mtp stage 3 m4 - sharing the planet

8/22/2019 MTP Stage 3 M4 - Sharing the Planet

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Medium-term planning template How the World Works

v2 1Y08

Stage: 3

Module 4: Sharing the Planet

Dates: July 8th to July 19 th and Aug 19th to September 13

USE OF ENGLISH

Standard: Use English accurately and clearly to respond, ask and express when speaking and writing

FrameworkCodes

Learning Objectives Success Criteria-What AreYou Going To Measure?

ActivitiesW=Whole G=gr oups I=individual

Description

WGI

Resources

(CambridgeESOL)3UE4

use determiners a, the, some, any,this, these, that, those to give

personal information and on a

limited range of general and

curricular topics

Ss will be able to identifyand appropriately usedeterminers in a cloze

sty le paragraph toexcellence whenspeaking and writing.

Ongoing with all activities? Particularly withscience when following directions. Letterwriting will also naturally include these

determiners.

Article lesson on use of a and the?

- See last year resources priorityuno

(Cambridge

ESOL) 3UE1

use nouns as direct and indirect

objects in describing events and

actions on a limited range of general

and curricular topics

Ss will be able to identify

and write 5 sentenceswith direct and indirectobjects with excellent

accuracy.

Smart board exercise w/ independent

worksheet/group activity.- LA books- 2 x 40min blocks

(Cambridge

ESOL)3UE5

use who, what, where, how, how

many, how much to ask questions

on a limited range of general andcurricular topics; use whyto ask for

explanations; use when to ask when

something happens/happened; use

What is/was the weather like?;use

Whats the matter?

Use the ws and one h

when writing a letter to a

friend. Ss will askquestions and probe for

information in his/herletter.

W/I: Anonymous letter writing activity.

- See last year resources- -Keep basic to not overlap on future

writing genre


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v2 1Y08

(Cambridge

ESOL)3UE3

use common comparative and

superlative adjectives to give

personal information and on a


curricular topics

Use

comparative/superlativeadjectives in 3sentences in when

writing a letter to a friend

in order to probe forinformation. Can be

independent of eachother.

W/I: Anonymous letters to friends.-exposure to new adj. not prevalent in mod

one.

(Cambridge

ESOL)3UE6

use demonstrative pronouns to ask

and answer basic questions onpersonal and familiar topics

Ss will be able tosubstitute pronouns froma selected paragraph

piece independently withExcellent accuracy.

Pronouns video (Rufus Xavier Sasparil la)and PPT. **NEEDS EDITING**

(Cambridge

ESOL)3UE15

use common verbs followed by

infini tive verb/verb + in g patterns;

begin to use infini tive of purpose;

use want/ask someone to dosomething; use be called + noun; on

a limited range of general and

curricular topics

Make 5 sentences for

each to an excellentstandard.

(Cambridge

ESOL)3UE12

use common adverbs of frequency

never, a lot; use adverbs of

sequencefirst, next, then, and

direction left, right; use common

comparative and superlative

adverbs to describe and compare

things more quickly... best; on alimited range of general and

curricular

Accurately use adverbsof sequence(first, next,

then) when describing atleast four steps of theirexperiment (scientific

method)

Accurately use adverbs

of direction (left, right) toaccurately navigate to alocation using a 4 stepprocess.

Accurately use a varietyof comparative andsuperlative adverbs

(more quickly, best) intheir scienceconclusions relating to

Sequencing: Science activity with

sequencing? First , next, then,

Directions: Map making activity describing

directions. Left, right, etc. (maze, etc.)

Adverbs: Olly Olly Olly video. Spice up

boring sentences. Pictures for AdverbsMore Quickly

Ex. The cat sits. > The fat cat s its > The fatcat sits quietly > The fat cat sits quietly onthe chair. (Preposition extension?)

Compa/Super: Science conclusion template.


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the effectiveness of their

change.

(Cambridge

ESOL)3UE10

use present continuous forms to

describe events and talk about whatis happening now;

use present continuous forms to

talk about future arrangements; on

a limited range of general and

curricular topics

With an Excellent

rating, Ss can createsimple 5 simple

sentences for each.

- Match base verb with conjugatedverb.

- Focus on irregular verbs (sleep,

write, go, swim, etc.)

- Verb hunt: Use verb cards to match

verbs and endings with partners.

(Cambridge

ESOL)

3UE14

use common prepositions of time

on, in, at, after, before to state

when things happen; use common

prepositions of location, position

and direction: at, above, below,

behind, between, in, in front of,inside, near, next to, on, opposite,

outside, to, under; usefrom [origin]

with/without[inclusion];usebegood at+ noun; use go for+ noun;

on a limited range of general and

curricular topics

Ss will achieve an

Excellent rating inusing time prepositionswhen describing their

daily schedule. Using 5different prepositions ina paragraph.

Ss will achieve anExcellent rating inusing location, position,and direction

prepositions whendescribing their tangramconstruction in their

procedural writing. Using8 different prepositionsin steps.

dafa

Use good at/go for+noun in 5 correct

sentences respectively

Review prepositions of time and location with

examples.

Ss will first describe their schedule (daily or

weekly schedule) using prepositions of time.Ex. Inthe morning, During breakfast. On

Day, I get dressed. After that, I go toschool

- Tangram Procedural Writing

- Pre model with PB & J.

Ss will describe a location using place

prepositions. Ex. In my classroom, we havea smart board. Next to the smart board is awhite board. The white board has magnets

on it.- kdfsdlkfjsd- 40 min grammar activity w/

worksheet (cloze?)

(Cambridge

ESOL)

3UE16

use conjunction becauseto give

reasons on a limited range of

general and curricular topics

Use because as aconjunction in 5 approp

sentences

Student will write 5 questions, then partner

will try to answer them verbally.

Student will then write the answer (given by

partner) in a grammatically correct sentence.


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(Cambridge

ESOL)

3UE11

use I think... I know... to express

basic opinions on a limited range of

general and curricular topics; use a

limited range of simple perfect

forms [regular and irregular] to talk

about experiences

Use the form I

think..because toframe their resolution forpersuasive writing.

I have/ has?

Writing presentation oral: I think you

should go here because

I know this place has the following toenjoy

LISTENING

Standard:Active Listening use strategies to enhance listening comprehension

FrameworkCodes


Activities

W=Whole G=gr oups I=individualDescription

WGI

Resources

(Cambridge

ESOL) 3EL1

listen attentivelyto others and

demonstrate understanding of a

short sequence of supported

classroom instructions

Ss will follow verbal

directions to successfullyend up in a desiredlocation A to B.

- Outdoor activity? Students can be

blindfolded and a partner will need togive them verbal directions to getfrom point A to point B.

- P.E. Group building games: Sheepand herder

- Smaller groups and peer

assessment- 80 min block- Following adv. Of direction lesson

(Cambridge

PECF)3SL5

listen and remember a sequence of

instructions

Write down at least fourinstructions to above

activity within the same

day afterward to anexcellent standard.

- Same outdoor activity. Remember asequence of directions given in order

- Small cue card or half page

(Cambridge

ESOL) 3EL5


demonstrate understanding of

specific information and detail of

short supported talk on a range ofgeneral and curricular topics

Ss will follow six verbaldirections from theirpeers with an excellent

rating.

- 10 question listening /coloring test toquiz peer, buddy check after

- 40 min block (maybe 2).- Scaffolded w/ adverbs of direction


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(Cambridge

ESOL)3EL4


demonstrate understanding of main

points of short supported talk on a

range of general and curricular topics

Listen attentively to a

presenter and accuratelyrecord 3 main ideas(facts, ?s, etc.)

6 kids per poster

Skinny notes (ie. Facts or ?s)

Give to presenter to mark forcomment.

(CambridgeESOL)

3EL7

listen to others and recognize theopinion of the speaker(s) in basic and

supported talk on l imited range of


Morg Presentation -Writing

Listen to students reading theirpersuasive writing and write 1-3sentences to summarize theirfriends opinion? (would need to be

modelled by teacher thoroughlyfirst)-Jenny

(Cambridge

PECF)

3SL4

li sten and respond appropriately to

others views and opinions

(Persuasive)

Morg Presentation -Writing

Listen to students reading theirpersuasive writing and write aresponse, agree/not agree, why/whynot??

READING

Standard:Uses the general skills and strategies of the reading process to comprehend

FrameworkCodes


Activities

W=Whole G=gr oups I=individualDescription

WGI

Resources

(Cambridge

ESOL) 3ER1

recognize, identify and sound, with

support, an increasing range of

language at text level

Can get an excellentrange score on their

Friday WoW test for thevocabulary portion.

Anecdotal through guided classroomreading & lit. circles.

Friday WoW grammar testing andpre-group activity.

(CambridgePECF) 3PSV5

learn rules for adding -ing, -ed, -s toverbs


Friday WoW test for thestate/use grammarportion.

Ongoing within reading picking apartverbs:

o Emphasis ofsed /ed/ vs. /d/ /t/ and when to

apply

Anecdotal Records during Lit circles

Addl lesson: Tt, ing, ie y,


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(Young

Hoon) 3YHV

(Cambridge

PECF)3PSV6

identify and define prefixes and

suffixes.

Can get an excellent

range score on theirFriday WoW test for thestate/use grammar

portion.

Define and identify twoprefixes/suffixes in text.

DLR

Literature Circles

Anecdotal records

(Cambridge

PECF) 3GPR2

recognize the use of the apostrophe

to mark omission in shortened words,

e.g. cant, dont.

Can get an excellentrange score on theirFriday WoW test for the

state/use grammarportion.

DLR

Mini lesson?

(Young

Hoon)

3YHRF1

extend the range of common words

recognized on sight.


Friday WoW test for thevocabulary portion.

Anecdotal & summative through lit circles,read to s, and grade-level literature.

Activi ty: pe er based spelling activities - 10words/wk define a nd write contextual

se ntences together. Wrap up w/ peerspe lling assessment & fill in blank.

(Clay, Marie)

3YHRC1

self-monitor reading behaviors to

watch oneself as a reader and take

responsibility and solve the problem

for decoding or comprehension

Read within a 1:5 self-

correction ratio on arunning record for gradeappropriate text.

Receive an excellentscore on different wayswe can comprehend

(understand) a text .

Phonetically decode and pronounce

words in passages successfully.

Find cue words for solving quest ions.

Within a reading lesson, looking for

letter patterns, trigraphs, digraphs,

dipthongs, etc.

Three comprehension based quizzes

at a level per semester forreporting.

3YHRC2

(Clay,Marie)

use meaning to support the reading

process including semantics:

illustrations, vocabulary, concepts

and background knowledge; and

pragmatics: understanding the

implicit rules of communication

Can use a variety oftools (semantics-

meaning, illustrations,vocabulary, backgroundknowledge) to decode

texts for prediction andcomprehension to an

Answer higher-order thinkingquestions (Blooms).

Literacy circle groupings/jobs.

Standardized comprehension sheetusing Blooms Higher Order thinkinglevelled questions

Explicit Guided Reading focus


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excellent standard Fix-up strategies worksheet with a

rubric.

3YHRC3

(Clay,Marie)

use structure of the text to support

the reading process including syntax:language or sentence structure

governed by grammar rules grammar:

rules that prescribe the composition

of sentences , phrases and words.

Can read with a 90%-94% running recordaccuracy with grade

appropriate texts.

DLR

Anecdotal and summativeassessment via RaZ Kids andclassroom Running Records

Guided reading/lit. circles

Explicit Guided Reading focus

3YHRC4

(Clay,Marie)

use visual cues: phonetic awareness

of common letter/sound

relationships, beginning and ending

consonants, vowel sounds, blends,

word patterns such as syllables, basicprefixes, suffixes, root words,

compound words, spell ing patterns,contractions, to decode unknown

words.

Can read with a 90%-94% running recordaccuracy with grade

appropriate texts.

Can recognize sounds,and shows awareness of

what sound should bemade 90% of the time.

Self corrects when

errors are made.

Anecdotal and summativeassessment via RaZ Kids andclassroom Running Records

Within a reading lesson, looking forletter patterns, trigraphs, digraphs,dipthongs, etc.

Explicit Guided Reading focus(lexiconical structure)

3YHRC5

(Clay,Marie)

search and reread to look for

information to fix up the tricky part



Anecdotal and summative

assessment via RaZ Kids andclassroom Running Records.

Guided/lit. circle instruction w/ trickywords how can we decode? How

can we attack this word?

Specific worksheets for somereading lessons where the tricky part

needs fixing,

3YHRC6

(Clay,Marie)

crosscheck and reread one kind of

information with another such as

words with picture or prior

knowledge

Can describe three majorpoints (res pectively) ofintertextuality (compare &contrast texts based onprior knowledge) amongstthe book in their lit circleand another book theyveread

Compare & contrast activity on Lit

circle book with another book duringdiscussion.


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3YHRC7

(Clay,Marie)

self corrects by monitoring, searching

and crosschecking to f ix up the tricky

part



State 3* words they fixed

up, what strategy theyused, and why it worked

for them.

Anecdotal and summative

assessment via RaZ Kids andclassroom Running Records

Guided instr./ lit. circles

(*5 words in mod3)

(Young

Hoon)

3 YHRfnf

ask critical questions with support

before , during and after reading to

support comprehension

Can ask 2 questionsbefore reading.

Can ask 2 questionsduring reading

Can ask 2 questions

after reading.


Guided reading activity:

Before/during after questionWorksheet. Students to try to answereach other questions (verbally)

To be collected. Questions to beanswered in full sentences.(embryonic idea)

KWL Open/Fat ?s

(Young

Hoon)

3 YHRfnf

activate background knowledge, Text

to text, self and the world, to

support comprehension

Can make connections

between text , self andworld 5 times during areading lesson.

Can show where theconnections come from.


connection activity from Lit circlebook with another book duringguided reading/lit circle time.

(YoungHoon)

3 YHRfnf

visualize the text using backgroundknowledge to make pictures and or a

movie of what is read including

position, distance, time, size, color,

sounds, smells,

Can show at least 5events of the plot of astory in a visual form.

Can use annotations to

add meaning to their

story board. Can use pictures to add

meaning to theiranswers.

Comic strip / Story board activity.

Lit circle discussion / storytellerroles.

Can draw small pictures to show the

movie in their head

(Young

Hoon)

3 YHRfnf

infer, merging background knowledge

with clues in the text to come up with

an idea that is not expl icitly stated by

the author (Harvey pch. 9, 2007)

Can answer at least 3questions (at inferencelevel blooms )about anappropriate level text.

Can explain (verbally)how they got to that

Guided reading activity: Questions atinference level of blooms.Worksheet. To be collected.Questions to be answered in full

sentences. (embryonic idea)


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answer (3x). Must be questions where answers are not

directly found in the text.

(Young

Hoon)3 YHRfnf

compare and contrast to explain how

things are the same or different

After reading apersuasive text completea graphic organizer to

explain how two differentopinions can be similaror different with

accuracy.

Guided reading activity:

(Cambridge

ESOL) 3ER7

statethe attitude or opinion of the

writer in short texts on a limited

range of general and curricular topics

After reading apersuasive text,

determine the authorsopinion with threesupporting details.

Guided reading activity: Studentsretell the authors opinion and

provide supporting details from thetext on a worksheet.

Could be together with the 1st.

(Young

Hoon)3YHRnfPER1

identify the elements of persuasive

text: title, point to be argued(resolution), argument (for or

against), conclusion

(Shared read/write)Readthrough an example ofpersuas ive writing andidentify all the mainelements across 2 or 3different texts.

Morg Writing Rubric

After initial elements of persuasive

writing lesson, expose Ss to anexemplar and they have to labelaccordingly.

To go in writing rubric and alsoactivity where students label main

parts of persuausive text.

First reading lesson BOOK TBD-have students do a matching act ivity.

Students to tell the elements of textat the beginning of first couple ofreading lessons.verbal u/s

This one is actually being met inwriting, through the persuasive

writing thing

Persuasive Writing Rubric

(Young

Hoon)

3YHRnfPER2

identify the text features of

persuasive text such as: pictures,

graphs, and charts to support

argument

(Shared read/write)Readthrough an example ofpersuas ive writing andidentify all the mainelements across 2 or 3different texts.

Morg Writing Rubric

First reading lesson BOOK TBD-have students do an exampleactivity. Teacher will guide them

trhough the features, and how towrite on big paper.

This one is actually being met in

writing, through the persuasivewriting thing


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SPEAKING

Standard: Use oral language to respond, ask and expressFrameworkCodes


ActivitiesW=Whole G=gr oups I=individualDescription

WGI

Resources

(Cambridge

ESOL) 3ES2

ask questions to find out general

information on a limited range of


- Describe self usinggrade level vocabularyand subject verbagreement using 3

simple sentences

Poster presentations

Initial Icebreakers

Oral Lang GNBN

Reading Healthy Me

(CambridgeESOL) 3ES4 use basic vocabulary for an increasingrange of general and curricular topics

Can ask appropriatequestions to seek outgeneral information in

appropriate context.

Initial Icebreakers as peer interviews

(Cambridge

ESOL) 3ES5

organize talk at sentence level using

basic connectors on a l imited range of


Describe general and

curricular topics using

grade level vocabulary.

Anecdotal through course of the year

Peer vocab testing/contextual

sentences with contextual vocab(Reading/Fry/Cambridge).

(Cambridge

ESOL) 3ES7

keep interaction going in short, basic

exchanges on a limited range of


use conjunctions suchas and, but, so,

because, etc. to add to

and contrast opinionsand facts with accuracy

on things like likes,dislikes, etc.

Oral language GNBN Focus onconjunctions. (Ex: 1 week: 2

sentences 1 fact 1 opinion).

o Finish w/ game/energizer

3YHS1 answer questions and explain furtherwhen asked

Formulate fourresponses to open-ended questions anduse that information to

articulate a relatedquestions/responses.

Working in small groups, play Richs

game picking out nouns and ? and

response. Teacher: Are these

related? Then in pairs working on


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related ?/Response. Anecdotal

Assessment (Evans Activity)

3YHS2 communicate meaning clearly using

phrases and simple sentences duringpair, group and whole classexchanges

(SCI)Can explain to apartner (or the whole

class) what steps theytook to complete anexperiment in five or

more sentences

Presentations and lit circles

Science Experiments-discussions

(Cambridge

ESOL)

3ES3

give an opinion at sentence level on a


curricular topics

M4W1 or 2! Speaking/debatish lesson and topiccards, draw from cards and makeopinion.

Cambridge

PECF

3SL1

speak clearly and confidently in a

range of contexts, including longer

speaking turns

Same as above

WRITING (Persuasive)

Standard: Use the general skills and strategies of the writing process

FrameworkCodes


ActivitiesW=Whole G=gr oups I=individual

Description

WGI

Resources

(Young Hoon)

3YHW1

use, with some support, appropriate

layout at text level for a limitedrange of written genres on familiar


Can identify text features

such as title, resolution,headings, maps,pictures, captions, body

of text in a sharedwritten piece

Explore a variety of persuasive texts

to identify various text features

w Letters to editor

Postcardspetitions

Persuasive Writing rubric

(Cambridge

ESOL)3EW1

plan, write, edit and proofread work

at text level , with support, on a


curricular topics

publish work that hasclearly improved as aresult of revision and

editing (an excellentstandard to checklist)

Brainstorm persuasive writing

Revision: self check checklis t


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(Cambridge

ESOL)3EW2

write, with support, longer

sentences on a limited range ofgeneral and curricular topics

write the body of anpersuasive text usingtopic sentence, closing

sentence and supportingsentences in eachparagraph

Super sentences lesson

Apply to rough draft for revision

(Cambridge

PECF)

3Wf7

develop range of adverbials to signal

the relationship between events

Blue book English Grammar pp.

365-386

Use at least twoadverbials in their finaldraft

Can Identify adverbialsto excellence on a WoWquiz

Direct grammar lesson

Mini lesson on adverbials for roughdraft

Continued practice with adverbialsthrough writing process.

Young Hoon3YHWNF1 elaborate on basic information withsome detail with support

Use a brainstormingsheet to elaborate on a

chosen topic for twoarguments 3 bulletsper argument

Brainstorm persuasive writing

(Cambridge

PECF)

3PSV2

use and spell compound words Spell compound wordswith greater than 90%

accuracy on WoW quiz

Write five sentencesusing compound words

correctly

Mini lesson on identifying and usingcompound words

WoW quiz should include twocompound words per quiz

WOW QUIZ /

STAND ALONE GRAMMAR

LESSON to match

(Young Hoon)

3YHPSV

secure the spelling of high frequency

words and common irregular words

spell high frequency and

irregular words withgreater than 90%

accuracy

Grammar/Spelling

(Reading/Fry/Cambridge) Recorddata weekly from peer checking in

spelling book.

(Cambridge

PECF)

3PSV10

identify misspelt words in own

writing and keep individual spelling

logs

Have 5 words evident inspelling logs by the endof the term.

Spelling logs ongoing throughModule 3

Snap spel ling quizzes. (fun)


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Cambridge

(ESOL)3EW8

use full stops, commas, question

marks, and speech marks at

sentence level with some accuracy

when writing independently

Use a checklist to edit

their own writing (toexcellence)

DLR

Utilise checklist to monitor and

revise roughdraft

Checklist

(CambridgePECF)

3GPW6

use a wider variety of sentence typesincluding simple, compound and

some complex sentences

Write five compound andfive complex sentences.(grammar)

Final persuasive pieceshould have two

complex sentences.(rubric)

Mini lesson on identifying and usingcompound and complex sentences.Grammar based M4W1 or 2.

WoW quiz should include twocompound sentences per quiz

GRAMMAR LESSON tomatch. Early in unit

WOW QUIZ?

Persuasive Writing rubric

3YHW use the elements and appropriate

text features of persuasive writing tocreate the final product

Will have at least the

following text features intheir final draft (title,point to be argued

(resolution), argument(for or against),conclusion) (rubric)

Publishing final draft Persuasive Writing rubric

(Cambridge

ESOL)3EW6

use upper and lower case letters

accurately when writing names,

places and short sentences when

writing independently

Achieve a score of 3/5on average in DailyLanguage Review

Publish a final draft that adheres to theseelements as described in

a rubric.

Submit their 3 bestpieces from their

portfolio and anexcellent standard from

rubric. (writing, socialstudie, etc.) Week 5

DLR

Utilise checklist to monitor andrevise roughdraft

(Cambridge

PECF)3Wp1

ensure consistency in the size and

proportion of letters and the spacing

of words.

Publish a final draft thatadheres to these

elements as described ina rubric

Submit their 3 bestpieces from theirportfolio and an

Publishing final draft


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excellent standard from

rubric. (writing, socialstudie, etc.) Week 5

MATH

Standard: Uses and reflect upon the concepts of geometry

FrameworkCodes


Activities

W=Whole G=gr oups I=individual

Description

WGI

Resources

MEASUREMENT

Data HandlingOrganising, categorising and

representing data

3Dh1 Answer a real-life question by

collecting, organising and interpretingdata

Answer a real-life

question by collecting,organising andinterpreting data to an

excellence rating

Independent activity w/ a variety of

choices done in a scientific fashionhitting all the LOs. May be a 3 weekaffair.

o 1 week model with exemplarquestion and show how itwas collected, and give Ss

questions on how to interpretthe data and different ways itcan be graphed, what was

most effective? Why? What

graph did you like the most?Why? Least? Why?

o 1 week question andcollecting data.

o 3rd week organising (choose

graph) and interpret thedata.

o May need to be taught after

3Dh2

Ex: How high far can a grade 3

SMART

Graph Paper

Worksheets

Questionnaires


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student jump in cm? Who jumps

further?

Which wins more: rock, sc issor orpaper? Heads/tails?

Which is the most popular lunchfood? (Limit 10 choices)

Best day of the week?

Ex: How tall are the grade 3s in my

grouping? Who is taller? Who istallest, shortest, avg?

Ex: Which Gu (District) is the most

popular for grade 3 students? Wholives the farthest? Closest? Wheredo most live?

3Dh2 use tally charts, frequency tables,pictograms (symbol representing one

or two units) and bar charts (intervalslabelled in ones or twos)

Create, and use tallycharts, frequency tablesand pictograms (using

symbols that representone or two units) withexcellent accuracy.

Create, interpret, anduse bar charts (usingintervals labelled in ones

or twos) to excellentaccuracy.

Tallying classroom objects, class -likescenarios, etc.

Graphing word problems, scenarios,

etc.

To be done before firs t LO (maybe)?

Ending with summative quiz.

BPopJr.:Pictographs, BarCharts, etc.

SMART

Graph Paper

Worksheets

Tally counters

3Dh3 Use Venn or Carroll diagrams to sortdata and objects using twocriteria

Sort data using a Venndiagram to excellentaccuracy using two criteria

Sort data using a Carolldiagram using two criteria to

excellent accuracy.

Sort 2d vs. 3d shapes

Leave it to recap information theyvelearned or recap on prior knowledge.


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SCIENCE 2

Standard: Examine the evolving social and cultural makeup of civilization

Framework

Codes

Learning Objectives Success Criteria-What Are

You Going To Measure?

Activities

W=Whole G=gro ups I=individualDescription

W

GI

Resources

An inquiry into rights and responsibilities in thestrugg le to share finite resources with other peopleand with other living thing s; communities and the

relationships within and between t hem; access toequal opportunities; peace and conflict resolution

3Bp1 Know that plants have roots, leaves,stems and flowers

Label each part of the

plant with excellent

accuracy.

Nature walk introduction

Plant observation sheet

Cut out label activity

W

GI

Nature walk sheet

Plant priorknowledgeLabeling activity

Smartnote

3Bp2 Explain observations that plants needwater and light to grow.

Accurate measure andrecord data byobserving the change in

plants over time withexcellent accuracy.

Observe plant growth in a given amount oftime.

Exemplar of what success looks like for

journal entry.

Start planting M4W3 order seedlings notseeds.

Use several "class plants"; one with a litt le

light and lots of water, one with a little waterand lots of light. Observe and record thedifferences in growth.

GI

Plant journalSmartnote

3Bp3

3Bp3.5

Know that water is taken in through the

roots and transported through the stem.

Know that plants need healthy roots,leaves and stems to grow well.

Describe how the parts

of the plants functionwith excellent accuracy.

Written explanations in plant journals as the

students grow their plants. M3W1 lesson about plants, parts, things

they need. Journal process. This is finallesson, recap about both summative

questioning quiz.

G

I

Plant journal

SmartnotePlant growthvideo

3Bp4 Know that plant growth is affected bytemperature.

Describe and developand understanding

about the different waysthat plants grow withexcellent accuracy.

Describe different scenarios in which plantsgrow in plant journals; deserts, rainforests,

mountains, etc.

M4w2 Jigsaw expert to teacher groups.

WG

I

SmartnotePlant journals

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