Students are told that we are cancelling break and lunch so we can get
more work done. Chn to write a letter in response.
Chn look at photos of chn who do not have their rights. Chalk talk.

Subject Focus Humanities, Literacy, Digital Citizenship, PSPE

Subject Specific skills Literacy:


Listening & Speaking: listen appreciatively and responsively, presenting
their own point of view and respecting the views of others.
Reading: Use literature to support central idea and Daily Five strategies
(respond to and show empathy to characters, identify story elements, find
main ideas and summarise). Mr Peabodys Apples, The Sweetest Fig, Just
a Dream. Read different kinds of non-fiction posters and pamphlets.
Writing: Word Choice focus in Six Traits (linked to our UoI in taking
responsibility for our actions)
Digital Citizenship/technology:
The Power of Words
empathize with those who have received mean and hurtful messages.
judge what it means to cross the line from harmless to harmful
communication online.
generate solutions for dealing with cyberbullying.

Subject Specific Knowledge Humanities:


the role of the United Nations in defining and defending human rights
the UN Convention on the Rights of the Child
freedom of expression is a right but we have a responsibility for what we
say and its impact
PSPE:
Describe how respect, empathy and valuing diversity can positively
influence relationships
Digital citizenship/technology:
Rings of Responsibility
reflect upon their offline responsibilities.
examine their online responsibilities.
learn that good digital citizens are responsible and respectful in the digital
world (and beyond).

Core ATLs (TD Skills) Social Skills: Accepting Responsibility, Resolving Conflict, Group Decision
Making, and Respecting Others
Communication Skills: Listening
Thinking Skills: Dialectical Thought and Metacognition
Research Skills: Formulating Questions
Self Management Skills: Codes of Behaviour, Safety and Informed Choices

Integrators contributions Digital Citizenship (Technology/PSPE)

What does a Grade Level appropriate Students can identify some rights of a child . Students can describe the
understanding of this central idea look like? connection between some rights and responsibilities and where that responsibility
lies.

The essence of this unit in less than 20 words Students examine how they speak to and about each other and transfer their
understanding to rights and responsibilities in the wider world.
Where we are in place and time

Area of TD Theme orientation in place and time


the discoveries, explorations and migrations of humankind

Central Idea Inventions have changed the world.

Key Concepts Change


Perspective

Related concepts consequences, progress, innovation, time

Lines of Inquiry Industrialisation


The ways inventions impact societies

Learner Profile Thinkers, Communicators

Attitudes Appreciation, Confidence and Empathy

How Singapore will be used to facilitate the The impact of air-conditioning.


inquiry The history of inventions in Singapore.
Singapores usage of solar power to help the environment.

Teacher Provocations Opening Ceremony for the London Olympics that shows how
industrialization changed Britain
The Lorax by Dr Seuss, model before and after to show the impact of
industrialisation.
Chalk talk of 3 photos of different inventions (Chinese compass, steam train
and the spinning jenny, the lightbulb and printing press)

Subject Focus Humanities, Performing Arts


Subject Specific skills Drama:
Staging and Stage Direction: downstage, upstage, stage left, face
audience, diagonal to audience.
Projection and Expression.
Improvisation: building character through questioning (CONNECTION TO
HOT SEAT IN LITERACY).
Pantomime and Body Language.
Humanities:
Locate and read dates on a timeline.
Calculate how long ago things happened in the common era.
Literacy:
Use search engines and databases to locate information.
Use text features to skim and scan nonfiction texts.
Find main ideas and summarise nonfiction texts.

Subject Specific Knowledge Humanities:


Identify examples in which tools and techniques have changed the lives of
people.
Examine ways in which tools and techniques make certain tasks easier.
Analyze changes in scientific knowledge and technology that have affected
your host country.
Describe instances in which changes in values,beliefs, and attitudes have
resulted from new scientific knowledge and from technological knowledge.
Understand major discoveries in science and technology, some of their
social and economic effects, and the major scientists and inventors
responsible for them.
Know language items related to chronology: century, decade, millennium,
A.D./C.E, B.C./B.C.E

Core ATLs (TD Skills) Self- Management Skills: Gross Motor Skills and Spatial Awareness
Communication Skills: Writing, Viewing and Presenting
Thinking Skills: Acquisition of Knowledge, Comprehension, Synthesis and
Dialectical Thought
Research Skills: Organize, Interpret, and Present Data
Social Skills: Cooperating, Group Decision Making, and Adopting a Variety of
Roles

Integrators contributions Introduce Chinese ancient inventions (powder, print, compass, paper) (Mandarin)
Research in nonfiction books, bibliography, kids search engines and subscriptions
(Library)
Drama games and exercises to prepare students for performance (Performing
Arts)
The Art from the Industrial Revolution (Visual Arts)

What does a Grade Level appropriate Student can identify an invention and the direct positive and negative impact it has
understanding of this central idea look like? had on individuals and society.

The essence of this unit in less than 20 words Students learn how the inventions that drove industrialisation have changed
societies around the world, including Singapore.
How we express ourselves

Area of TD Theme ways in which we discover and express ideas, feelings, nature, culture,
beliefs and values

Central Idea The tools we use affect how we express our ideas.

Key Concepts Perspective


Reflection
Change

Related concepts expression, movement, rhythm

Lines of Inquiry Artistic expression in different cultures


How technological advances have affected expression

Learner Profile Communicators, Risk-Takers, Thinkers, Reflective

Attitudes Cooperation, Appreciation, Commitment, Creativity, Confidence

How Singapore will be used to facilitate the Visit to the Singapore Tyler Print Institute.
inquiry

Teacher Provocations Listen to war and water pieces from different cultures. Chn to draw the
ideas they think the music is expressing.
High school music students to come and share their instruments with the
G3 chn. Discuss how it works, the sounds it makes, different parts etc.
Types of materials that were readily available to make art tools
(taught by art teacher).
Evolution of the recorder (taught by PA teacher).
Impact of technology on expression; GarageBand.
Design component: making instruments out of different materials in the lab
and looking at the differences in sound and expression.

Subject Focus Performing Arts, Visual Arts, Mandarin

Subject Specific skills Performing Arts:


Play the recorder.
Conduct a survey of musical instruments from around the world.

Subject Specific Knowledge Performing Arts:


Understand how local materials affect instrument creation.
Know how production technology has affected how people express
themselves musically.

Core ATLs (TD Skills) Communication Skills: Listening and Nonverbal Communication
Thinking Skills: Application and Dialectical Thought
Research Skills: Observing
Self-Management Skills: Fine Motor Skills

Integrators contributions Chinese calligraphy painting (Mandarin)

How a range of art movements has expressed similar ideas in different ways for
example Cubism, Expressionism, Impressionism, Pointillism. (Visual Arts)

Using Garageband (PA)


The history of the recorder (PA)

What does a Grade Level appropriate Identify and explain how different tools are used to express ideas.
understanding of this central idea look like?

The essence of this unit in less than 20 words Using music as a context, students learn how the expression of an idea is shaped
by the materials and tools available.
How the world works

Area of TD Theme the natural world and its laws


how humans use their understanding of scientific principles

Central Idea Understanding forces helps us to use them.

Key Concepts Form


Change
Function

Related concepts forces, energy, physics, cause and effect, work

Lines Inquiry Newton's laws of force and motion


How we apply our laws of motion

Learner Profile Inquirers, Reflective, Knowledgeable, Thinkers

Attitudes Commitment, Curiosity, Independence

How Singapore will be used to facilitate the Marble Run field trip at the Science Centre; how does the marble travel?
inquiry

Teacher Provocations Stations of activities for different forces. Chn to describe what they think is
happening. Put it into video format.
Push and pull activities.

Subject Focus Science, Mathematics, Design

Subject Specific Skills Science:


Observe carefully in order to gather data.
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.
Consider scientific models and applications of these models (including
their limitations).

Subject Specific Knowledge Science:


Identify contact/non-contact forces that affect motion of an object. i.e.
gravity, magnetism, collision.
Understand that the Earths gravity pulls any object towards it without
touching it.
Explain that the strength of a force and mass of an object influence the
amount of change in an objects motion.
Understand Newtons 3 Laws and their relationship to everyday actions.

Core ATLs (TD Skills) Social Skills: Group Decision Making,


Communication Skills: Speaking
Thinking Skills: Acquisition of Knowledge, Comprehension, and Application
Self-Management Skills: Fine Motor Skills, Organization, Time Management
and Safety

Integrators contributions Design their own marble run using recycled materials (Art and Design).

What does a Grade Level appropriate The student can identify how forces are at work in examples from their life and
understanding of this central idea look like? explain them in terms of Newtons Laws of Motion; what makes things move,
accelerate and stop.

The essence of this unit in less than 20 words Students learn about Newtons Laws of Motion and how they are applied in daily
life.
How we organize ourselves

Area of TD Theme the interconnectedness of human-made systems and communities

Central Idea Successful cities support the needs of individuals and society.

Key Concepts Function


Connection
Causation

Related concepts systems, interdependence

Lines Inquiry Transportation


Sanitation

Learner Profile Reflective, knowledgeable, thinkers

Attitudes Cooperation, creativity, enthusiasm

How Singapore will be used to facilitate the Visit to LTA to look at transportation systems in Singapore.
inquiry Visit from WTO to look at sanitation system in Singapore.

Teacher Provocations An email arrives from Mr. Pinchbeck telling us that the buses are
cancelled! How are we going to get home?

Subject Focus Humanities, Mathematics

Subject Specific skills Humanities:


Locate items, childrens addresses and navigate using Google Earth and
Maps.
Use transport apps to plan journeys.
Math:
Find locations on a grid using coordinates.
Read schedules and timetables.
Calculate elapsed time (journeys).
Literacy (reading/viewing):
Read and draw network diagrams and flowcharts.
Use text features in print and online materials such as legends.

Subject Specific Knowledge Humanities:


Understand that countries are divided into postal districts and individual
buildings have addresses and postal codes.
Evaluate why communities create and adopt systems of organization
and how they address human needs and responsibilities.
Mathematics:
Develop vocabulary associated with mapping.

Core ATLs (TD Skills) Social Skills: Cooperating and Group Decision Making
Communication Skills: Reading (non traditional print such as maps, signs,
etc) and presenting
Thinking Skills: Analysis, Synthesis and evaluation
Self Management Skills: Spatial Awareness, organisation and healthy
lifestyles
Research Skills: Collecting and Presenting Data

Integrators contributions Develop vocabulary for transport systems and communication (Mandarin).

What does a Grade Level appropriate Student can describe how a system works, give one or two examples of how
understanding of this central idea look like? these systems support peoples lives and explain what would happen if that
system failed or did not exist.

The essence of this unit in less than 20 words A case study of how Singapore manages transport and sanitation for the benefit
of its citizens. Students generate inquiries about systems.
Sharing the planet

Area of TD Theme rights and responsibilities in the struggle to share finite resources with
other people and with other living things

Central Idea Access to resources alters the way people live.

Key Concepts Responsibility


Causation

Related concepts water cycle, resources

Lines Inquiry Accessibility of water


The resources that support our standard of living.
Impact of shortages of resources on people's lives

Learner Profile Inquirers, principled, open-minded, balanced

Attitudes Appreciation, cooperation, empathy

How Singapore will be used to facilitate the inquiry Learning how Singapore gets access to water with a visit to NeWater.

Teacher Provocations Children are given different amounts of clean/dirty water to share over
the course of the week.

Subject Focus Science, Humanities

Subject Specific skills Compare and synthesize personal and other experiences of accessing
and using water.
Use appropriate units of measurement for liquids.
Develop benchmarks for units of measure e.g. how big is one cubic
metre?

Subject Specific Knowledge Science:


Understand the concept that resources can be renewable or reused.
Explain the water cycle including groundwater.
Humanities:
Understand how to take personal responsibility in water conservation
and management.
Analyze how access to water affects daily activities and lifestyle.
Understand the connection between the natural environment, land
use, employment opportunities,and the development of communities.
Know and explain how Singapore sources and processes drinking
water (the Four National Taps)
Explain how bacteria can enter a water source and be transmitted
(faecal-oral route)

Core ATLs (TD Skills) Social Skills: Resolving Conflicts


Thinking Skills: Application
Research Skills: Collecting, Recording and Organizing Data
Self-Management: Informed Choices
Communication: Speaking and presenting

Integrators contributions

What does a Grade Level appropriate Students can explain how access to water and other resources impacts
understanding of this central idea look like? people's lifestyle. They can describe theirs and others responsibility towards
how they use water and other resources.

The essence of this unit in less than 20 words A comparison between access to water in Singapore and a developing
country. Students generate inquiries about resources.