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Unit Three – Sharing The Planet

Dear parents, here is a breakdown of this half-terms learning. If you

have any questions or would like to discuss any of the content please
feel free to contact us.Thank you for your continued support.
Kind Regards,
Miss. Sheri, Mr. Mike & Ms. Joanne
Central Idea: Key Concepts:
Biodiversity relies on maintaining the interdependent Causation, Connection, Responsibility.
balance of organisms within systems.
Related Concepts: An inquiry into:
Balance, Interdependence, Biodiversity.  Ways in which ecosystems, biomes and
environments are interdependent –
 How human interaction with the
environment can affect the balance of
systems – (Responsibility)
 The consequences of imbalance within
ecosystems- (Causation)
Teacher Questions:
 What do you think ecosystems, biomes and environments are?
 How might ecosystems, biomes and environments be connected?
 How do humans interact with environments?
 What could be the impact of human interaction (positive/negative)?
 What do you think are our responsibilities towards the environment?
 What are the causes and effects of an imbalance within an ecosystem?
Summative Assessment Vocabulary
Students will reflect on their inquiry route during this UOI Biodiversity, biome, rely, balance, imbalance,
and compile their learning into a presentation to share as ecosystems, interdependence, organism,
part of a Grade 3 Learning Exhibition. Students will present maintain, systems, connection, causation,
their understanding of the Central Idea and the skills they responsibility, actions, impact, environment,
have developed on their learning journey to other relationship, co-operation, curiosity,
students, staff and parents. consequences, resources,
Transdisciplinary Skills
Social skills
Accepting responsibility: to understand their role (and that of the human race) in affecting the balance of
ecosystems (positive/negative). To show initiative and maturity to manage themselves on a residential fieldtrip.
Cooperating: working effectively with others in a variety of group related tasks to achieve a common outcome.
Research skills
Formulating Questions: to continue to develop questioning skills including “I wonder”, “What if?” and open-ended
questions that will drive their own inquiry.
Observing: Carrying out careful observations of the environments under study during field trip.
Planning: Creating a hypothesis and planning a scientific investigation. Developing plans for delivering oral presentations.
Recording/Collecting/Organizing/Interpreting data: to consider, evaluate and interpret information and results gathered
from scientific investigation and field trip studies.
Presenting research findings: Clearly and confidently deliver a visual and oral presentation based on independent
Thinking skills
Acquisition of knowledge: Gaining specific facts, ideas and vocabulary to support understanding of rights and
Application: Using their skills acquired so far and applying them to support independent research.
Analysis: Relate the outcomes of scientific inquiry and observational field work to maintaining balance in
Communication skills
Listening: Listening to others during group tasks, appreciating the ideas of others and responding to them.
Speaking: Express ideas with clarity and reason. Give an oral presentation to a large and varied group of visitors.
Presentation: Communicate their understanding of our Central Idea using a variety of visual media for an invited
Self-management skills
Time management: Work effectively to deadlines for group tasks and to prepare their work for a Learning
Organization: Structure an engaging presentation to share with others. Show independence when caring for
themselves during residential field trip.

Learner Profiles
Thinker: Solve scientific problems, suggest solutions, make predictions, create hypothesis to test. Make
appropriate and effective decisions to share with others.
Inquirer: Develop as inquirers, take responsibility for their learning and sharing their ideas. To be confident
when expressing their new ideas. To show they are inquisitive about their planet, how it exists and survives
through reliance. To conduct research and observations with a group and independently.

GIS Standards
Students will be encouraged to read and recognize a wide variety of fiction (narrative, poetry) and non-fiction
resources both for pleasure and research purposes.
Learners show an understanding that text is used to convey meaning in different ways and for different
purposes—they are developing an awareness of context.
Applying a range of strategies helps to read and understand new texts. Recognize and use the different parts of
a book, for example, title page, contents, index.
Read texts at an appropriate level, independently, confidently and with good understanding. Wonder about
texts and ask questions to try to understand what the author is saying to the reader.
Use a range of strategies to self-monitor and self-correct, for example, meaning, context, rereading, reading on
and cross-checking one cue source against another.
Determine the meaning of general- academic and domain specific words and phrases in a text relevant to a
grade 3 topics or subject area. Students will encounter many new scientific terms through their environmental
research project.

Write routinely over extended time frames (time for research, reflection and revision) and shorter time frames
(a single sitting or a day or two) for a range of discipline-specific tasks, purposes and audiences.
With guidance and support from adults, develop and strengthen writing as needed by planning, revising, and
editing, including the use of technology to produce and publish their writing.
Procedural Writing: Follow a required format to write science investigations that include instructions (method).
Report Writing: Take notes, compile and explain their findings following a variety of research projects, collate
their knowledge to share with others.
Fiction: Explore a range of writing genres and features by completing ‘Quick Writes’ using visual stimulus.
Grammar: To continue to build on knowledge the conventions of standard English including parts of speech,
punctuation and sentence formation.

Listening and Speaking:

Engage effectively in a range of collaborative discussions; Pose and respond to specific questions to clarify or
follow-up information; Make comments and contribute to discussions; Learn how to present a speech to an
audience, including diction, clarity of voice, body language and the use of prompt cards.

Number: Continue to extend basic multiplication facts (and related division facts) to include all the times tables
up to 12. To understand how the place of a digit in a number affects its value, and to read, write and order large
numbers up to 1,000,000. Develop an understanding of decimals as a part of a whole shape or number. To read
and write decimals using tenths and hundredths.

Geometry: Review line segments and recognize rays and lines. Model and draw polygons, parallel and
intersecting lines, rays and line segments. Use angles to record rotational turns. Explore, recognize and name
various triangles and quadrangles. Explore and record the characteristics of regular polygons. Draw and
measure angles as records of rotation. Recognize and explore properties of symmetric shapes. Recognize and
explore the characteristics of regular 3D shapes. Name different types of pyramids and prisms and discuss the
properties of their bases.

Data Handling: Use data handling skills in real life contexts, on field trips and from scientific investigations, and
link to UOI work on environments. Collect, analyze, record and interpret a range of data. Design a survey and
systematically collect, organize and display data in pictographs and bar graphs. Draw a scaled picture graph and
a scaled bar graph to represent a data set with several categories. Generate data and show the data by marking
a line plot, where the horizontal scale is marked off in appropriate units. Use their data to explain trends or to
make informed decisions.

Problem solving: Solve two-step word problems using the four operations. Represent these problems using
number models with a letter standing for the unknown quantity. Assess the reasonableness of answers using
mental computation and estimation strategies including rounding. Solve one- and two- step “how many more”
and “how many less” problems using information presented in scaled bar graphs.
Use evidence to support the explanation that traits can be influenced by the environment.
Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a
model or prototype that can be improved.
Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well,
and some cannot survive at all.
Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants
and animals that live there may change.
Students will develop their observational skills by using their senses and selected observational tools.
They will gather and record observed information in a number of ways, and they will reflect on these findings to identify
patterns or connections, make predictions, and test and refine their ideas with increasing accuracy.
They will examine change over time, and will recognize that change may be affected by one or more variables.
Students will consider ethical issues in science-related contexts and use their learning in science to plan thoughtful and
realistic action in order to improve their welfare and that of other living things and the environment. (Protecting the
environment for animal and plant survival)
Students will communicate their ideas or provide explanations using their own scientific experience and that of others.
(Presenting individual presentations and asking questions about other’s presentations)
Social Studies
Describe how wants and needs have implications beyond the self.
Increase their awareness of how people influence, and are influenced by, the places in their environment.
Students will explore the relationship between valuing the environment and protecting it.

Technology Integration Art

In Unit 3, students will inquire into learning the ICT skills for Learning Objectives: In Unit 3-The students will be
audacity, which is an application, which allows the able to:
manipulation, and editing of sound.
Identify environmental issues and solutions
Students will add these audio files to an existing interactive
story enhancing it by adding an audio element.
Determine what makes a powerful message and what
Folders organization and appropriate file naming skills will information about the environment is most
also have a part to play of this process. important to share with others
Music Communicate and share their messages with
Learning Objectives: In Unit 3- The students will : classmates
Sing and choreograph to various pieces of music from Apply what they have learned by creating artwork to
many genres convey messages in style of the environmentalist
Listen to music from around the world artist, Peter Max.
Accompany the recorder on the xylophone Identify foreground, middle ground, and background
Compose recorder pieces with music notation in art as well as drawing in perspective
Activities/Projects/Connections: Discover what makes a successful composition
Play, read songs with B, A and G, such as, ‘Zippy Toad’ Improve individual brainstorming skills
Create a music listening journal about world music Activities/Projects/Connections:
Sing multicultural pieces of music like ‘Sambalele’ ‘Sharing the Planet’ UOI: Responsibility- Students will
Connection to ‘Sharing The Planet’ Evaluating the complete a work of art in the style of
structure of recorder pieces to better learn a piece of environmentalist artist, Peter Max, using bright colors
music. with markers and Sharpies. The artwork will
represent various roles and responsibilities of
humans in sharing the planet.
Learning Objectives: In Unit 3 – The students will be able to:
Learn a variety of athletic activities, such as sprints, push throw, tennis ball throw and standing jump
Work with partners and in groups to help coach each other as they develop their individual skills
Begin to use technology to help us learn and improve performance in sport
Use their communication and thinking skills to record and analyze data
Students will work on circuit based activities to help them develop the skills required for the different athletic
Students will use peer assessment sheets to help evaluate others’ performances
Students will use video analysis to allow them to provide accurate feedback to students in their class
Students will be encouraged to research the techniques covered in lessons to help them further develop their
Arabic Islamic
See weebly posting for details. See weebly posting for details.

Activities that you can do with your child at home

This Unit of Inquiry has many new, complex words that make up the Central Idea and the Lines of Inquiry,
encourage them to use the vocabulary (see ‘Vocabulary’ above) to help embed it in their daily usage.
Support their research into ecosystems, biomes and environments and ask them to explain what they have
found out.
Have some fun with Science; we are looking for the students to demonstrate simple science experiments to
their peers every week. It is commonly called “Kitchen Sink Science”. Some useful websites are;
Talk to your child about experiences you remember where humans have had an effect on their environment.
The impact can be positive as well as negative. Help them to understand the responsibility we have to protect
environments around the world.

Continue to support your child as they practice quick mental recall of the multiplication tables. They should
learn the tables in order of ease; 2x, 10x, 5x, 3x, 4x, 6x, 8x, 9, 11, 12x.
They should first be able to skip count.
Follow this by linking it to the times tables e.g. 1 x 4 = 4, 2 x 4 =8, 3 x 4 = 12 (in order)
When a times table can be recited without too many errors call out random facts for your child to answer.
Continue to incorporate all the times tables they know so far.

Encourage your child to read as often as possible and then ask them questions about the text. See below for
some tips for reading at home.

 Keep reading time relaxed, comfortable and pleasurable.

 Find a quiet place, with the television turned off.

 Establish a routine in the day and read for 10—20 minutes.

 Reward reading progress or understanding.

 Talk about books, covers, magazines, stories, interesting websites being read, etc.

 Encourage the use of sounding out, or reading around to work out unfamiliar words.


 Don’t correct too often or too quickly.

 Make reading negative and pressured.

 Ignore requests to read any written words.

 Let children deface or mistreat books.

Questions for exploring reading:

Style What type of book is this? Have we read a book like this before? What
other story is it like? What do you think it will be about? What is the
title? What can you see on the cover?

Setting Where is the story set? When does the story take place? Can you
describe the setting of the story?

Character Who are the characters in this story? Who is the most important
character in the story? Who is telling the story? Were there any
characters that you didn’t like? Why does that character behave in
that way?

Plot What do you think might happen next? What are the main events in
the story? What is the problem in the story and how is it resolved?
What was your favourite/most exciting part of the story?

Theme What is the main idea/theme/moral of the story?