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ISS Scope and Sequence 2010_all_June1

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					                                                       PYP Science
  Concept    Students will       Early       Srk         1
 Strand and be familiar          Years
sub-concepts with/
             understand:

Change          An inevitable aspect of the physical world as things become differe
                                 can be natural or brought about and accelerated




Earth and      scientific
Space          theories of how
               the earth's
               surface is
               formed and
               how those
               theories
               developed



Materials and scientific
Matter        theories of the
              nature of
              matter and
              how those
              theories
              developed.
Forces and      the forms and
Energy          transformation
                s of energy and
                the significance
                of energy in
                understanding
                the structure of
                matter and the
                universe.

Living Things    the cycling of    • healthy
and Society     matter and the     diet
                flow and           • food
                transformation     processing
                of energy
                through
                systems of
                living things
                important                             Life
                aspects of                            cycles;
                human                                 Are all life
                development                           cycles the
                from                                  same?
                fertilization to
                death.

Form                Most things have a form or shape with an outward or visible ma



Earth and
Space
Materials and the forms and        • where        How senses
Matter        transformation       water          add to our
              s of energy and      comes from     understand
              the significance     • properties   ing of our
              of energy in         of water       world;
              understanding                       What if one
              the structure of                    of our
              matter and the                      senses was
              universe.                           missing?

Forces and      gravitational,                    Sources of      Major
Energy          electrical, and                   light;          forces in
                magnetic                          Where does      nature;
                forces as major                   light come      What do
                kinds of forces                   from?           forces have
                acting in                                         in
                nature.                                           common?

Living Things   the structure,     • physical     How senses
and Society     functions, and     characterist   add to our
                reproduction of    ics            understand
                living cells and   • plants       ing of our
                organisms.         and            world;
                                   animals on     What if one
                                   a farm         of our
                                                  senses was
                                                  missing?

                                                  Plants in
                the diversity of                  our
                living                            environme
                organisms and                     nt; What is a
                how they can                      plant?
                be compared
                scientifically
Function               The special activities, properties or purposes, natural or endo




Earth and       scientific
Space           theories of how
                the earth's
                surface is
                formed and
                how those
                theories
                developed

Materials and
Matter
Forces and    gravitational,
Energy        electrical, and
              magnetic
              forces as major
              kinds of forces
              acting in
              nature.

                the wave
                nature of
                sound and
                electromagneti
                c radiation.
Living Things   the structure,             Uses of      Healthy
and Society     functions, and             plant        eating
                reproduction of            products;    habits;
                living cells and           Are plants   What is a
                organisms.                 only for     balanced
                                           eating?      diet?
                how biological
                traits are
                passed on to
                successive
                generations.

                the basic        • abilities   Function of
                processes of     and use of    the senses;
                the human        senses        Why are our
                body.            •             senses
                                 expression    important?
                                 of feelings




Connection              The world is full of interacting systems that depend on each

Earth and
Space




Materials and
Matter
Forces and      the relationship                 Use of
Energy          between force,                   forces in
                mass, and the                    our daily
                motion of                        lives;
                objects.                         Where and
                                                 why do we
                                                 use forces
                                                 in our daily
                                                 lives?

Living Things   the diversity of
and Society     living
                organisms and
                how they can
                be compared
                scientifically




                how and why        How senses
                organisms are      add to our
                dependent on       understand
                one another        ing of our
                and their          world;
                environments.      What if one
                                   of our
                                   senses was
                                   missing?
• animals
as pets
• the needs
of pets
Causation                         The effect brought about by an intended or uninte
Earth and       how key
Space           features of the
                earth influence
                climate,
                weather, and
                the water
                cycle.




Materials and
Matter
Forces and                                 How light
Energy                                     affects us;
                                           What if there
                                           was no light?
Living Things   that a variety                             Hygiene
and Society     of factors                                 habits;
                influence                                  What
                learning in                                happens if
                human beings.                              we don‘t
                                                           keep our
                                                           bodies
                                                           clean?




                how and why                 Benefits of    Human
                organisms are               plants in      affect on
                dependent on                our lives;     other
                one another                 Why are        living
                and their                   plants         things;
                environments.               important in   How can
                                            our lives?     we help
                                                           animals to
                                                           live in their
                                                           environmen
                                                           ts?

Perspective     skill?           Events and findings can be interpreted differently, d
                                 motives. The difference between empirically proven
                                 emphasized.
Earth and
Space
Materials and
Matter
Forces and
Energy
Living Things the arguments
and Society   for natural
              selection as
              scientific
              explanation of
              biological
              evolution.
Responsibility       We have a responsibility to the world in which we live. This inv
                   knowledge can be used to improve or worsen the quality of life of
                                                       action as well as awareness
Earth and
Space




Materials and
Matter
Forces and    how society     • why we   • Benefits of
Energy        uses and        need water plants in our
              conserves                  lives
              various sources
              of energy.

Living Things    how and why     • taking                The
and Society      organisms are   care of pets            choices
                 dependent on    • staying               we can
                 one another     safe and                make for
                 and their       healthy                 ourselves;
                 environments.                           What kind
                                                         of choices
                                                         can I make
                                                         that will
                                                         keep me
                                                         well-
                                                         balanced?
                                                  How our
                                                  actions
                                                  affect
                                                  other
                                                  living
                                                  things;
                                                  How can
                                                  we help
                                                  animals to
                                                  live in their
                                                  environmen
                                                  ts?

Reflection      skill?   We must consciously reflect on, and be able to descr
                         develop our attitudes.
Earth and
Space




Materials and                       The
Matter                              Senses;
                                    How can we
                                    find out
                                    more about
                                    things that
                                    are around
                                    us?
                                                        The
                                                        Senses;
Forces and                                              How can we       The
Energy                                                  find out         scientific
                                                        more about       process;
                                                        things that      How can
                                                        are around       we find out
                                                        us?              about
                                                                         forces?
Living Things        the biological,
and Society          cultural, and
                     social
                     explanations
                     for why human
                     beings have
                     important traits
                     in common yet
                     differ from one
                     another.




To come:
Skills/Process
Strand: Scientific
Inquiry




Related sub-
concepts:
atmosphere, climate, erosion, evidence, geography, geology, gravity, renewable and non-renewable ene
changes of state, chemical and physical changes, conduction and convection, density, gases, liquids, pro
conservation of energy, efficiency, equilibrium, forms of energy (electricity, heat, kinetic, light, potential, s
adaptation, animals, biodiversity, biology, classification, conservation, ecosystems, evolution, genetics, g
YP Science
              2          3             4                5




d as things become different or pass from one form to another. It
ght about and accelerated by outside influences.




         The
         history of
         our earth;
         How has
         the earth
         changed
         over time?
                                                The physical and
                                                emotional changes
                                                of adolescence;
                                                Is adolescence more
                                                like being a child or
                                                being an adult?


h an outward or visible manifestation and in internal structure.



         Evidence      Our
         of change     universe;
         in rocks      How can we
         and           describe the
         fossils;      universe?
         What kind
         of evidence
         can tell us
         about the
         earth‘s
         past?
                             different sources
                             of energy;




Body         Multiple
systems;     intelligence
Which of     s; What is
our body     intelligence?
systems is
the most
important?




             Variety in
             our world;
             How are
             living things
             organized?
purposes, natural or endowed, of a creature or living thing.




                   Extreme
                   weather;
                   Has extreme
                   weather
                   really
                   become
                   more
                   frequent?
        The body      How the               Being healthy;
        systems in    brain                 What can you do to
        relation to   works;                keep yourselves
        movement      Do our                healthy?
        ;             brains all
        How do the    work in the
        body          same way?
        systems
        work
        together to
        help us
        move?

tems that depend on each other to form a working whole.
The body
systems in
relation to
movement
;
How do the
body
systems
work
together to
help us
move?
Connection      The valuable
s between       resources of
living          an
things;         ecosystem;
How are         Could we live
living things   without the
dependant       resources of
on each         the
other?          ecosystems?
by an intended or unintended action or reaction.




                               Weather
                               patterns;
                               How do the
                               elements of
                               weather affect
                               each other?




                                                The impact of
                                                energy use on
                                                society;
        Importanc     Thinking
        e of          and
        regular       learning;
        physical      How do I
        activity;     best think
        How does      and learn?
        physical
        activity
        affect our
        well-being?

                      Needs for       The effects
                      survival;       of ecosystem
                      What affects    destruction;
                      the survival    What would
                      of living       are planet be
                      things?         like if certain
                                      ecosystems
                                      were gone?




 interpreted differently, depending on knowledge, experience and
tween empirically proven facts and supposition must be




                      What our
                      future
                      could look
                      like;
                      Could we live
                      in space?
d in which we live. This involves being aware of how scientific
 orsen the quality of life of all living things. Responsibility entails
ction as well as awareness.
                      How our
                      actions
                      affect the
                      world’s
                      climate;
                      Can we
                      make a
                      difference to
                      the world‘s
                      weather?




                                                       Our roles as
                                                       consumers of
                                                       energy;




                                      Our              Attitudes and
                                      responsibilit    responsibilities
                                      y toward         towards change;
                                      preservation     Does learning more
                                      of an            about these
                                      ecosystem;       (Adolescence)
                                      What can we      changes help us to
                                      do to make a     deal with them
                                      difference?(to   better?
                                      preserving
                                      ecosystems)
ct on, and be able to describe, how we gain knowledge and


         the work
         of
         scientists;
         How do
         scientists
         find proof
         of how the
         earth has
         changed?
                          Thinking
                          and
                          learning;
                          How do I
                          best think
                          and learn?




newable and non-renewable energy sources, resources, seasons, space,sustainability, systems (solar, water cycle, w
 ction, density, gases, liquids, properties and uses of materials, solids, structures, sustainability
 y, heat, kinetic, light, potential, sound), magnetism, mechanics, physics, pollution, power, technological advances, tr
 osystems, evolution, genetics, growth, habitat, homeostasis, organism, plants, systems (digestive, nervous, reprodu
                                         MYP Science
  Concept    Students will               6         7                     8
 Strand and be familiar
sub-concepts with/
             understand:

Change




                substances can undergo physical and chemical changes that will aff
                their properties. These changes occur in both living and non-living
                systems and are influenced by the
                same factors.



Constancy and   Cycles                               Plant Cycles:
Equilibrium     (biogeochemical;                      Methods of
                life; seasonal).                      Pollination
                Homeostasis.                        (brief) + Seed
                Chemical                             Dispersal (in
                equillibrium.                           depth)
                Conservation of                         Human
                momentum.                            Reproduction
                                                     (Puberty and
                                                    Contraception
                                                            )


Change          Chemical and                          Chemical        1. Kinetic
                physical change.                    Change (esp.     Theory and
                                                     reactions of     change of
                                   Physical and     elements and      state. 2.
                                   Chemical          compounds         Simple
                                   Changes.           with each       Chemical
                                   Reversible and   other and the     equations
                                   irreversible     environment)
                                   changes,
                  Forces.                 Forces
                                        (pressure,
                                         torque,
                                         moment,
                                          speed)




                  Evolution.




Structures



Earth and space   Biogeochemical          Gravity
                  cycles. Gravity.        (forces)
                  Sun as source of       Effects of
                  energy. Conditions   Chemicals on
                  for life on earth.   Environment
Matter   Atomic structure                          Atomic
         of matter.                              Structure
                                               (Intro to Sub-
                                                   Atomic
                                                 Particles)
                                                 Elements,
                            States of           Compounds,
                            Matter.               Mixtures
                            Concept of
                            particles
                            (solids, liquids
                            and gases).
         Elements and
         compounds.




         States of matter                                        1. Kinetic
         and changes of                                         Theory and
         state.                                                  change of
                                                                   state.




          Inter and
         intramolecular
         forces.




          Sub atomic
         particles.
         Isotopes.
Patterns




           Periodic Table     Simple
             (patterns      Mendellian
                of...)      inheritance
                             3.Simple
                             Chemical
                             equations
Systems

Living systems   Cell theory.                             Cells       Cell as basic
                                                       (specialized       unit of
                                                        sex cells)    function and
                                                                        structure.




                                      Cells - simple
                                      plant and
                                      animal cells



                 Chemical basis for                                   Intro to DNA
                 life.
Classification.   Characteristic
                   s of Living
                     Things.
                   MRS GREN.




Diversity and
Universality.
                 Evolution.




                  Relationship                                         Cell structure
                 between structure                                     and function.
                 and function in                                        Respiratory
                 cells and organs.                                          and
                                                                        Circulatory
                                                                         systems.
                                                                         Digestive
                                                                        system and
                                                                            diet




Energy




Energy           Energy flow in      Energy            Electromagnet     Electrical
transformation   ecosystems and      Different forms         ism          Energy
                 cells. Exothermic   of energy                          generation
                 and endothermic     (potential,                         including
                 reactions. GPE =    kinetic, light,                    alternative
                 KE. Electricity     sound,                               sources
                 generation and      chemical)
                 use.                Basic energy
                                     transfers.
Energy transport Conduction,
and transfer     radiation and                                    I, V and R in
                 convection.                                      Simple
                 Waves. Electical                                 circuits. I and
                 current                                          V in parallel
                                    Energy Loss                   circuits.
                                    and            Light          Factors
                                    Conservation   (Reflection/Re affecting
                                    of Energy.     fraction)      resistance
Uses of energy    Fuels. Motors.
                  Climate change
                                                   Simple Tools
                                                   (forces)
nability, systems (solar, water cycle, weather), tectonic plate movement, theory of origin
s, sustainability
 n, power, technological advances, transformation of energy.
systems (digestive, nervous, reproductive, respiratory).
              9             10




emical changes that will affect
 both living and non-living




             Human      B5: meiosis
         Physiology;Ho C4:concept of
         meostasis(B3) concentration,
         ;Reproduction   acids and
              and        bases, pH
         contraception
          Conservation
           energy and
         momemtum(P
          1)reversible
         reactions (C2)


           Rates of          C4:
           reaction    stoichiometry,
 friction




              B3: evolution




Acc 'g'(P1)       P3:
               magnetism
 structure & P4:radioactivit
bonding (C1) y(?) C4: mole
              calculations
   periodic    P3: electric
 table;groups and magnetic
bonding;balan    fields C4:
     cing     stoichiometry
equations(C1)     balance
                 equation,
                formula of
               compound,
cells; organs;         B4:
systems (B2);      respiration
 ecology(B1)           and
                 photosynthesi
                  s B5: genes
                       and
                 chromosomes,
                    meiosis,
                  mutation,gen
                  etic crosses,
                      gene
                   technology
                       B4:
                 macromolecul
                  es - organic
                 and inorganic
                    nutrients
  activation  P3:Electricity;
   energy;          mains
  KE;GPE; E   electricity and
transformatio    electricity
   ns (P1)    generation;ele
               ctromagnetic
              induction and
              turbines;elect
                 ric charge
Thermal Phys
(P2):          P3: circuits
Waves(P3)      and currents
renewable;
non-
renewable      P4:
(P2);          radioactivity ?
                    DP Chemistry
 Concept Strand Students will      11   12
and sub-concepts be familiar
                 with/
                 understand:

Kinetics




Equilibrium
 Organic
chemistry
Atomic structure
Periodicity
Measurement and   skill?
data processing




Energetics
Acds and bases




Redox reactions
                   DP Physics                          DP biology
  Concept     Students          11   12    Concept
 Strand and   will be                     Strand and
    sub-      familiar                       sub-
  concepts    with/                        concepts
              understand:
Mechanics                                 Evolution




Oscilations
and waves
Structure
and
functions
Atomic and   Universality
nuclear      vs diversity
physics
Physics and
physical
measure-
ment




Fields and
forces

Energy,       Equilibrium
power,        within
climate       systems
change
Thermal
physics

Electric
currents
     DP biology
Students          11         12
will be
familiar
with/
understand:
 The concept of evolution draws
  together the other themes. It
    can be regarded as change
    leading to diversity within
  constraints, and this leads to
   adaptations of structure and
             function.
  Structures permit some
functions while, at the same
   time, limiting others.
Some molecules are ubiquitous,
   and so are processes and
  structures. However, these
  universal features exist in a
 biological world of enormous
        diversity. (etc.)
Checks and balances exist both
  within living organisms and
within ecosystems. The state of
dynamic equilibrium is essential
    to the continuity of life.
Concept        Students will be   Early Years         Srk
Strand and     familiar with/
sub-concepts   understand:



Change         Change is the process of movement from one state to another. It is
               (The nature of human, societal, and environmental change over tim
               Essential Question:


Continuity     Disciplinary       Students will understand patterns of change and
and change     Understanding      these relationships.
through time   (AERO Standard)

               Outcomes           develop their sense of time, and
               (PYP               recognize important events in their own
               Expectations)      lives, and how time and change affect
                                  people.



               Benchmarks                             Differentiate
               (AERO)                                 between people,
                                                      places, and events
                                                      in the immediate
                                                      and distant past,
                                                      the present, and the
                                                      future.
                                                      Know different
                                                      stories about past
                                                      events, people,
                                                      places, or
                                                      situations.
Unit Content   The past;
               What is the past?
Human and    Students will
natural      understand the
environments concepts of
             geography and
             demography and
             how geography and
             demography
             influence and are
             influenced by
             human history.

Resources     Students will
and the       understand how
environment   societies have
              influenced and been
              influenced by
              scientific
              developments and
              technological
              developments.

Function      Everything has a purpose, a role or away of behaving that can be in
              (The workings of the events, systems and relationships in societies
Continuity     Students will
and change     understand
through time   patterns of change
               and continuity,
               relationships
               between people and
               events through
               time, and various
               interpretations of
               these relationships.


Human          Students will
systems and    understand why
economic       societies create and
activities     adopt systems of
               governance and
               how these systems
               address human
               needs, rights, and
               citizen
               responsibilities.
Social          Students will
organization   understand social
and culture    systems and
               structures and how
               these influence
               individuals.
Resources      Students will
and the        understand how
environment    societies have
               influenced and been
               influenced by
               scientific
               developments and
               technological
               developments.
Form           The recognizable
               features of
               individuals,
               groups, historical
               periods and
               environments.
Continuity
and change
through time




Human          fundamental           Community
systems and    economic principles   helpers;
economic       and ways in which     Who helps us in the
activities     economies are         community?
               shaped by
               geographic and
               human factors.
Human and    the concepts of
natural      geography and
environments demography and
             how geography and
             demography
             influence and are
             influenced by
             human history.




Social         cultural and         My family
organization   intellectual         What does a family
and culture    developments and     ‗look‘ like?
               interactions among
               and within
               societies.

                                    Community
                                    helpers;
                                    Who helps us in the
                                    community?



Resources      social systems and
and the        structures and how
environment    these influence
               individuals.
Responsibility People’s
               individual and
               collective
               responsibility
               towards
               themselves,
               groups and the
               environment.
Continuity
and change
through time




Human                           The needs of
systems and                     people in a
economic                        community;
activities                      Why do community
                                helpers help us?




Human and
natural
environments
Social
organization
and culture




Resources
and the
environment


Causation      The causes and
               effects of human
               and natural
               events.




Continuity
and change
through time




Human          causes and effects   How light affects
systems and    of interaction       us;
economic       among societies,     What if there was
activities     including trade,     no light?
               systems of
               international
               exchange, war, and
               diplomacy.
Human and
natural
environments




Social
organization
and culture




Resources      social systems and
and the        structures and how
environment    these influence
               individuals.




Connection




Continuity                          Sharing stories
and change                          and experiences ;
through time                        What kinds stories
                                    do people tell about
                                    their lives?
Human          the roles of
systems and    helpers in the
economic       community;
activities     How do community
               helpers help us?
               What would happen
               if we didn‘t have
               community helpers?




Human and
natural
environments




Social
organization
and culture
Resources                             the roles of
and the                               helpers in the
environment                           community;
                                      How do community
                                      helpers help us?
                                      What would happen
                                      if we didn‘t have
                                      community helpers?




Perspective    The ways in
               which humans
               connect
               knowledge and
               experience that
               lead to diverse
               understanding.
Continuity     patterns of change
and change     and continuity,
through time   relationships
               between people and
               events through
               time, and various
               interpretations of
               these relationships.




Human
systems and
economic
activities
Human and
natural
environments

Social
organization
Resources
and the
environment




Reflection     skill?             The learning from
                                  this inquiry, and
                                  ways in which the
                                  learner can apply
                                  their new
Continuity
and change
through time


Human
systems and
economic
activities

Human and
natural
environments

Social
organization
and culture
Resources
and the
environment



SKILLS         Students will be   Early Years         Srk
               able to:
Analytical
Thinking
Skills:
Analysis
                 Taking knowledge
                 or ideas apart;
                 seperating into
Research
Skills:
Interpreting
                 Drawing conclusions from pictographs and human gra
                 guidance.




Decision
Making
Self-
management       Identifying the choices one has in a given situation
                 Choosing a course of action




Social Skills:
Group            Carefully listening to others
                 Asking questions




                 Discussing ideas
Thinking
Skills:
Evaluation
                 Making judgements
                 or decisions based
                 on chosen criteria;
                 standards and
                 conditions

Investigative
Research
Skills:
formulating
questions
              Showing an interest in and wondering about the imme
              environment


              Asking spontaneous questions
Research
Skills:
Observing
              Learning to use senses consciously to observe
Research
Skills:
Planning
              Gaining awareness of structures in work and play situa




Research
Skills:
Collecting
data
              Gathering information from a variety of primary sourc
              the local environment


Research
Skills:       Putting ideas and information on paper
Organizing
and
Presenting
Data

Research
Skills:
Organizing
data
             Experimenting in groups and with teacher guidance to
             organize data

Research
Skills:
Presenting
             Giving oral feedback with guidance




             Explaining what has been learned using simple forms
             media


Skills?
          PYP Social
          Studies
          1                   2                    3




ate to another. It is universal and inevitable.
tal change over time.)



terns of change and continuity, relationships between people and events through time, and




          gain a greater sense of time, recognizing extend their understanding of time,
          important events in their own lives, and recognizing important events in people‘s
          how time and change affect people.        lives, and how the past is recorded and
                                                    remembered in different ways.
                             The history of our
                             earth;
                             How has the earth
                             changed over time?




aving that can be investigated.
onships in societies and the natural world.)
Societal
structures and
roles in Medieval
times;
How did a person‘s
place in society
define their role?
Decision-making
processes;
Who makes
decisions in our
school?
Our personal                             The role of
journeys;                                technology in
What has brought                         space
us here together?                        exploration;
                                         How do scientists
                                         find out about
                                         space?




                                         Ancient
                                         civilizations;




                    The world’s          Goods and
                    resources;           services;
                    What resources are   How are goods and
                    important in our     services the same
                    lives?               and different?
                    Our school’s
                    diverse
                    community;
                    Which groups shape
                    our school/
                    community?

                    Characteristics of
                    Medieval society;
                    What was life like in
                    medieval societies?



The kinds of
journeys we can
make;
What if we had to
stay home all the
time?
                      Making
                      responsible
                      choices and
                      taking action;
                      How will you use
                      your resources?



How our actions
affect other living
things;
How can we help
animals to live in
their environments?
A functioning
community;
How can I help
everyone in my
class to learn?




Transmitting      The benefits in
ideas through     our lives today
stories;          (from ancient
Why do people     civilizations);
create stories?

                  Teamwork;
                  Why is teamwork
                  important for
                  producing goods
                  and services?
The effects on
individuals who
belong to a
network;
Do people benefit
from being part of a
network?




The impact of the The contributions
Middle Ages on      of ancient
today’s society;    civilizations;
What impact have
the Middle Ages had
on our society
today?
                    Supply and
                    demand;
                    What factors affect
                    the amount of
                    goods that are
                    produced?




Social Networks;
How many ways can
we be connected?
Use of forces in
our daily lives;
Where and why do
we use forces in our
daily lives?
                        What our future
                        could look like;
                        Could we live in
                        space?




                        Affects of our
                        actions;
                        Do our actions
                        make a difference?




    the work of
    scientists;
    How do scientists



1   2                   3
raphs and human graphs with Independently drawing conclusions from
                            simple graphs




n a given situation         Being prepared to change mind
                            Considering others‘ opinions




                            Stating opinion logically and respectfully

                            Being prepared to change mind
                            Considering others‘ opinions




                            Stating opinion logically and respectfully
ering about the immediate      Identifying purposeful questions related
                               to wonderings and observations




ly to observe                  Using all the senses to notice relevant
                               details


in work and play situations    Beginning to use planning skills in a more
                               purposeful way




iety of primary sources within Gathering information from a variety of
                               primary and secondary sources, such as
                               maps, polls, surveys, direct observation,
                               resource books, films, people and

paper                          Putting information on paper by drawing,
                               writing or experimenting with tallies and
                               charts
h teacher guidance to     Sorting and categorizing information as a
                          class or in guided groups by arranging
                          into understandable forms, such as



ce                        Communicating what has been learned




d using simple forms of   Using teacher chosen media
          4                     5




ople and events through time, and various interpretations of




r understanding of time,        consolidate their understanding of
 important events in people‘s   time, recognizing how ideas and
ow the past is recorded and     actions of people in the past have
d in different ways.            changed the lives of others, and
                                appreciating how the past is
                                recorded and remembered in
                                different ways.
                                Understand the concept of cause-
                                and-effect and multiple causation in
                                history.




                                Identify and use primary and
                                secondary sources for
                                reconstructing the past
Know that people in different times
and places view the world
differently and why they held these
views.


Our growing understanding of
our changing world;
Why do people explore?
Exploration and curiosity;
Is exploring the same as
discovering?




Systems of government;
How are the groups we belong to
like a system?
Common themes
among different
faiths;
How do people
express their beliefs
and values through
religion?
The valuable       The roles we can have as
resources of an    citizens;
ecosystem;         How can citizens make a
Could we live      difference?
without the
resources of the
ecosystems?
Lives of children
around the world;
Do all children
around the world
have the same
rights?

Own beliefs and
values;
How do your beliefs
and values affect
your daily life?
Taking action;     The responsibilities of a
What impact can we government;
make?              Does a government have a
                   responsibility to its citizens?
How our rights       Attitudes and responsibilities
are protected;       towards change;
How are our rights   Does learning more about these
protected?           (Adolescence) changes help us to
                     deal with them better?




Community
service;
How do community
service projects
enrich our lives?
Own beliefs and
values;
How do your beliefs
and values affect
your daily life?
The valuable
resources of an
ecosystem;
Could we live
without the
resources of the
ecosystems?




Group systems
and processes
What will help us to
work together to
make a difference?




Relationship of
rights and
responsibilities;
Why do our rights
come with
responsibilities?




Religious beliefs
and values;
4   5
Drawing conclusions
from relationships
and patterns which
emerge from
organized data



Making appropriate
 choices based on
Evaluating whether
   a choice was
   appropriate




Exhibiting intrinsic
morality
Making fair
decisions based on
the needs of all

Demonstrating
commitment to
Asking compelling
and relevant
questions which can
be researched




Observing from
different


Developing a course
of action
Showing awareness
of the various ways
of finding out
necessary
information




Being familiar with
and using the
library system and
search engines to

Making good
choices about which
form of data
recording is
appopriate for
specific kinds of
information
Labeling information
accurately and
legibly




Independently
sorting and
categorizing



Effectively
communicating
what has been
learned
Choosing
appropriate media
to suit the
presentation
Concept                      6                           7
Strand and
sub-
concepts


Change                       An examination of the forces that shape the world. T
                             the processes and results of change - natural and ar



Continuity   Disciplinary
and change   Understanding




             Outcomes/       • recognize and describe     recognize and describe
             objectives      basic examples that         basic
                             illustrate continuity and   examples that illustrate
                             change                      continuity and change




             Benchmarks
            Unit            Roman Civilization       Middle Ages What
            Content         How did laws and         was the role of
                            governments come         religeon in progress
                            about? Ancient           during the MA?
                            Egypt/River              Migrations of peoples
                            civilizations How does   in the past How
                            geography affect where   migrations shape the
                            people live?             world?




                                                     Migrations of peoples
                                                     in the past How
                                                     migrations shape the
                                                     world?

Causes of   Disciplinary
change      Understanding

            Outcomes/       identify basic short-term catogorize short-term
            objectives      and long-term causes      and
                            of change                 long-term causes of
                                                      change

            Benchmarks


                            Roman Civilization       Weather and climate
                            How did laws and         How does the weather
                            governments come         affect our everyday
                            about?                   lifes?   Ecosystems
                                                     and man How does our
                                                     knowledge about the
                                                     environment affect our
                                                     response to the
                                                     environment
                                                     Migrations of peoples
                                                     in the past How
                                                     migrations shape the
                                                     world?
Processes                               Middle Ages What
and                                     was the role of
                                        religeon in progress
consequenc                              during the MA?
es of                                   Ecosystems and man
change                                  How does our
                                        knowledge about the
                                        environment affect our
                                        response to the
                                        environment
                                        Migrations of peoples
                                        in the past How
Interaction   Ancient Egypt/River       migrations shape the
                                        Migrations of peoples
              civilizations How does    in the past How
              geography affect where    migrations shape the
              people live?              world? Ecosystems
                                        and man How does our
                                        knowledge about the
                                        environment affect our
                                        response to the
                                        environment




              Roman Civilization        Middle Ages What
              How did laws and          was the role of
              governments come          religeon in progress
              about? Ancient Egypt      during the MA?
              /River cililizationsHow   People and resources
              does geography affect     How can we use our
              where people live?        resources better?
              Ancient Greece How
              did large civilizations
              use the knowledge from
              those they conquered?


Systems       Everything is connected to a system or systems. Sys
              artificual domains.
Operation?      understand, identify   Ancient Greece How
                and compare how        did large civilizations
                                       use the knowledge from
                systems, models        those they conquered?
                and institutions
                operate




Rights and      understand, identify
responsibilit   and compare rights
ies             and responsibilities
                within systems
Social         understand ,           Mesopotamia what can
structures     identify and           we learn from the past
                                      through writing?
and controls   compare social         Ancient Egypt /River
               structures and         civilizations How does
               controls               geography affect where
                                      people live?




Cooperation    understand, identify
               and compare
               cooperation within
               and between
               systems
Complex       understand,            Ancient Egypt/River
and           identyfy and           civilizations How does
                                     geography affect where
dynamic       compare the            people live? Ancient
nature of     complex nature of      Greece How did large
systems       systems                civilizations use the
                                     knowledge from those
                                     they conquered?




Equilibrium   understand, identify
              and compare
              different types of
              equilibrium within
              systems




              understand, identify
              and compare
              stystems in local,
              national and global
              societies
Place/Space    How place/space is categorized; the significance of
/
(Movement?
)


Patterns       recognize, describe    Ancient Egypt/River
and            and explain            civilizations How does
                                      geography affect where
relationship   patterns and           people live?
s              relationships in
               space, including
               natural and human
               environments




?              recognize and
               explain similarities
               and differences
               between places
Location     understand             Ancient Greece How
             constraints and        did large civilizations
                                    use the knowledge from
             opportunities          those they conquered?
             afforded by location




(take out)   understand issues      Roman Civilization
             related to             How did laws and
                                    governments come
             place/space on a       about?
             local, national and
             global scale
Global          Understanding of, and respect for, other societies an
awareness       understand others' cultures




Perception      explain different       Roman Civilization
                perceptions of          How did laws and
                                        governments come
                places, societies       about? Mesopotamia
                and environments        what can we learn from
                                        the past through
                                        writing?




Interdepen      show an                 Mesopotamia what can
dence           understanding of        we learn from the past
                                        through writing?
                the
                interdependence of
                societies




Equality,       recognize issues of
justice and     equality, justice and
responsibilit   responsibility
y
          (more statements
          without clear
          concept)




Action?   know when and
          how to take
          responsible action
          where relevant
Time         "Time" as a continuum of significant events in the p




Personal     establish a personal
identity     sense of identity in
             a context of time
             and place




Perception   understand
             different
             perceptions of time
past?        show understanding
             of people in past
             societies

Chronology   demonstrate an
             awareness of
             ? Recognize and
             explain the
             similarities and
             differences that
             exist between
             people, places and
             events through
             time




SKILLS       Students will be     6
             able to:
Analytical




Decision
Making




Investigativ
e
Organizing
and
Presenting
Data




Technical
         MYP Humanities

         8                       9                        10




 that shape the world. The concept of 'change' addresses both
change - natural and artificial, intentional and unintentional.




         recognize and describe examine examples that     recognize and explain
         examples that illustrate illustrate              continuity and change
         continuity and change    continuity and change
                          Civil War How do          Rise of Hitler to
                          social, political and     1939? To what
                          economic factors          extend was Hitler's
                          influence change?         rise to power a
                          People and resources      product of German
                          What role can women       culture and history?
                          play to reduce or         Poverty and
                          increase population       development Can the
                          growth? German            MDG's help to decrease
                          Unification How has       poverty?
                          personalities shaped
                          History?

 American revolution      Hazards and man How       Poverty and
What would it take for    can man best prepare to   development Can the
you to risk everything    minimize the impact of    MDG's help to decrease
you believe in?           a hazard?                 poverty?




identify and provide      understand short-term     understand and explain
some                      and long-term causes      short- term and long-
explanations for short-   of change                 term causes of change
term and long-term
causes of change



French Revolution         Civil War How do          Rise of Hitler to
What is the process by    social, political and     1939? To what
which people reach a      economic factors          extend was Hitler's
common goal?              influence change?         rise to power a
Enlightenment How         German Unification        product of German
does social pressures     How has personalities     culture and history?
spawn unity               shaped History?           League of Nations
                          Hazards and man How       Was the LofN doomed to
                          can man best prepare to   fail? Drainage basins
                          minimize the impact of    Floods are not a
                          a hazard?                 problem if we manage
                                                    our basins sustainably?
                                                    Settlements How
                                                    successful are cities in
        French Revolution                                 Rise of Hitler to
        What is the process by                            1939? To what
        which people reach a                              extend was Hitler's
        common goal?                                      rise to power a
        American revolution                               product of German
        What would it take for                            culture and history?
        you to risk everything                            League of Nations
        you believe in?                                   Was the LofN doomed to
                                                          fail?Drainage basins
                                                          Floods are not a
                                                          problem if we manage
                                                          our basins sustainably?
        French Revolution         Civil War How do        Settlements How
        What is the process       social, political and   successful are cities in
        by which people           economic factors        improving the quality of
        reach a common            influence change?       life of its citizens?
        goal? Coasts How          Hazards and man How Poverty and
        can we manage our         can man best prepare to development Can the
        coasts better?            minimize the impact of MDG's help to decrease
                                  a hazard?               poverty? Drainage
                                                          basins Floods are not a
                                                          problem if we manage
                                                          our basins sustainably?


        French Revolution         German Unification        Drainage basins
        What is the process       How has personalities     Floods are not a
        by which people           shaped History?           problem if we manage
        reach a common            Hazards and man How       our basins sustainably?
        goal? Development         can man best prepare to   Poverty and
        Does everyone have a      minimize the impact of    development Can the
        right to a better life?   a hazard?                 MDG's help to decrease
                                                            poverty ?Settlements
                                                            How successful are
                                                            cities in improving the
                                                            quality of life of its
                                                            citizens?
system or systems. Systems provide structure and order to both natural and
Middle Ages What was French Revolution             Civil War How do
the role of religeon in What is the process by     social, political and
progress during the MA? which people reach a       economic factors
                        common goal?               influence change?
                                                   German Unification
                                                   How has personalities
                                                   shaped History?




Middle Ages What         French Revolution         Civil War How do
was the role of          What is the process       social, political and
religeon in progress     by which people           economic factors
during the MA?           reach a common            influence change?
Ecosystems and man       goal? Industrial
How does our             Revolution Are the
knowledge about the      cost of change worth
environment affect our   the benefits? American
response to the          revolution What would
environment              it take for you to risk
                         everything you believe
                         in?
Migrations of peoples    French Revolution        Civil War How do
in the past How          What is the process      social, political and
migrations shape the     by which people          economic factors
world?     Middle Ages   reach a common           influence change?
What was the role of     goal? Changing           People and resources
religeon in progress     economic activities      What role can women
during the MA?           How has the              play to reduce or
                         employment               increase population
                         structure/economy        growth?
                         change over time?
                         Industrial Revolution
                         Are the cost of change
                         worth the benefits?




Middle Ages What                                  German Unification
was the role of                                   How has personalities
religeon in progress                              shaped History?
during the MA?                                    Hazards and man How
Ecosystems and man                                can man best prepare to
How does our                                      minimize the impact of
knowledge about the                               a hazard?
environment affect our
response to the
environment
Migrations of peoples
in the past How
migrations shape the
world?
Weather and climate                               Civil War How do
How does the weather                              social, political and
affect our everyday                               economic factors
lifes? Ecosystems and                             influence change
man How does our                                  ?German Unification
knowledge about the                               How has personalities
environment affect our                            shaped History?
response to the                                   Hazards and man How
environment                                       can man best prepare to
                                                  minimize the impact of
                                                  a hazard?




Ecosystems and man
How does our
knowledge about the
environment affect our
response to the
environment




Migrations of peoples    American revolution      Civil War How do
in the past How          What would it take for   social, political and
migrations shape the     you to risk everything   economic factors
world?                   you believe in?          influence change?
                                                  Hazards and man How
                                                  can man best prepare to
                                                  minimize the impact of
ed; the significance of place/place in humanities disciplines.




        Middle Ages What was     American revolution        People and resources
        the role of religeon in What would it take for      Are there too many
        progress during the MA? you to risk everything      people in the world?
        Weather and climate you believe in?                 How do population
        How does the weather                                structure vary between
        affect our everyday                                 MEDC and LEDC?
        lifes? Ecosystems and                               Hazards and man How
        man How does our                                    can man best prepare to
        knowledge about the                                 minimize the impact of
        environment affect our                              a hazard?
        response to the
        environment

        Weather and climate      Changing economic          People and resources
        How does the weather     activities How has the     Are there too many
        affect our everyday      employment                 people in the world?
        lifes? Ecosystems and    structure/economy          How do population
        man How does our         change over time?          structure vary between
        knowledge about the      Development Does           MEDC and LEDC?
        environment affect our   everyone have a right to   Hazards and man How
        response to the          a better life? American    can man best prepare to
        environment              revolution What would      minimize the impact of
        Migrations of peoples    it take for you to risk    a hazard?
        in the past How          everything you believe
        migrations shape the     in?
        world?
Middle Ages What was      Development Does           People and resources
the role of religeon in   everyone have a right to   Are there too many
progress during the MA?   a better life?Coasts How   people in the
Weather and climate       can we manage our          world?German
How does the weather      coasts better?             Unification How has
affect our everyday                                  personalities shaped
lifes? Ecosystems and                                History?Hazards and
man How does our                                     man How can man best
knowledge about the                                  prepare to minimize the
environment affect our                               impact of a hazard?
response to the
environment People
and resources How
can we use our
resources better?
Migrations of peoples
in the past How
migrations shape the
world?

People and resources      Changing economic          People and resources
How can we use our        activities How has the     Are there too many
resources better?         employment                 people in the world?
Migrations of peoples     structure/economy          German Unification
in the past How           change over time?          How has personalities
migrations shape the                                 shaped History?
world?                                               Hazards and man How
                                                     can man best prepare to
                                                     minimize the impact of
t for, other societies and cultures; understanding one's own culture in order to




        Middle Ages What was Enlightenment How              Hazards and man How
        the role of religeon in does social pressures       can man best prepare to
        progress during the MA? spawn unity                 minimize the impact of
        Weather and climate                                 a hazard?
        How does the weather
        affect our everyday
        lifes? Migrations of
        peoples in the past How
        migrations shape the
        world?

        Ecosystems and man       Development Does         Civil War How do
        How does our             everyone have a right to social, political and
        knowledge about the      a better life?           economic factors
        environment affect our                            influence change?
        response to the                                   German Unification
        environment                                       How has personalities
        Migrations of peoples                             shaped History?
        in the past How
        migrations shape the
        world?
        Ecosystems and man       Industrial Revolution      Civil War How do
        How does our             Are the cost of change     social, political and
        knowledge about the      worth the benefits?        economic factors
        environment affect our   American revolution        influence change?
        response to the          What would it take for
        environment People       you to risk everything
        and resources How        you believe in?
        can we use our           Development Does
        resources better?        everyone have a right to
                                 a better life?
Ecosystems and man       French Revolution        Hazards and man How
How does our             What is the process by   can man best prepare to
knowledge about the      which people reach a     minimize the impact of
environment affect our   common goal?             a hazard?
response to the          Industrial Revolution
environment People       Are the cost of change
and resources How        worth the benefits?
can we use our
resources better?




Ecosystems and man       Development Does         Hazards and man How
How does our             everyone have a right to can man best prepare to
knowledge about the      a better life?           minimize the impact of
environment affect our                            a hazard?
response to the
environment
People and
resources How can
we use our
resources better?
nificant events in the past.
7   8   9
Concept Strand and
sub-concepts




Populations in
transition
o both natural and
League of Nations
Was the LofN doomed to
fail?Drainage basins
Floods are not a
problem if we manage
our basins sustainably?
Poverty and
development Can the
MDG's help to decrease
poverty? Treaty of
Versailles Unforseen
repercussions of political
decisions
Rise of Hitler to
1939? To what extend
was Hitler's rise to
power a product of
German culture and
history? League of
Nations Was the LofN
doomed to
fail?Drainage basins
Floods are not a
problem if we manage
our basins sustainably?
Treaty of Versailles
Unforseen repercussions
of political decisions
Rise of Hitler to
1939? To what
extend was Hitler's
rise to power a
product of German
culture and history?
League of Nations
Was the LofN doomed
to fail?Drainage
basins Floods are not a
problem if we manage
our basins sustainably?
Poverty and
development Can the
MDG's help to decrease
poverty? Weimar
Republic-politics and
culture What is the
mutual relationship
between politics and
culture?
League of Nations
Was the LofN doomed
to fail?Drainage
basins Floods are not a
problem if we manage
our basins sustainably?
Poverty and
development Can the
MDG's help to decrease
poverty? Treaty of
Versailles Unforseen
repercussions of political
decisions Weimar
Republic-politics and
culture What is the
mutual relationship
between politics and
culture?
Rise of Hitler to
1939? To what extend
was Hitler's rise to
power a product of
German culture and
history? League of
Nations Was the LofN
doomed to
fail?Drainage basins
Floods are not a
problem if we manage
our basins sustainably
?Treaty of Versailles
Unforseen repercussions
of political decisions
Weimar Republic-
politics and culture
What is the mutual
relationship between
politics and culture?

Rise of Hitler to
1939? To what
extend was Hitler's
rise to power a
product of German
culture and history?
League of Nations
Was the LofN doomed to
fail?Drainage basins
Floods are not a
problem if we manage
our basins sustainably?
Treaty of Versailles
Unforseen repercussions
of political decisions
Weimar Republic-
politics and culture
What is the mutual
relationship between
politics and culture?

League of Nations
Was the LofN doomed to
fail?
es.




      Drainage basins
      Floods are not a
      problem if we manage
      our basins sustainably?
      Settlements How
      successful are cities in
      improving the quality of
      life of its citizens?
      Poverty and
      development Can the
      MDG's help to decrease
      poverty?

      Drainage basins
      Floods are not a
      problem if we manage
      our basins sustainably?
      Settlements How
      successful are cities in
      improving the quality of
      life of its citizens?
      Poverty and
      development Can the
      MDG's help to decrease
      poverty? Weimar
      Republic-politics and
      culture What is the
      mutual relationship
      between politics and
      culture?
Drainage basins
Floods are not a
problem if we manage
our basins sustainably?
Settlements How
successful are cities in
improving the quality of
life of its citizens?
Poverty and
development Can the
MDG's help to decrease
poverty? Treaty of
Versailles Unforseen
repercussions of political
decisions




League of Nations
Was the LofN doomed to
fail? Drainage basins
Floods are not a
problem if we manage
our basins sustainably?
Settlements How
successful are cities in
improving the quality of
wn culture in order to




         Poverty and
         development Can the
         MDG's help to decrease
         poverty?




         League of Nations Was
         the LofN doomed to fail?
         Poverty and
         development Can the
         MDG's help to decrease
         poverty? Treaty of
         Versailles Unforseen
         repercussions of political
         decisions

         Rise of Hitler to
         1939? To what extend
         was Hitler's rise to
         power a product of
         German culture and
         history? League of
         Nations Was the LofN
         doomed to fail? Poverty
         and development Can
         the MDG's help to
         decrease poverty?
Rise of Hitler to
1939? To what extend
was Hitler's rise to
power a product of
German culture and
history? Poverty and
development Can the
MDG's help to decrease
poverty? Treaty of
Versailles Unforseen
repercussions of political
decisions


Rise of Hitler to
1939? To what extend
was Hitler's rise to
power a product of
German culture and
history? Poverty and
Treaty of
Versailles
Unforseen
repercussions of
political decisions
Poverty and
development Can
the MDG's help to
decrease poverty?
10
DP Geography                  DP Histroy

Students will 11   12   Co    Students
understand:             nce   will
                        pt    understan
                        Str   d:
                        an
                        d
                        His
                        tor
                        y
                        of
                        cou
Patterns in   Political
resource      systems
consumption
Disparities in   Peace-
wealth           keeping
Environment
al quality
and
sustainabilit
y
Histroy

          11   12
  Concept                                             By Srk
 Strand and
sub-concepts

Data Handling Data handling allows us to make a summary of what we know abou



Students will       We collect information to make sense of the world around us.
understand:



                    Organizing objects and events helps us to solve problems.



                    Events in daily life involve chance.




                                   EY                             Srk

Organizing and
representing data
Formulating
questions
Interpreting data

Central tendency

Inferences and
predictions
Experimental
probability
Permutations and
combinations
Measurement To measure is to attach a number to a quantity using a chosen unit.


Students will     Measurement involves comparing objects and events.
understand:



                  Objects have attributes that can be measured using non-
                  standard units.



                  Events can be ordered and sequenced (ongoing).



                                EY                             SRK

calendar                                          Name in order the days of the
                                                  week



elapsed time      Sequence daily events such as   Sequence events; and identify
                  bedtime, storytime, today,      calendars and clocks as objects
                  tomorrow.                       that measure time.

time

units

metric system


formulas

comparison,
estimation,
conversion
measuring



compare, order,
estimate
Number            Our number system is a language for describing quantities and the


Students will     Numbers are a naming system.
understand:



                  Numbers can be used in many ways for different purposes in the
                  real world.



                  Numbers are connected to each other through a variety of
                  relationships.



                  Making connections between our experiences with number can
                  help us to develop number sense.




                                EY                            SRK
Place value
Exponents
Fractions and
Decimals
Equivalent
Fractions
Counting
Counting sets
Reading and
Writing
Numbers
Ordering and
Comparing
(Whole Numbers)
Ordering and
Comparing
(Numbers)
Ordering and
Comparing
(Ordinal Numbers)

Comparing
Decimals
Representing
Decimals
Equivalency
Decimals and
Fractions
Counting Money
Money Notation
Integers
Ratios
Proportions
Percentages
Computation
Whole numbers
Meaning of
Operations
Operations with
fractions
Prime and
composite
Numbers
Numbers
Odd and Even
Numbers
Mental math
Properties of
Numbers
Estimation
Rounding
Problem solving

Pattern and         To identify pattern is to begin to understand how mathematics appl
Function            “functions”.
Students will         Patterns and sequences occur in everyday situations.
understand:



                      Patterns repeat and grow.




                                    EY                             SRK
Sorting

Patterns
Number patterns
Number sentences

Values of variables

Variables and
unknowns
Number
Sentences,
Expressions, and
Polynomials
Relations and
Functions
Linear
Equations and
Inequalitites
Representing
quantitative
relationships
Change
Shape and             The regions, paths and boundaries of natural space can be describe
Space                 (2D) and three-dimensional (3D) world.
Students will        Shapes can be described and organized according to their
understand:          properties.




                     Objects in our immediate environment have a position in space
                     that can be described according to a point of reference.




                                   EY                             SRK
Three-Dimensional
Figures

Congruency and
Similarity
Transformations
Representing
Figures
Triangles
Lines, Angles, and
their properties
Angles
Coordinate
Geometry
Mathematical
reasoning
Logic
                                                   PYP Math
                                               By Grade 2




hat we know about the world and to make inferences about what we do not know.



         Information can be expressed as organized and structured data.




         Objects and events can be organized in different ways.



         Some events in daily life are more likely to happen than others.




                         1                                       2




            Note: The conceptual understandings come from the new PYP scope and sequence and the subconcepts com
            the AERO math standards. Next, the math people should take the descriptors from the AERO document (see
            Measurement example) and put in the ones that will help students to reach the conceptual understanding. The
            the PYP S+S can then be used to create a rubric/continuum for assessing the students' understanding. this co
            used like the FS continuua (put in red folders).
ing a chosen unit. Since the attributes being measured are continuous, ways must be found


        Standard units allow us to have a common language to identify,
        compare, order and sequence objects and events.



        We use tools to measure the attributes of objects and events.




        Estimation allows us to measure with different levels of
        accuracy.


                       1                                  2

        Name in order the months of        Recognize that there are 12
        the year and use the calendar      months in 1 year, 7 days in 1
        to identify days, weeks,           week, and 24 hours in 1 day
        months,
        and a yearevents with respect
        Sequence
        to time; e.g., yesterday, today,
        tomorrow, seasons.
uantities and the relationships between quantities.


         The base 10 place value system is used to represent numbers
         and number relationships.



         Fractions are ways of representing wholepart relationships.




         The operations of addition, subtraction, multiplication and
         division are related to each other and are used to process
         information to solve problems.


         Number operations can be modelled in a variety of ways.


         There are many mental methods that can be applied for exact
         and approximate computations.
                        1                                 2
mathematics applies to the world in which we live. The repetitive features of patterns can b
        Whole numbers exhibit patterns and relationships that can be
        observed and described.



        Patterns can be represented using numbers and other symbols.




                      1                               2




e can be described by shape. An understanding of the interrelationships of shape allows us
Shapes are classified and named according to their properties.




Some shapes are made up of parts that repeat in some way.




Specific vocabulary can be used to describe an object‘s position
in space.


               1                                2
                                                       By Grade 4




 what we do not know.



            Data can be collected, organized, displayed and analysed in
            different ways.



            Different graph forms highlight different aspects of data more
            efficiently.


            Probability can be based on experimental events in daily life.




            Probability can be expressed in numerical notations


                              3                                     4




cope and sequence and the subconcepts come from
e descriptors from the AERO document (see
s to reach the conceptual understanding. The rest of
 ssessing the students' understanding. this could be
continuous, ways must be found to deal with quantities that fall between numbers.


        Objects and events have attributes that can be measured using
        appropriate tools.



        Relationships exist between standard units that measure the
        same attributes.




                       3                              4

        Recognize the number of
        weeks in a year, days in a
        year, and days in
        each month
The base 10 place value system can be extended to represent
magnitude.



Fractions and decimals are ways of representing whole-part
relationships.



The operations of addition, subtraction, multiplication and
division are related to each other and are used to process
information to solve problems.


Even complex operations can be modelled in a variety of ways,
for
example, an algorithm is a way to represent an operation.



               3                                4
etitive features of patterns can be identified and described as generalized rules called
        Functions are relationships or rules that uniquely associate
        members of one set with members of another set.



        By analysing patterns and identifying rules for patterns it is
        possible to make predictions.



                       3                                 4




relationships of shape allows us to interpret, understand and appreciate our two-dimension
Changing the position of a shape does not alter its properties.




Shapes can be transformed in different ways.




Geometric shapes and vocabulary are useful for representing
and describing objects and events in real-world situations.


               3                                4
Grade 5                         Concept
                               Strand and
                              sub-concepts
                                               6   7
                              Statistics and
                              Probability


Data can be presented         Representation
effectively for valid
interpretation and
communication.
Range, mode, median and       Sampling/
mean can be used to analyse   Measurement
statistical data.
Probability can be            Analysis
represented on a scale
between 0–1 or 0%–100%.

The probability of an event   Probability
can be predicted
theoretically.
               5
at fall between numbers.               Number


        Accuracy of measurements       Measurement
        depends on the situation and
        the precision of the tool.


        Conversion of units and
        measurements allows us to
        make sense of the world we
        live in.
        A range of procedures exists
        to measure different
        attributes of objects and
        events.
                       5
The base 10 place value        Systems
system extends infinitely in
two directions.


Fractions, decimal fractions     Form
and
percentages are ways of
representing whole-part
relationships.
For fractional and decimal     Operation
computation, the ideas
developed for whole-number
computation can apply.
Ratios are a comparison of       Ratio /
two numbers or quantities.     Proportion

                               Estimation

              5                Sequence
as generalized rules called   Algebra
        Patterns can often be         Pattern
        generalized using algebraic
        expressions, equations or
        functions.
        Exponential notation is a     Balance
        powerful way to express
        repeated products of the
        same number.
                      5               Function
                                      Equality /
                                      Inequality
                                      Variability
                                      Series
                                      Sameness /
                                      Likeness
                                      Domain

                                      Range

                                      Matrix




and appreciate our two-dimensional    Geometry and
                                      Trigonometry
Manipulation of shape and      Geometrical
space takes place for a        Properties - ie.
                               plane, angle, etc.
particular purpose.


Consolidating what we know     Trigonometric
of geometric concepts allows   Properties - unit
us to make sense of and        circle, right
interact with our world.       triangle, etc.

Geometric tools and methods    Perimeter /
can be used to solve           Area / Volume
problems relating to shape
and space.
              5                Transformation
                               Cartesian
                               Plane

                               Loci

                               Congruency
                               Vectors

                               Distance




                               Discrete
                               Math
                               Logic
                               Topology


                               Sets
                               Networks
                               Algorithm
MYP Math                      DP Math
                      Concept
                       Strand
                     and sub-
8          9   10    concepts 11
                    Statistics
                    and
                    Probabilit
                    y
Algebra
Matrices




Vectors




Circular
functions
and
trigonometr
Logic


Functions
and
Equations

Calculus
12
                                                    PYP Arts (visual arts)
  Concept                   Prk          Jrk          SrK                  1
 Strand and
sub-concepts




Response        Students consider their own and other artists’ works in context an
                order to
                construct meaning and inform their own future works and processe
Students will               We enjoy and          We are receptive to art
be familiar                 experience different  practices and artworks
with/                       forms of arts.        from different cultures,
understand:                                       places and times
                                                  (including our own).

                            The art is a means of     People communicate
                            communication and         ideas, feelings and
                            expression.               experiences through the
                                                      arts.
                            People make meaning       We can reflect on and
                            through the use of        learn from the different
                            symbols.                  stages of creating.

                            People share art with     There is a relationship
                            others.                   between the artist and
                                                      the audience.




                            We express our
                            responses to artwork in
                            a variety of ways.

                            We reflect on our
                            artwork and the work of
                            others.
Creation        Students participate in creative processes through which they can
                feelings.

Students will               We can enjoy and learn We can communicate
be familiar                 from creating art.     our ideas, feelings and
with/                                              experiences through
understand:                                        our artwork.
                            The creative process      We solve problems
                            involves joining in,      during the creative
                            exploring and taking      process by thinking
                            risks.                    critically and
                                                      imaginatively.


                            In creating art, people   Applying a range of
                            make choices to           strategies helps us to
                            construct meaning         express ourselves.
                            about the world around
                            them.
                            We can express            We are receptive to the
                            ourselves through arts.   value of working
                                                      individually and
                                                      collaboratively to create
                                                      art.

                            Our experiences and
                            imagination can inspire
                            us to create.
arts)
                  2              3             4 By Grade
                                                 5




rks in context and from different perspectives in

orks and processes.
        When experiencing arts,      Through exploring arts
        we make connections          across cultures, places
        between different            and times we can
        cultures, places and         appreciate that people
        times.                       innovate.

        People explore issues,       People communicate
        beliefs and values           across cultures, places
        through arts.                and times through arts.


        There are different kinds The arts provide us with
        of audiences responding multiple perspectives.
        to different arts.

        We use what we know          We reflect and act on
        to                           the
        interpret arts and           responses to our
        deepen our                   creative work.
        understanding of
        ourselves and the world
h which they can communicate ideas and express



        Arts have the power to   We act on the responses
        influence thinking and   to our artwork to inform
        behaviour.               and challenge our
                                 artistic development.
        We make connections      We explore a range of
        between our artwork      possibilities and
        and that of others to    perspectives to
        extend our thinking.     communicate in broader
                                 ways through our
                                 creative work.

        We can explore our       Arts provide
        personal interests,      opportunities to explore
        beliefs and values       our creative potential
        through arts.            and engage in a
                                 personal artistic
                                 journey.
                                       MYP Arts
 Concept Strand Students will be   6
and sub-concepts familiar with/
                 understand:




Response
character




relationship




story




movement




design
Creation
MYP Arts
   7
Arts
       8   9   10
creating a original,    creating original,
dynamic character       dynamic characters
through monologue       and how they
writing and             change throughout
improvisation,          a musical or play
studying point of
view
status (relationships   continuation of
between people on       status studies, the
the stage, how and      relationship of
why they change),       characters on the
spacial relationships   stage (original and
                        in published script)

the structure of a      different types of
story (3 unities of     conflict, complex
time, place and         story structures,
action), climax,        studying and
resolution, creating    analyzing existing
original structured     published
stories                 stories/plays
individual and group    individual, small
movement, looking       group and large
at how movement         group movement,
communicates            directing
information,
entrances and exits,
blocking, stage
directions

basic costume and       complex costume
set design              and set design
fundamentals, how       skills, creating a
design can              design concept for a
communicate             director, using
information, how        dramaturgy
design can              (research) to come
compliment a            up with a design
character
                DP Arts
Concept Students        11   12
 Strand will be
and sub- familiar
concepts with/
         understand
         :
                                                          PYP Arts
  Concept                               by Jrk                   By Grade
 Strand and                                                      1
sub-concepts




Response        Students consider their own and other artists’ works in context an
                order to
                construct meaning and inform their own future works and processe
Students will               We enjoy and          We are receptive to art
be familiar                 experience different  practices and artworks
with/                       forms of arts.        from different cultures,
understand:                                       places and times
                                                  (including our own).

                            The art is a means of     People communicate
                            communication and         ideas, feelings and
                            expression.               experiences through the
                                                      arts.
                            People make meaning       We can reflect on and
                            through the use of        learn from the different
                            symbols.                  stages of creating.

                            People share art with     There is a relationship
                            others.                   between the artist and
                                                      the audience.



                            We express our
                            responses to artwork in
                            a variety of ways.

                            We reflect on our
                            artwork and the work of
                            others.
Creation        Students participate in creative processes through which they can
                feelings.


Students will               We can enjoy and learn We can communicate
be familiar                 from creating art.     our ideas, feelings and
with/                                              experiences through
understand:                                        our artwork.

                            The creative process      We solve problems
                            involves joining in,      during the creative
                            exploring and taking      process by thinking
                            risks.                    critically and
                                                      imaginatively.


                            In creating art, people   Applying a range of
                            make choices to           strategies helps us to
                            construct meaning         express ourselves.
                            about the world around
                            them.
We can express            We are receptive to the
ourselves through arts.   value of working
                          individually and
                          collaboratively to create
Our experiences and
imagination can inspire
us to create.
                    By Grade                  By Grade          Concept
                    3                         5              Strand and sub-
                                                                concepts




rks in context and from different perspectives in            Analysis

orks and processes.
        When experiencing arts,   Through exploring arts
        we make connections       across cultures, places
        between different         and times we can
        cultures, places and      appreciate that people
        times.                    innovate.

        People explore issues,    People communicate
        beliefs and values        across cultures, places
        through arts.             and times through arts.


        There are different kinds The arts provide us with
        of audiences responding multiple perspectives.
        to different arts.

        We use what we know       We reflect and act on
        to                        the
        interpret arts and        responses to our
        deepen our                creative work.
        understanding of
        ourselves and the world




                                                             Structure
                                                             Form

                                                             phrasing
                                                            theme

                                                            Textures
                                                            Pitch(harmony)

                                                            Rhythm(duratio
                                                            n)
                                                            Timbre
                                                            Dynamics
                                                            Silence




                                                            Tempo




h which they can communicate ideas and express



        Arts have the power to   We act on the responses
        influence thinking and   to our artwork to inform
        behaviour.               and challenge our
                                 artistic development.

        We make connections      We explore a range of
        between our artwork      possibilities and
        and that of others to    perspectives to
        extend our thinking.     communicate in broader
                                 ways through our
                                 creative work.

        We can explore our       Arts provide
        personal interests,      opportunities to explore
        beliefs and values       our creative potential
        through arts.            and engage in a
                                 personal artistic
                                 journey.
                 MYP Arts
Students     6        7
will be
familiar
with/
understand
:
Arts                                       DP Arts
       8   9      10       Concept Students
                            Strand will be
                           and sub- familiar
                           concepts with/
                                    understand
                                    :




                 Sonata
               Form&baro
                  que
  Sonata
   form
  16 bar
composition

songwriting
DP Arts
          11   12
                                                    PYP Arts (visual arts)
  Concept                               by Jrk                    By Grade
 Strand and                                                       1
sub-concepts




Response        Students consider their own and other artists’ works in context an
                order to
                construct meaning and inform their own future works and processe
Students will               We enjoy and              We are receptive to art
be familiar                 experience different      practices and artworks
with/                       forms of arts.            from different cultures,
understand:                                           places and times
                                                      (including our own).

                            The art is a means of     People communicate
                            communication and         ideas, feelings and
                            expression.               experiences through the
                                                      arts.

                            People make meaning       We can reflect on and
                            through the use of        learn from the different
                            symbols.                  stages of creating.

                            People share art with     There is a relationship
                            others.                   between the artist and
                                                      the audience.




                            We express our
                            responses to artwork in
                            a variety of ways.


                            We reflect on our
                            artwork and the work of
                            others.


                                  Early Years             SrK           1
Creation



Students will   We can enjoy and learn We can communicate
be familiar     from creating art.     our ideas, feelings and
with/                                  experiences through
understand:                            our artwork.
                The creative process      We solve problems
                involves joining in,      during the creative
                exploring and taking      process by thinking
                risks.                    critically and
                                          imaginatively.
                In creating art, people   Applying a range of
                make choices to           strategies helps us to
                construct meaning         express ourselves.
                about the world around
                them. express
                We can                    We are receptive to the
                ourselves through arts.   value of working
                                          individually and
                                          collaboratively to create
                                          art.
                Our experiences and
                imagination can inspire
                us to create.


                      Early Years             SrK           1
arts)
                      By Grade                By Grade
                      3                       5




rks in context and from different perspectives in

orks and processes.
        When experiencing arts,   Through exploring arts
        we make connections       across cultures, places
        between different         and times we can
        cultures, places and      appreciate that people
        times.                    innovate.

        People explore issues,    People communicate
        beliefs and values        across cultures, places
        through arts.             and times through arts.


        There are different kinds The arts provide us with
        of audiences responding multiple perspectives.
        to different arts.

        We use what we know       We reflect and act on
        to                        the
        interpret arts and        responses to our
        deepen our                creative work.
        understanding of
        ourselves and the world




             2            3            4            5
Arts have the power to   We act on the responses
influence thinking and   to our artwork to inform
behaviour.               and challenge our
                         artistic development.
We make connections      We explore a range of
between our artwork      possibilities and
and that of others to    perspectives to
extend our thinking.     communicate in broader
                         ways through our
We can explore our       Arts provide
personal interests,      opportunities to explore
beliefs and values       our creative potential
through arts.            and engage in a
                         personal artistic




     2           3            4           5
                                             MYP Ar
 Concept Strand and   Students will be   6
    sub-concepts      familiar with/
                      understand:




Analysis
Structure Form(tone)   Theory of tints, tones
                       and shades


Composition            arranging objects for a
                       still life painting


Theme                  Developing a 'good' idea

Colour(pattern)        colour theory




modeling (light)       Theory of tints, tones
                       and shades



Symbols



Line/Shape             theory of observational
                       drawing applied to
                       simple objects

Texture
Creation
context                colour paper design
                       collage, perspective
                       pencil drawing,painted
                       lighting excercises, still
                       life painting

Influenced             Colour paper design
                       collage & still life
                       painting
Synthesize =original   Colour paper design
                       collage & still life
                       painting
Mood/atmosphere        colour theory


Allegory (through
symbols)
MYP Arts
   7
portraiture & human
figures


portraiture & human
figures


portraiture & human
figures
portraiture & human
figures




portraiture & human
figures




portraiture & human
figures
ideas & main piece-
portrait/figure painting




ideas & main piece-
portrait/figure painting

ideas & main piece-
portrait/figure painting

ideas & main piece-
portrait/figure painting
ts
     8   9   10
portraiture & human   applying tone to explain applying tone to explain
figures               form/portraits/directiona form/portraits/directiona
                      l light                   l light (3D)+M3

portraiture & human   composition - study of    International
figures               art, historical use of    composition -
                      composition/???? Rule     eastern/western
                      ofthirds - depth
portraiture & human   Set theme - use of        student driven choice of
figures               colour                    theme or focus
portraiture & human   History of pigments -     colour as a vehicle for
figures               making of paint -         emotion
                      Renaissance



portraiture & human   Impressionism             Directional light
figures                                         'Chiarascuvo'



                      simple use of symbolism Allegorical painting
                      - Pop art/how to read a
                      painting
portraiture & human   printmaking/observation
figures               drawing


                      Munct 'Water lilies' -
                      painting
                      styles/pointalism/
ideas & main piece-        art history
portrait/figure painting




ideas & main piece-        Impressionism/art         expressionism, art
portrait/figure painting   history                   history

ideas & main piece-        form/colour/light/symbo
portrait/figure painting   lism

ideas & main piece-        form/colour/light/symbo
portrait/figure painting   lism

                           art history - story telling Baroque painting
                           - communication
                DP Arts
Concept Students        11   12
 Strand will be
and sub- familiar
concepts with/
         understand
         :
         Early
Strand   Years   Srk   1   2   3
4   5
Strand   6   7   8   9   10
Strand   11   12
  Concept    Students will       Early        Srk         1
 Strand and be familiar          Years
sub-concepts with/
             understand:


Health         Recognizing and appreciating the importance of physical activity an
               lifestyle; aspects of nutrition and exercise, together with a consider
               changes, both temporary and long term, caused by physical activity

healthy
lifestyle
safety
growth


Games          The rules, strategies, skills and techniques of a variety of games; pr
               verbal communication, cooperative and self-management skills req

communicati
on
attitudes?
rules and
strategies


Athletic       Basic motor skills and the body’s capacity for movement through m
activities     balance exercises; the techniques, rules and purpose of a range of a
               track and field, gymnastics, swimming, skating, skiing); recognizing
               and how to make efforts to improve a performance.




Body control   The human body’s capacity of movement; moving around and in bet
and spatial    individuals safely; manipulating equipment or apparatus using vario
awareness
movement to
music
adventure
challenge
             2           3           4




ance of physical activity and maintaining a healthy
e, together with a consideration of safety; physical
caused by physical activity.




es of a variety of games; problem solving, verbal and non-
self-management skills required.




y for movement through manipulative, locomotor and
and purpose of a range of athletic activities (for example,
kating, skiing); recognizing a high level of achievement
rformance.




t; moving around and in between objects and other
ent or apparatus using various body parts.
                5           Concept      Students      6
                           Strand and    will be
                              sub-       familiar
                            concepts     with/
                                         understand:

taining a healthy          Health
f safety; physical


                           Body

                           Nutrition




solving, verbal and non-   Cooperation


                           communica
                           tion
                           trust
                           strategy




tive, locomotor and        Fitness
activities (for example,
 level of achievement


                           endurance
                           strength
                           flexibility

bjects and other           Movement
y parts.


                           space
                           time
                           level
force
flow
7
8   9   10
             By Srk                       By Grade 2
PYP Strand
 Conventions Students will have an understanding of the structures and features
             phonological awareness, vocabulary knowledge, graphophonics, an


Reading           Students will read fluently using the skills and strategies of the rea

                                                a. Decode using a variety of
                                                reading strategies, including
                                                phonics, syllabication, and
                                                recognition of word parts.

                                                b. Read a variety of text aloud
                                                with appropriate fluency,
                                                accuracy, pacing, intonation,
                                                and expression.
                                                c. Use a dictionary to determine
                                                meaning of words.




Grade Level Focus: EY                           1

Grade Level Focus: SrK                          2

Oral              Students will deliver coherent, well-focused informal and formal ora
                                               a. Speak with correct grammar.




                                               b. Use a variety of sentence
                                               patterns in speech.




                                               c. Give precise directions and
                                               instructions.




                                               d. Maintain a clear focus, use
                                               logical sequence, and use
                                               details when recounting
                                               experiences or presenting
                                               information.
                                               e. Recite brief poems using
                                               clear diction, tempo, and
                                               volume.




Grade Level Focus: EY                          1

Grade Level Focus: SrK                         2

Use of Texts      Students will understand that there are many text forms, each of w
                  flows from its purpose, and from its social and cultural context.
Reading           Students will apply skills and strategies appropriate for reading non
                                              a. Identify structural patterns
                                              found in informational texts
                                              (e.g., compare and contrast,
                                              cause and effect, sequential-
                                              chronological order) to
                                              strengthen comprehension.

                                              b. Use heading, topic
                                              sentences, and graphic
                                              organizers to determine main
                                              ideas of a text and to locate
                                              information.


                                              c. Distinguish between fact and
                                              opinion in informational text




Grade Level Focus: EY                         1

Grade Level Focus: SrK                        2

Writing           Students will write with a command of informal and formal English.
                                           a. Identify structural patterns
                                           found in informational texts
                                           (e.g., compare and contrast,
                                           cause and effect, sequential-
                                           chronological order) to
                                           strengthen comprehension.

                                           b. Use heading, topic
                                           sentences, and graphic
                                           organizers to determine main
                                           ideas of a text and to locate
                                           information.


                                           c. Distinguish between fact and
                                           opinion in informational text.




                                           a. Identify structural patterns
                                           found in informational texts
                                           (e.g., compare and contrast,
                                           cause and effect, sequential-
                                           chronological order) to
                                           strengthen comprehension.

                                           b. Use heading, topic
                                           sentences, and graphic
                                           organizers to determine main
                                           ideas of a text and to locate
                                           information.
Grade Level Focus: EY                      1

Grade Level Focus: SrK                     2

Contextual   Students will understand that the interpretation, choice of language
Understandin to the context in which it is used. (needs further work)
g:
Reading   Students will comprehend, respond to, and analyze a wide variety o


                                      a. Identify the main events of
                                      the plot and their causes.




                                      b. Make and confirm predictions
                                      about text by using prior
                                      knowledge and ideas presented
                                      in text.


                                      c. Produce written and oral
                                      responses to literature.




                                      d. Produce written or oral
                                      summaries of books that
                                      contain the main ideas of the
                                      text and the most significant
                                      details.

                                      e. Recognize the genre features
                                      of fiction and non-fiction, folk
                                      tales, and chapter books.
                                                 f. Identify the use of rhyme,
                                                 rhythm, and alliteration in
                                                 poetry.




Grade Level Focus: EY                            1

Grade Level Focus: SrK                           2

Writing           Students will write with clarity, logic, validity, and effectiveness on
                  purposes and audiences.

                                                 a. Write clear, coherent
                                                 sentences.
                                                 b. Edit and revise drafts for
                                                 clarity and coherence.




                                                 c. Use descriptive words that
                                                 add interest and meaning to
                                                 writing.




                                                 d. Write in a variety of genres
                                                 (e.g., simple poetry and verse,
                                                 information, narration,
                                                 persuasion, humor).
Grade Level Focus: EY                          1

Grade Level Focus: SrK                         2

Oral              Students will listen and respond critically to oral communication.


                                               a. Ask thoughtful questions and
                                               respond to relevant questions
                                               with appropriate elaboration.

                                               b. Follow oral directions.

                                               c. Identify major ideas in age-
                                               appropriate spoken messages
                                               and formal presentations.
Grade Level Focus: EY                          1

Grade Level Focus: SrK                         2

Oral              Students will analyze and evaluate the content and its presentation


                                               a. Identify and compare forms
                                               of media (e.g., newspaper,
                                               multimedia presentation, web
                                               page) and evaluate them for
                                               purpose, audience, and validity.


                                               b. Describe effects of language,
                                               sounds, and visual images in
                                               media.




Grade Level Focus: EY                          1

Grade Level Focus: SrK                         2
         By Grade 4                         Grade 5

ures and features of a variety of texts. This includes
 raphophonics, and text form knowledge.


ategies of the reading process.

         a. Apply knowledge of word
         relationships, root words,
         derivations, suffixes, and
         affixes to determine the
         meaning of words.
         b. Apply knowledge of
         synonyms, antonyms, and
         idioms to determine the
         meaning of phrases.
         c. Use appropriate strategies
         (e.g., previews text, pictorial
         clues, contextual clues,
         predictions) when reading for
         different purposes (e.g., full
         comprehension, locating
         information, following multiple-
         step instructions, and personal
         enjoyment).

         d. Use a dictionary and a
         thesaurus to determine the
         meaning of words.
         3                                  5

         4

mal and formal oral presentations.
         a. Present effective
         introductions and conclusions
         that guide and inform the
         listener's understanding of key
         ideas and evidence.

         b. Use conventional structures
         (e.g., cause and effect,
         similarity and difference, and
         posing and answering a
         question) for conveying
         information.
         c. Use verbal and non-verbal
         cues (e.g., volume,
         enunciation, gestures) to clarify
         meaning and emphasize points.

         d. Use details, examples,
         anecdotes, or experiences to
         explain or clarify information.


         e. Make formal and informal
         presentations that use clear
         diction, tempo, volume, and
         phrasing and are appropriate
         to audience and purpose.

         3                                   5

         4

 forms, each of which has a structure and organization that
tural context.
te for reading non-fiction texts.
         a. Use structural patterns
         found in informational text
         (e.g., compare and contrast,
         cause and effect, sequential-
         chronological order, proposition
         and support).

         b. Use text organizers (e.g.,
         headings, topic and summary
         sentences, graphic features) to
         determine main ideas of a text
         and to locate information.


         c. Evaluate new information
         and hypotheses by testing
         them against known
         information and ideas,
         including generating and
         responding to essential
         questions.
         d. Distinguish between fact and
         opinion in expository text.

         e. Produce summaries of non-
         fiction texts, accurately
         conveying the main ideas and
         the most significant details.

         3                                  5

         4

nd formal English.
         a. Use structural patterns
         found in informational text
         (e.g., compare and contrast,
         cause and effect, sequential-
         chronological order, proposition
         and support).

         b. Use text organizers (e.g.,
         headings, topic and summary
         sentences, graphic features) to
         determine main ideas of a text
         and to locate information.


         c. Evaluate new information
         and hypotheses by testing
         them against known
         information and ideas,
         including generating and
         responding to essential
         questions.
         d. Distinguish between fact and
         opinion in expository text.




         e. Produce summaries of non-
         fiction texts, accurately
         conveying the main ideas and
         the most significant details.

         3                                  5

         4

choice of language, and the shaping of a text vary according
work)
e a wide variety of literary texts.


         a. Describe the structural
         difference of various forms of
         literature (e.g., poetry,
         fantasies, fables, myths,
         legends, and fairy tales,
         biographies).
         b. Use knowledge of the
         situation and setting and of a
         character's traits and
         motivations to determine the
         causes for that character's
         actions.
         c. Compare and contrast tales
         from different cultures by
         tracing the exploits of one
         character type and develop
         theories to account for similar
         tales in diverse cultures (e.g.,
         trickster tales).

         d. Identify and define the
         presence of figurative language
         in literary works, including
         simile, metaphor, hyperbole,
         and personification.

         e. Make logical predictions
         about text by using prior
         knowledge and ideas presented
         in text, including key plot
         elements, illustrations, titles,
         topic sentences, key words,
         characterization, symbolism,
         and foreshadowing clues.
        f. Produce written and oral
        responses to literature that
        demonstrate an understanding
        of the literary work and that
        support judgments through
        references both to the text and
        to prior knowledge.

        3                                  5

        4

effectiveness on a wide range of topics and for a variety of



        a. Write clear, fluid sentences.

        b. Select a focus, organization,
        and point of view based upon
        purpose, audience, length, and
        format requirements.

        c. Create a multiple-paragraph
        composition that provides an
        introductory paragraph;
        establishes and supports a
        central idea with a topic
        sentence; includes supporting
        paragraphs with facts, details,
        explanations, and transitions;
        concludes with a paragraph
        that summarizes the points.

        d. Use conventional structures
        (e.g., chronological order,
        cause and effect, similarity and
        difference, and posing and
        answering a question) for
        conveying information.
       e. Use a variety of perspectives
       in writing.
       f. Use descriptive language that
       clarifies and enhances, using
       words specific and appropriate
       to the subject.
       g. Write in a variety of genres,
       including:narrative (e.g.,
       literary responses, memories,
       observations that provide a
       context for the reader)poetry
       and verse (e.g., simple
       rhymes, haiku, blank verse)
       persuasive expository short
       stories
       h. Edit and revise to improve
       coherence and progression by
       adding, deleting, consolidating,
       and rearranging text.

       3                                  5

       4

ommunication.


       a. Ask interpretive and
       evaluative questions.


       b. Respond to interpretive and
       evaluative questions.
       c. Summarize major ideas and
       supporting evidence presented
       in spoken messages and formal
       presentations.
         d. Identify how language (e.g.,
         sayings, expressions, usage,
         dialect, colloquialisms) reflects
         regions and cultures.

         3                                   5

         4

d its presentation in a variety of media.


         a. Knows the role of the media
         in focusing attention on events,
         in forming opinions on issues,
         and influencing decisions.




         b. Evaluate various techniques
         used by visual image-makers
         (e.g., graphic artists,
         illustrators, news
         photographers) communicate
         information and affect
         impressions and opinions.

         c. Identify when a medium is
         being an information provider,
         entertainer, persuader, and
         transmitter of culture.

         d. Understand that sometimes
         media presentations provide
         misleading information.

         3                                   5

         4
MYP/DP
Strand    6   7   8   9   10
Mechanics
Structure
Style
11
12
                                          EY            SRK                1              2                3                  4                       5 to 6


                                                                                                                                                                              MYP/DP
           PYP Sub-Strand                                                                                                                                                     Strand      MYP Sub-Strand        6                        7                             8                           9                            10                            11        12
Conventions                           Students will have an understanding of the structures and features of a variety of                                                      Mechanics                         Students will have an understanding that there are accepted practices in a spoken, (visual?), or
                                      texts. This includes phonological awareness, vocabulary knowledge, graphophonics,                                                                                         written language. (from NCTE Glossary)
                                      and text form knowledge.

                                            Role Play                    Experimental                            Early                           Transitional

                     form             W ords have one or m ore syllable s and are m ade up of sounds.                                                                                          Textual
                                                                                                                                                                                              elements


                                      W e have                        Diffe re nt type s of te x ts have spe cific form s                 Te x ts are de ve lope d                             Process                                                                                                                          Drafting
                                      consiste nt ways                and organization that allow us to acce ss                           for a purpose and
                                      that we structure               inform ation.                                                       have unique
                                      and re cord words                                                                                   organization and
                                                                                                                                          structure s that se rve
                                                                                                                                                                                            Unit content                                 A s You Like It                                                                        Poetry
                                                                                                                                                                                                                                         Behaviour and                                                                          Language creates
                                                                                                                                                                                                                                         Environment                                                                            vivid images.
                                                                                                                                                                                                                                         W hat is a                                                                             How doe s
                                                                                                                                                                                                                                         balance d life ?                                                                       language affe ct
   U                                                                                                                                                                              U                                                                                                                                             our e m otions?
                                      W ords are m ade -              W ords have                  Structure s of words                   The form and function                               Dialogue
    n                                 up of le tte rs.                patte rns in how             affe ct the ir m e aning.              of words in a conte x t                 n
                                                                      the y work                                                          can be use d to
    d                                                                                                                                                                             d
                                                                                                                                          ide ntify the ir
    e                                                                                                                                     m e aning.                              e
    r                                                                                                                                                                             r
    s                                                                                                                                                                             s
    t               function          Le tte rs m ak e                Sounds can be re pre se nte d in diffe re nt                        The re are com m on                     t            Source
    a                                 sounds.                         ways.                                                               and le ss-com m on                      a
                                                                                                                                          sound/sym bol
    n                                                                                                                                     re lationships and                      n
                                                                                                                                          le tte r com binations
    d                                                                                                                                                                             d
    i                                                                                                                                                                              i
    n                                                                                                                                                                             n
    g                                 Flue ncy can be incre ase d by instantly                     Punctuation affe cts                                                           g            Textual                                                                 C ritical vie wing
    s                                 re cognizing ce rtain com m on words.                        flue ncy and m e aning.                                                        s          A esthetics



                                                                                                                                                                                                                Tabloid                                                Films, posters,
                                                                                                                                                                                                                newspapers                                             adverts &
                                                                                                                                                                                                                                                                       dustjackets-
                                                                                                                                                                                                                                                                       How doe s
                                                                                                                                                                                                                                                                       language influe nce
                                                                                                                                                                                                                                                                       our choice s?
                   connection         Spok e n language               Ide as, fe e lings,          Each te x t form has
                                      is m ade up of                  and inform ation             spe cific language
                                      words that                      are link e d in te x t       fe ature s appropriate to
                                      re pre se nt obje cts,          through                      that form .
                                      e m otions, and                 structure s.
                                      conce pts, and
                                      the se can be
SKILLS: Students will learn               EY        SRK                    1              2                3                  4                       5 to 6                  SKILLS: Students will learn                  6                         7                             8                           9                            10                     11        12
to… .                                                                                                                                                                         to… .
           Phonological               isolate phonemes through alliteration                                                                                                               Graphoponic and
           awareness and                                                                                                                                                                  Word Knowledge
           Graphophonic and           generate words with given sounds
           Word Knowledge

                                      put sounds together using individual phonemes,
                                      onset and rime


                                      isolate, hear, and count sounds in words


                                      add, delete, or substitute sounds



                                      identify letter names           identify a letter and its    identify common letter                 identify less-common letter                                           spell every day words    spell words from a variety    begin to spell abstract &   spell abstract, academic &   use correct spelling.
                                      with their regular sounds       different sounds in words    combination and the different          combinations and their sounds                                         correctly.               of contexts accurately.       academic words              technical words
                                                                                                   sounds that can be represented                                                                                                                                      accurately.                 accurately.


                                                                                                   identify that a sound can be           recognize less common sound-
                                                                                                   represented by different letters or    symbol relationships
                                                                                                   letter combinations

                                                                      use word knowledge           use word knowledge including           use word knowledge, including
                                                                      including plurals, past      prefixes and suffixes, irregular       word parts from other
                                                                      tense, compound words        plurals, synonyms and antonyms,        languages and knowledge of
                                                                      and contradictons            homophones, and contractions           word origins
                                                                      use routines to learn spelling including "Have-a-go" pads, personal spelling lists,
                                                                      "Look/say/cover/visualize/write/check", as well as reflection tools to check progress

                                                                      use spelling strategies including sounding out, chunking, making generalizations, using
                                                                      mnemonics and memory aids, visualizing, consulting an authority

           Vocabulary knowledge       identify own names,        identify     use topic or theme words, high interest words               use strategies for analyzing                    Vocabulary            recognize appropriate    recognize and begin to        Recognize & use             use appropriate and          use appropriate and
                                      names of family            names                                                                    new vocabulary including use                    Knowledge             and varied register,     use appropriate and           appropriate and varied      varied register,             varied register,
    R                                 members and                such as                                                                  of context, word structures,                                          vocabulary and idiom.    varied register,              register, vocabulary and    vocabulary and idiom         vocabulary and idiom.
                                      classmates                 own                                                                      and functions                                                                                  vocabulary and idiom.         idiom.                      according to situation.
    e                                                            address,
                                                                 town,
    a
                                                                 school,
                                      identify high-frequency words from Dolch list
    d

    i                                 expand vocabulary usage

    n                                 copy, recall, and try spelling needed words during independent writing

    g                                 develop a small bank of         explore and use growing      use signal words     develop awareness of dialect and non-standard
                                      personally significant          word banks, including        such as              speech
                                      words                           high-frequency,              therefore,
    a                                                                 significant and theme        before,
                                                                                                   although,
    n      Concepts and               look at a book
           conventions of Print       appropriately
    d
                                      identify structures, such
                                      as words, punctuation,
                                      pictures, numbers and
   W                                  space
    r
           Knowledge of Text          identify parts of a book        identify texts purposes      identify exts purposes, such as to     identify and use appropriate                    Knowledge of Text     create work that         create work that employs      create work that employs    create work that employs     create work that employs
    i      Forms                                                      such as to entertain or      inquire or persuade                    text organization and                           Forms                 employs                  organizational structures     organizational structures   organizational structures    organizational structures
                                                                      describe                                                            structures of a text form                                             organizational           and language-specific         and language-specific       and language-specific        and language-specific
    t                                                                                                                                                                                                           structures and           conventions throughout a      conventions throughout a    conventions throughout a     conventions throughout a
                                      differentitate between          organize text through        organize text through tables of                                                                              language-specific        variety of text types.        variety of text types.      variety of text types.       variety of text types.
    i                                 illustrations, photographs      headings, captions,          contents, indexes, glossaries,                                                                               conventions
                                      and print                       visuals, illustrations,      paragraphs, and internet site                                                                                throughout a variety
    n
                                                                      bold, italics, hyperlinks    maps                                                                                                         of text types.
    g
                                                                      identify and begin to use text structures including problem/solution, compare/contrast,
                                                                      cause/effect, sequencing, and details


                                                                                                   use language features including tense, word choice, and style                                                use every day            use language from a           use language accurately.    use abstract & academic      use language accurately.
                                                                                                   (colloquial, formal) as appropriate to text form.                                                            language accurately.     variety of contexts                                       language accurately.
                                                                                                                                                                                                                                         accurately.
           Conventions of             become aware that               write questions using        change sentence structures and         change sentences structures                     Conventions of        begin to use             explore a wider variety of    use appropriate and         master the use of            use appropriate and
           grammar                    sentences are a group of        who, when, what, why,        word order to influence meaning        through the ordering of                         grammar               appropriate and          appropriate and varied        varied sentence structure   appropriate and varied       varied sentence structure.
                                      words that contain an           as well as statements        or to add variety (sentence            phrases and clauses, and                                              varied sentence          sentence structure.           according to a variety of   sentence structure in
                                      idea                                                         combining, expanding, reducing,        builds simple and compound                                            structure.                                             contexts.                   most contexts.
                                                                                                   and transforming)                      sentences as appropriate
                                                                                                                                          (sentence combining,
                                                                                                                                          expanding, reducing, and
                                                                                                                                          transforming)

                                      have-a-go at using              use and talk about           identify and use punctuation           identify and use semi-colons,                                         use correct grammar      use correct grammar and       use correct grammar and     use correct grammar and      use correct grammar and
                                      simple punctuation              exclamation and              including commas and quotation         colons, hyphens, brackets,                                            and syntax in simple     syntax in compound            syntax in complex           syntax in a wide variety     syntax.
                                                                      question marks               marks and how they affect              etc.                                                                  sentences.               sentences.                    sentences.                  of sentences.
                                                                                                   meaning




                                                                      identify and use different types of sentences as appropriate,
                                                                      including statements, questions, commands, and

                                      identify upper and lower        become aware that            write using sentence structures        write using with awareness
                                      case letters                    sentences must have a        including pronouns, adverbs and        prepositions, past and future
                                                                      noun and a verb              adjectives                             tense, active and passive
                                                                                                                                          verbs
                                                                                                   write with subject-verb and noun-
                                                                                                   pronoun agreement


                                                                                                                                          write paragraphs that have a                    Organization of       organize ideas in a      organize ideas and            organize ideas and          organize ideas and           organize ideas and
                                                                                                                                          topic sentence, supporting                      ideas                 coherent and logical     arguments in a coherent       arguments in a fairly       arguments in a               arguments in a sustained,
                                                                                                                                          sentences, and a closing                                              manner.                  and logical manner.           sustained, coherent and     reasonably sustained,        coherent and logical
                                                                                                                                          sentence                                                                                                                     logical manner.             coherent and logical         manner.
                                                                                                                                                                                                                                                                                                   manner.
                                                                                                                                                                                                                layout….                 Argument…




Use of Texts                          Students will understand that there are many text forms, each of which has a structure                                                  Structure                         Students will have an understanding of… ..
                                      and organization that flows from its purpose, and from its social and cultural context.

                                            Role Play                    Experimental                            Early                           Transitional



                                                                                                                                                                                                                Ex. Standard: Knowledge of language structure, language conventions (e.g., spelling and punctuation),
                                                                                                                                                                                                                media techniques, figurative language, and genre helps us to create, critique, and discuss print and non-
                                                                                                                                                                                                                print texts.
           Function                   The re are m any                The re are lite ral                                                                                                 A uthorial                                                                            C onflict
                                      ways to re spond                and inform ational                                                                                                  devices
                                      to te x ts.                     te x ts, as we ll as
                                                                      e nvironm e ntal
                                                                                                                                                                                                                                                                                                   Play- A n
                                                                                                                                                                                                                                                                                                   Inspector Calls



           Connection                 The re are m any                Te x ts give us              Te x ts contain im plicit and e x plicit inform ation.                                 Connection
                                      ways to e ngage                 inform ation.
                                      with te x t.
           Responsibility                                                            W e ne e d to m ak e appropriate choice s about what k inds of
                                                                                     te x ts we re ad for what purpose s.

           Form                       Te x ts have           Te x ts have                          Te x ts are planne d and constructe d.                                                 Form                                                                                                                                  Naturalism
                                      diffe re nt form s for structure s.
                                      diffe re nt
                                      purpose s.
                                                                                                                                          To Explain:                                                           Poetry                   Poetry                                                                                 Play- Doll's House
                                                                                                                                          – Health fair presentation /
                                                                                                                                          speech as explanation of area
                                                                                                                                          of inquiry into health related
                                                                                                                                          issue
                                                                                                                                          – explanation of systems of             U
                                                                                                                                          governments Describe /
    U                                                                                                                                     recount:                                n
                                                                                                                                          - report in style of soliloquy of
    n                                                                                                                                                                             d
                                                                                                                                          explorer from history Various
    d                                                                                                                                     purposes may be used                    e
                                                                                                                                          depending on individual
    e                                                                                                                                     inquiries                               r
    r                                                                                                                                     To Describe and Explain:
                                                                                                                                          – Speech / Essay outlining              s
    s                                                                                                                                     inquiry and learning process
                                                                                                                                          Persuade:                               t
    t
                                                                                                                                          Discussion and debate about
                                                                                                                                                                                  a
    a                                                                                                                                     energy sources and choices of
                                                                                                                                          energy consumption in our
    n
                                                                                                                                                                                  n
                                                                                                                                          lifestyles
                                                                                                                                          To Entertain:                           d
    d
                                                                                                                                          - poetry, story and
    i                                                                                                                                     communication to entertain               i
                                                                                                                                          various topics through
    n                                                                                                                                     creativity                              n
    g                                                                                                                                     - narrative outlining systems
                                      Print re m ains                                                                                                                             g       Genre/Lit             Plot & subplot
                                      constant.
                                                                                                                                                                                  s




                                                                                                                                                                                                                Midsummernigh
                                                                                                                                                                                                                t's Dream
                                                                                                                                                                                                                Consciousness
                                                                                                                                                                                                                W hat is dre am
                                                                                                                                                                                                                and what is
                                                                                                                                                                                                                re ality?

           Reflection                 W e use spe cific language to discuss                        Me talanguage he lps us to unde rstand how                                             Genre/non-lit                                                                                            Pe rsuasive O ral
                                      and re fle ct on te x ts.                                    language work s.                                                                                                                                                                                Te chnique s




                                                                                                                                                                                                                                                                                                   Debate
                                                                                                                                                                                                                                                                                                   How can I be a
                                                                                                                                                                                                                                                                                                   convincing
                                                                                                                                                                                                                                                                                                   spe ak e r?
SKILLS: Students will learn               EY            SRK                1              2                3                  4                       5 to 6                  SKILLS: Students will learn                  6                         7                             8                          9                             10                     11        12
to… .                                                                                                                                                                         to… .

           variety of texts           listen to a variety of          read and re-read a           read a variety of easy,                broaden repetoire of text
                                      texts                           variety of literary and      appropriate, and challenging texts     ranges read for pleasure
                                                                      informational texts that
                                                                      have a repetive
                                                                      structure, natural
                                                                      language, and
   R                                                                                 Use "Rule of Thumb" to self-select appropriate texts                                                 Responding to texts   recognize and            begin to appreciate and       appreciate and comment      Show basic understanding     understand and analyse
                                                                                                                                                                                                                comment on the           comment on the                on the language, content,   and analysis of language     the language, content,
    e
                                                                                                                                                                                                                language, content,       language, content,            structure, meaning and      content, structure,          structure, meaning and
    a                                                                                                                                                                                                           structure and meaning    structure, meaning and        significance of both        meaning and significance     significance of both
           Responding to texts        respond to texts using Raphael's questioning categories (literal, inferential, interpretive, evaluative)                                                                  of familiar age-         significance of both          familiar and previously     of both familiar and         familiar and previously
    d                                                                                                                                                                                                           appropriate oral,        familiar and previously       unseen age-appropriate      previously unseen age-       unseen oral, written and
                                                                                                                                                                                                                written and visual       unseen age-appropriate        oral, written and visual    appropriate oral, written    visual texts.
    i                                                                 retell stories, dramatizing, constructing story   respond to texts in visual, oral, and written                                           texts.                   oral, written and visual      texts.                      and visual texts
                                                                      maps, and drawing                                 formats                                                                                                          texts.
    n
           Reading behaviours         interact with text using book-handling,
    g
                                      clicking icons and responding, selecting
                                      a text, identifying important
                                      information visually, making

           Identifying explicit and   identify explicit information                  make predictions, connections, generalizations       record information before,                                            Make inferences and draw conclusions based on implicit and explicit                Summarize and paraphrase information in texts,
           implicit information                                                      and draw conclusions based on implicit and           during, and after reading                                             information.                                                                       accurately reflecting the main ideas, including critical
                                                                                     explicit information                                                                                                                                                                                          details, and conveying the underlying meaning of the
                                                                                                                                                                                                                                                                                                   original text.
                                                                                                                                                                                          Ex. Benchmarks        Understand the unity, coherence, logic, internal consistency, and structural       Understand how clarity is affected by the patterns of
                                                                                                                                                                                                                patterns of text.                                                                  organization, use of rhetorical devices, repetition of
                                                                                                                                                                                                                                                                                                   key ideas, syntax, and word choice in text.


           Text                       experience/interact with a variety of text forms                                                                                                    Crafting Personal     use language to          begin to use language to      use language to narrate,    use language to narrate,     use language to narrate,
                                                                                                                                                                                          Voice and Style       narrate, describe,       narrate, describe, explain,   describe, explain, argue,   describe, analyse,           describe, analyse,
                                                                                                                                                                                                                explain, argue,          argue, persuade, inform,      persuade, inform,           explain, argue, persuade,    explain, argue, persuade,
                                      create texts that are           experiment daily with        write for purposeful reasons across the curriculum, as well as self-                                         persuade, inform,        entertain and express         entertain, express          inform, entertain and        inform, entertain and
                                      personally important            writing for a purpose        chosen topics                                                                                                entertain and express    feelings.                     feelings and analyse.       express feelings at an       express feelings.
                                                                                                                                                                                                                feelings.                                                                          age appropriate level.
                                                                      talk about their own writing before, during, and after writing

                                                                      demonstrate awareness
                                                                      of a sense of story

            Text Forms                                                                             identify the purpose and audience of texts and include basic
           (curricular expectations                                                                organizational features
           depend on stage of
           familiarization with a
           specific framework)
           *use assessment rubrics

                                                                                                   writing with awareness of purpose and audience and uses partial
                                                                                                   framework


                                                                                                   consider purpose and audience in making choices and using
   W
                                                                                                   appropriate framework
    r
    i
    t
                                                                                                                                                                                          Text forms            create work that         create work that employs      create work that employs    create work that employs     create work that employs
    i                                                                                                                                                                                                           employs                  organizational structures     organizational structures   organizational structures    organizational structures
                                                                                                                                                                                                                organizational           and language-specific         and language-specific       and language-specific        and language-specific
    n                                                                                                                                                                                                           structures and           conventions throughout a      conventions throughout a    conventions throughout a     conventions throughout a
                                                                                                                                                                                                                language-specific        variety of text types.        variety of text types.      variety of text types.       variety of text types.
    g                                                                                                                                                                                                           conventions
                                                                                                                                                                                                                throughout a variety
                                                                                                                                                                                                                of text types.




           Crafting Personal Voice    listen to texts that model the use of voice                                       analyze the use of voice in a variety of texts                    Crafting Personal     use language to          begin to use language to      use language to narrate,    use language to narrate,     use language to narrate,
           and Style                                                                                                                                                                      Voice and Style       narrate, describe,       narrate, describe, explain,   describe, explain, argue,   describe, analyse,           describe, analyse,
                                                                                                                                                                                                                explain, argue,          argue, persuade, inform,      persuade, inform,           explain, argue, persuade,    explain, argue, persuade,
                                                                      write about topics of        begin to demonstrate use of            identify strong uses of voice in
                                                                                                                                                                                                                persuade, inform,        entertain and express         entertain, express          inform, entertain and        inform, entertain and
                                                                      personal interest            voice in own writing                   own writing
                                                                                                                                                                                                                entertain and express    feelings.                     feelings and analyse.       express feelings at an       express feelings.
                                                                                                                                                                                                                feelings.                                                                          age appropriate level.




           Developing Metalanguage    experience vocabularly that is used to describe and          experience and use vocabulary that is used to discuss literacy and                     Metalanguage          understand and begin     begin to understand and       understand and apply        deepen understanding         understand and apply
                                      discuss literacy                                             learning across the curriculum                                                                               to apply Language A      apply Language A              language A terminology in   and applications of          language A terminology in
                                                                                                                                                                                                                terminology in           terminology in context        context.                    Language A terminology       context.
                                                                                                                                                                                                                context.                                                                           in context
Contextual Understanding:             Students will understand that the interpretation, choice of language, and the shaping of                                                            Style
                                      a text vary according to the context in which it is used.


                                            Role Play                    Experimental                            Early                           Transitional



                                                                                                                                                                                                                Ex Standard: Authors use a wide range of strategies as they write and use different writing process
                                                                                                                                                                                                                elements appropriately to communicate with different audiences for a variety of purposes.


           Form                       Te x ts pre se nt               Te x ts re pre se nt a       Authors re pre se nt                   Authors m ak e choice s                         adaptation
                                      particular                      vie w of the world           characte rs, e ve nts,                 about how to
                                      e x pe rie nce s that           that m ay or m ay            pe ople and ide as in                  re pre se nt characte rs,
                                      m ay or m ay not                not be sim ilar to           diffe re nt ways.                      pe ople , and ide as in
                                      be sim ilar to your             your own.                                                           orde r to cre ate a
                                      own.                                                                                                ce rtain e ffe ct.
                                                                                                                                                                                                                                                                       Novel - A nimal
                                                                                                                                                                                                                                                                       Farm




                                      All te x ts have a purpose and an                            Te x t form s should be                Purpose and audie nce                           narrative                                      A narrative can
                                      inte nde d audie nce .                                       chose n to achie ve an                 have an im pact on                                                                             have m ore than
                                                                                                   ide ntifie d purpose .                 the choice s an author                                                                         one voice e ve n if it
                                                                                                                                          m ak e s.                                                                                      has only one
                                                                                                                                                                                                                                         narrator.
                                                                                                                                                                                                                Ex . Unde rstandig: Te x t in any form (print, oral, or visual) that re counts e ve nts or te lls a story is a
                                                                                                                                                                                                                narrative . (From NC TE Glossary)

                                                                                                   Audie nce s have ce rtain                                                                                                             Catherine, Called
                                                                                                   ne e ds and e x pe ctations.                                                                                                          Birdy
                                                                                                                                                                                                                                         A narrative can
                                                                                                                                                                                                                                         have more than
                                                                                                                                                                                                                                         one voice even if
                                                                                                                                                                                                                                         it has only one
                                                                                                                                                                                                                                         narrator.
                                                                                                                                                                                                                                         In what ways do
                                                                                                                                                                                                                                         diffe re nt pe ople
                                                                                                                                                                                  U                                                      construct and
    U                                                                                                                                                                                                                                    e x pre ss
                                                                                                                                                                                  n
    n                                                                                                                                                                                                                                    pe rspe ctive s,
                                                                                                                                                                                  d                                                      e spe cially
    d      Causation                  Authors and         Authors and         Authors and illustrators                                    Authors consciously                             rhetorical            Bias                                                                               Irony & othe rs on
                                      illustrators m ak e illustrators m ak e try to shape the re ade r's                                 se le ct and use                        e       devices                                                                                                  list
    e
                                      choice s about how choice s about how inte rpre tation of the                                       linguistic and print                    r
    r
                                      the y re pre se nt  the y re pre se nt  m e aning of both lite rary                                 de vice s to e nhance
    s                                 characte rs and     characte rs and     and inform ational te x ts.                                 im pact or to influe nce                s
                                                                                                                                          audie nce s.
    t                                                                                                                                                                             t                             Tabloid                                                Novel - A nimal             Play - 12th Night
    a                                                                                                                                                                             a                             newspapers                                             Farm
    n                                                                                                                                                                             n
                                                                                                                                                                                          literary devices                               Alle gory &                   Poe tic De vice s                                        Alle gory &
    d
                                                                                                                                                                                  d                                                      sym bolism                                                                             sym bolism
    i
                                                                                                                                                                                   i
    n
                                                                                                                                                                                  n
    g
                                                                                                                                                                                  g
    s
                                                                                                                                                                                                                Poetry                   Novel - Lord of the           Poetry                                                   Novella - Cannery
                                                                                                                                                                                  s                             Tools are                Flies                         Content, form and                                        row
                                                                                                                                                                                                                designed to                                            purpose are linked                                       Supporting our
                                                                                                                                                                                                                meet needs.                                            and                                                      communities
                                                                                                                                                                                                                In what ways                                           interdependent.                                          W hat m ak e s a
                                                                                                                                                                                                                can a write r use                                      In what ways can a                                       com m unity
                                                                                                                                                                                                                lite rary fe ature s                                   write r e m ploy point                                   function?
                                                                                                                                                                                                                to m e e t the                                         of vie w,
                                                                                                                                                                                                                e m otional                                            pe rspe ctive and
                                                                                                                                                                                                                ne e ds of                                             the role of the
                                                                                                                                                                                                                othe rs?                                               narrator to cre ate
                                                                                                                                                                                                                                                                       e m pathy in an
                                                                                                                                                                                          authorial             C haracte risation       C onflict                     C onflict                   All: se e auth de vs         All: se e authorial
                                                                                                                                                                                          devices               Atm osphe re                                                                       list,                        de vice s list
                                                                                                                                                                                                                                                                                                                                C ausation


                                                                                                                                                                                                                Novel                    Short Stories-       Novel - The                          Short stories -              Short Stories -
                                                                                                                                                                                                                                         Global Tales         Outsiders                            Into the wind                20th Cent Short
                                                                                                                                                                                                                Radio drama              Overcoming                                                                             Stories
                                                                                                                                                                                                                                         difficulty in a
                                                                                                                                                                                                                                         variety of cultural-                                                                   Play - Macbeth
                                                                                                                                                                                                                                         specific settings.
                                                                                                                                                                                                                                         W hy is cultural
                                                                                                                                                                                                                                         aware ne ss
                                                                                                                                                                                                                                         ne ce ssary?

           Perspective                                                Pe ople have                 O ur own prior k nowle dge             Te x ts m ay be re acte d                       engagement                                                                   Pe rspe ctive               Pe rspe ctive
                                                                      diffe re nt opinions         influe nce s our                       to, re sponde d to, and
                                                                      and fe e lings               inte rpre tation of a te x t.          inte rpre te d diffe re ntly
                                                                      about diffe re nt                                                   and author's m e ssage
                                                                      te x ts.                                                            can be challe nge d,
                                                                                                                                          re siste d, or re je cte d.
                                                                                                                                                                                                                                                                       Play - Romeo &              Novel - Passing
                                                                                                                                                                                                                                                                       Juliette                    Changing one’s
                                                                                                                                                                                                                                                                       How doe s                   perspective can
                                                                                                                                                                                                                                                                       lite rature facilitate      alter our
                                                                                                                                                                                                                                                                       our unde rstanding          perceptions
                                                                                                                                                                                                                                                                       of ourse lve s and          (narrator's
                                                                                                                                                                                                                                                                       othe rs?                    credibility)
                                                                                                                                                                                                                                                                       How are                     W hat is
                                                                                                                                                                                                                                                                       com m unication             ‗pe rce ption‘?
                                                                                                                                                                                                                                                                       and trust                   How do we lim it
                                                                                                                                                                                                                                                                       im portant in               our pe rce ptions?
           Connection                                                                              W rite rs draw on the ir social and cultural live s to
                                                                                                   analyze and re pre se nt the world around the m .




SKILLS: Students will learn               EY            SRK                1              2                3                  4                       5 to 6                  SKILLS: Students will learn                  6                         7                             8                           9                            10                     11        12
to… .                                                                                                                                                                         to… .
           texts                      make connections between own experiences and those in texts                                                                                        pe rsonal              express a relevant       express a relevant            begin to express an         express an age               express an informed and
                                                                                                                                                                                                                personal response to     personal and informed         informed and                appropriate, informed and    independent response to
                                                                                                                                                                                         re sponse
                                                                                                                                                                                                                literary and non-        response to literary and      independent response to     independent response to      literary and non-literary
                                      compare experiences in own life and texts
                                                                                                                                                                                                                literary texts.          non-literary texts.           literary and non-literary   literary and non-literary    texts.
                                                                                                                                                                                                                                                                       texts.                      texts.
                                      share opinions about            justify reasons for liking   accept different points of view        identify and justify own point
                                      texts                           or disliking a text          and interpretations about texts        of view


                                      differentiate between fantasy and              give          specualte on the reality of the                                                                              compare and contrast     compare and contrast age      compare and contrast age- compare and contrast age       compare and contrast
                                      reality                                        reasons for   events portrayed                                                                                             age appropriate texts,   appropriate texts, and        appropriate texts, and    appropriate texts, and         works, and connect
                                                                                     why it                                                                                                                     and connect themes       connect themes across         connect themes across     connect themes across          themes across and within
                                                                                     could be or                                                                                                                across and within        and within genres.            and within genres.        and within genres.             genres.
                                                                                     not be real                                                                                                                genres.




    R

    e

    a

    d

    i

    n

    g



    a

    n

    d



   W

    r

    i

    t

    i

    n

    g
          texts




                                                                                                                                                                                                compare and contrast     compare and contrast age   compare and contrast age- compare and contrast age        compare and contrast
                                                                                                                                                                                                age appropriate texts,   appropriate texts, and     appropriate texts, and    appropriate texts, and          works, and connect
                                                                                                                                                                                                and connect themes       connect themes across      connect themes across     connect themes across           themes across and within
                                                                                                                                                                                                across and within        and within genres.         and within genres.        and within genres.              genres.
                                                                                                                                                                                                genres.
                                                                                                   speculate about the intended          identify how and why texts
                                                                                                   audience and purpose of the text      are interpreted differently




                                                                                     give opinions that go beyond the literal level      discuss a text from another
                                                                                                                                         perspective

          representation in texts         talk about the story told   respond to texts             identify the author's point of view and discuss alternatives
                                          in words and in pictures    considering the
   R                                                                  author's/illustrator's
                                                                      intention
    e
                                          discuss how characters are represented in texts and      make decisions about character        make decisions about how to        com position        compose pieces that      Continue to compose        Compose pieces that          Continue to compose          compose pieces that
    a                                     illustrations                                            representation in own texts           create specific effects through                        apply age-appropriate    pieces that apply age-     apply age appropriate        more complex pieces that     apply appropriate literary
                                                                                                                                         characterization                                       literary and/or non-     appropriate literary       literary and/or non-         apply age appropriate        and/or non-literary
    d
                                                                                                                                                                                                literary features to     and/or non-literary        literary features to serve   literary and/or non-         features to serve the
                                          discuss the ideas           discuss how ideas are        make decisions about                  make decisions about how to                            serve the context and    features to serve the      the context and intention.   literary features to serve   context and intention.
    i
                                          represented in              represented in               representing ideas in                 create specific effects through                        intention.               context and intention                                   the context and intention
    n                                     environmental print and     informational texts          informational texts                   word choice, fact
                                          informational texts                                                                            representation, and people
    g                                                                                                                                    representation
          decisions and devices           discuss and share in        identify and question the    consider the questions related to     make informed choices about
          authors and illustrators        decisions about purpose,    choices author's make        author's choices and apply them       purpose, audience, form, and
    a
          make/use                        audience, content, and      about purpose,               to their own writing                  content as they write
    n                                     form of writings            audience, content, and
                                                                      form of writings
    d
                                                                      Identify authorial devices   Identify authorial devices such as    Identify and use authorial
                                                                      such as description,         choice of language,                   devices such as choice of
                                                                      action, emotion, humor,      inclusions/omissions, print,          language,
   W
                                                                      and repetition.              forshadowing, irony, and wit.         inclusions/omissions, print,
    r                                                                                                                                    forshadowing, irony, and wit,
                                                                                                                                         flashback, understatement,
    i                                                                                                                                    symbolism, opinion disguised
                                                                                                                                         as fact, print size and font to
    t
                                                                                                                                         create an inteded effect
    i

    n

    g




                                                                      use simple authorial         use simple authorial devices,
                                                                      devices such as              including illustrations and
                                                                      descriptioin, repetition,    diagrams in own writing
                                                                      font size and color in
                                                                      own writing

                                                                      identify illustrator's       identify illustrator's devices such   match authorial devices to the     authorial choice    understand some of       begin to understand some   understand many of the       Continue to show and         analyse the effects of the
                                                                      devices such as size,        as amount of detail, use of           purpose of the text/audience                           the effects of the       of the effects of the      effects of the author‘s      begin to analyse the         author‘s choices on an
                                                                      color, positioning and       diagrams, page composition and                                                               author‘s choices on an   author‘s choices on the    choices on an audience.      effects of the author‘s      audience.
                                                                      color intensity.             artistic style                                                                               audience.                audience                                                choices on the audience


                                                                                                                                         identify reasons for choosing a
                                                                                                                                         certain device and its
                                                                                                                                         effectiveness

          the author's world view                                                                                                        critically consider the author's
                                                                                                                                         point of view and factors that
                                                                                                                                         could have influenced the
                                                                                                                                         author's choices

          writing for purpose and         become aware that           identify purposes for        choose a text form that suits the     justify chosen text forms          com position        compose pieces that      Continue to compose        Compose pieces that          Continue to compose          compose pieces that
          audience/choosing text          there are many purposes     writing daily texts          purpose of the writing task                                                                  apply age-appropriate    pieces that apply age-     apply age appropriate        more complex pieces that     apply appropriate literary
          forms                           why we write                                                                                                                                          literary and/or non-     appropriate literary       literary and/or non-         apply age appropriate        and/or non-literary
                                                                                                                                                                                                literary features to     and/or non-literary        literary features to serve   literary and/or non-         features to serve the
                                                                                                                                                                                                serve the context and    features to serve the      the context and intention.   literary features to serve   context and intention.
                                                                                                                                                                                                intention.               context and intention                                   the context and intention

                                          share in the creation of    write texts regularly for    begin writing for general, known      write for unpredictable
                                          relevant, daily texts to    an intended, immediate       audiences and incorporate an          audiences
                                          an immediate audience       audience                     awareness of audience needs

          writing to influence social                                                              write about social issues in their    remain involved in issues that
          issues                                                                                   world from own perspective            matter to them


                                                                                                   jointly construct texts that          create a range of texts that
                                                                                                   address social issues                 address social issues




                                                                                                                                                                            Purpose
                                                                                                                                                                            Transdisciplinary
                                                                                                                                                                                Me ssage        Myths, Fables,                                                                   Identity Novel or Play       Am I my brother's
                                                                                                                                                                                                Legends                                                                          Strange Meeting or           Keeper? Novel (Down &
                                                                                                                                                                                                                                                                                 Journey's End)               out)
                                                                                                                                                                                                                                                                                 Setting and Atmosphere
                                                                                                                                                                                                                                                                                 How does our
                                                                                                                                                                                                                                                                                 environment affect our
                                                                                                                                                                                                                                                                                 decisions?
                                                                                                                                                                                Me aning                                 Human condition, Novel
                                                                                                                                                                                                                         (Lord of Flies)
                                                                                                                                                                                Me aning        Myths, Fables,           Human condition,
                                                                                                                                                                                                Legends                  (Steinbeck) Novella
                                                                                                                                                                                Me aning                                                            Human condition, Novel
                                                                                                                                                                                                                                                    (The Outsiders)
                                                                                                                                                                                Me aning                                                            Human condition, Novel
                                                                                                                                                                                                                                                    (Frankenstein)
                                                                                                                                                                                 Mood                                                                                            Poetry (WW1)




Processes and Strategies

          When reading and writing text, students will learn to:

          predicting                      use prior knowledge to anticipate what is going to occur in a text before or during reading
                                          predict which content, form, format, and conventions are appropriate for their audience, purpose or context
          self-questioning                generate own questions before, during, and after reading
                                          form questions that help to compose texts
          creating images                 use all five senses to create images before, during, and after reading
                                          create own images and use them to describe characters, events and phenomena in a wide range of text forms
          determing importance            make decisions about what is important in a text and what isn't
    S
                                          make choices that affect their ability to make the greatest impact with the fewest possible words
    t     paraphrasing/summarizing        condense information to the most important ideas
                                          restate a text in a manner that retains the sense and meaning of the original
    r     connecting                      make links between what is read and other texts to oneself
                                          use prior knowledge to present their texts
    a
          comparing                       think about similarities and differences between what is known and what is portrayed in texts
    t                                     think about connections being made and what to include in a text
          re-reading                      go back over parts of or whole texts to clarify meaning or to assist with word identification
    e                                     reread to confirm that a piece of text is coherent and cohesive
          synthesizing                    bring together pieces of information during or after reading for different purposes
    g
                                          bring together information from different sources, and monitoring the development of a text
    i     sounding out                    say the sound represented by individual letters or letter combinations, blending them together, and pronouncing them
                                          use knowledge of letter/sound relationship/phonemic awarenesss to spell unknown words
    e     chunking                        identify unknown words by breaking them into larger units than phonemes, and then attaching sounds
                                          pronouncing larger word parts that carry meaning
    s
          using visual memory
                                          recall visual features of words to help spell them
          using spelling genralizations
                                          make self-generated spelling hypotheses
          using meaning
                                  use understanding of word parts and base words to establish meaning
          consulting an authority use a variety of sources to unlock word meanings
                                  after own attempts, use different resources to support spelling of words
          using memory aids       create rhymes or personal associations as mneumonics to spell words
          using analogy
          When writing text, students will learn to:

          Plan                                                        make choices about how to plan, depending on the purpose, audience and context of writing
                                                                      and to choose from a variety of planning techniques as appropriate
          Draft                                                       transfer initial ideas into texts, focussing on content, fluency, and meaning
          Confer                                                      respond helpfully to others' writing and identify areas of own writing that need feedback
          Refine                                                      take a closer look at own text and make decisions about revision, editing, and proofreading
          Publish                                                     make choices about appropriate publishing formats for the intended audience and purpose
  Concept Strand and sub-concepts                                 Grade 1
               Skills




                                                                  the ability to use a varie
Communicating, inquiring, decision                                research and communica
making and problem solving
(ISS/Chanda)

Students will be familiar with/                                   We can access, use and com
understand: (ISS/Chanda)
                                                                   Alternative viewpoints can b
                                                                   Information accessed throu
                                                                   Organizational processes an
                                                                   Technology can be used to
                                                                   Technology can be used to
                                                                   Electronic research techniqu
Task Definition (Big 6)                      Define the information problem and Identify infor

Communicate with teachers regarding
assignments, tasks, and information
problems using technology.


Generate topics, define problems, and                             develop questions that refle
facilitate cooperative activities among                           personal information need
groups of students locally and globally.


Generate topics, define problems, and                             identify a problem within a
facilitate cooperative activities with                            context
subject area experts locally and globally.

Define or refine the information problem                          formulate new questions as
using graphic organizing, brainstorming                           progresses
or idea generating software. This
includes developing a research question
or perspective on a topic.
Use a general online information source
such as Wikipedia to read a topic
overview and clarify the research
subject.
Information Seeking Strategies              Determine all possible sources and select the bes



Assess the relevance and credibility of                          compare and contrast infor
various types of electronic resources for                        from similar types of electro
data gathering including databases,                              sources
commercial and Internet online
resources, electronic reference works,
community and government information,
or other forms of electronic resources
(e.g., resources in various media or
graphics formats).
Assess the need for and relevance of
primary resources including interviews,
surveys, experiments, and documents
that are accessible through electronic
means.
Identify and apply specific criteria to
evaluate computerized electronic
resources.
Identify and apply specific criteria to                          compose a message that ca
construct meaningful original data                               through communication tec
gathering tools such as online surveys,                          communicate electronically
electronic interviews; or scientific data                        people outside the classroo
gathering tools such as probes, meters,
and timers.
Assess the value of e-mail, online
discussions, real-time communications,
desktop teleconferencing, and
collaborative writing, production, and
editing tools on the Internet and local
area networks as part of a search of the
current literature or in relation to the
information task.
Use systems to generate modifiable flow                            design and follow a plan, in
charts, time lines, organizational charts,                         schedule, to be used during
project plans (such as Gantt charts), and                          inquiry process, and make
calendars that will help the student plan                          to the plan, as necessary
and organize complex or group                                      follow a plan to complete an
information problem-solving tasks.

Use handheld devices such as personal
digital assistants (PDAs), smart phones,
electronic slates or tablet PCs to track
contacts and create to-do lists and
schedules.

Use a blog, wiki or other collaborative
productivity tool to track the research
process in real time.


Location and Access                          Locate sources (intellectually and physically) and



Locate and use appropriate technology                              access and retrieve appropr
resources and technology available within                          information from electronic
the school library information and                                 for a specific inquiry (C1 1.
technology center, including resources on
the local area network (e.g., online
catalogs, periodical indexes, full-text
sources, multimedia technology stations,
online terminals, scanners or digital
cameras).

Locate and use appropriate information
technology resources and systems
available throughout the school including
resources and technology available
through intranets or local area networks
(e.g., full-text resources, productivity
software, scanners, or digital cameras).
Locate and use appropriate information       compose a message that ca
technology resources and systems             through communication tec
available beyond the school through the      communicate electronically
Internet (e.g., newsgroups, mail lists,      people outside the classroo
WWW sites, ftp sites, online public access
library catalogs, blogs, wikis, Nings,
social networking sites, commercial
article databases and online services, and
other community, academic, and
government resources).

Know the roles and technology expertise
of people who work in the school
information and technology program and
elsewhere who might provide information
or assistance. Know how to access that
assistance both in person and virtually.

Use electronic reference materials (e.g.,
electronic encyclopedias, ebooks,
dictionaries, biographical reference
sources, atlases, geographic databanks,
thesauri, almanacs, fact books) available
through intranets or local area networks,
stand-alone workstations, commercial
online vendors, or the Internet.


Use the Internet or commercial
technology networks to contact experts
and help and referral services.


Conduct self-initiated electronic surveys
through e-mail, listservs, newsgroups
and online data collection tools.


Use search engines, tools and commands
for searching commercial databases and
services, (e.g., Web-based, online,
networked or stand-alone services).
Use search engines, tools and commands
for searching the Internet, e.g., meta
search tools, bots, directories, jump
pages, and specialized resources such as
those that search the Invisible Web.

Use organizational systems and tools
specific to electronic information sources
that assist in finding specific and general
information (e.g., indexes, tables of
contents, user's instructions and
manuals, legends, boldface and italics,
graphic clues and icons, cross-
references, Boolean logic strategies, time
lines, hypertext links, knowledge trees,
URLs, and so forth).
Use specialized Web sites and search
tools and commands that limit searches
by date, location, format, collection of
evaluated sites or other criteria.


Use of Information                            Engage (e.g., read, hear, view, touch) and Extrac



Connect and operate the technology
devices and networks needed to access
information; and read the guides and
manuals associated with such tasks.

Know and be able to use the software                               identify techniques and too
and hardware needed to view, download,                             communicating, storing, ret
decompress and open documents, files,                              and selecting information(F
and programs from Internet sites and
archives.

Copy and paste information from an
electronic source into a personal
document complete with proper citation.
Take notes and outline with a word                               process information from m
processor, database, presentation or                             one source to retell what ha
similar productivity program.                                    discovered (C1 1.2)


Record electronic sources of information                         recognize and acknowledge
and gather the URL locations of those                            ownership of electronic mat
sources in order to properly cite and
credit sources in footnotes, endnotes,
and bibliographies. Include any online
sites designed to track and store online
resources.
Use electronic spreadsheets, databases,                          read information from a pre
and statistical software to process and                          database
analyze statistical data.                                        make predictions based on
                                                                 information
                                                                 draw conclusions from orga
                                                                 information


Analyze and filter electronic information                        compare similar types of in
in relation to the task, and reject                              from two different electroni
information that is not relevant or
credible.




Save and backup gathered data to secure
locations (e.g. to an external memory
device or online/cloud storage).

Synthesis                                   Organize from multiple sources and Present the in
Classify and group information using a     use technology to organize
word processor, database or                display data in a problem-s
spreadsheet.                               context
                                           organize information from m
                                           one source




Use word processing and desktop            create original text, using w
publishing software to create printed      processing software, to com
documents, and apply keyboard skills       and demonstrate understan
equivalent to at least twice the rate of   forms and techniques
handwriting speed.
Create and use technology-generated        access images, such as clip
graphics and art in various print and      support communication
electronic presentations.                  create visual images by usi
                                           tools as paint and draw pro
                                           particular audiences and pu


Use electronic spreadsheet software to
create original spreadsheets.


Generate charts, tables and graphs using   summarize data by picking
electronic spreadsheets and other          words from gathered inform
graphing programs.                         by using jottings, point form
                                           retelling



Use database software to create original
databases.
Use presentation software to create slide     use technology to support a
shows and multi-media presentations.          present conclusions
Use websites and online services to
create and share multi-media products.




Create media-rich presentations and use       access sound clips or record
projection devices to show hypermedia         to support communication
and multimedia productions that include
digital video, audio files and active links
to HTML documents or other programs .




Create Web pages and websites using           integrate text and graphics
hypertext markup language (HTML) in a         meaningful message
text document or by using Web page            balance text and graphics f
creation tools; and know the procedure        effect
to upload these pages to a Web server.

Use e-mail, ftp, shared documents, and        share information collected
other telecommunications capabilities to      electronic sources to add to
publish the results of the information        task
problem-solving activity. Know
specialized sites for sharing photographs,
slide shows, and multi-media
presentations.
Use specialized technology applications
as appropriate for specific tasks (e.g.,
music composition software, computer-
assisted drawing and drafting programs,
mathematics modeling software,
scientific measurement instruments).
Properly cite and credit electronic
sources (e.g. text, graphics, sound and
video) of information within the product
as well as in footnotes, endnotes, and
bibliographies.
Evaluation                                   Judge the product (effectiveness)Judge the proce


Evaluate electronic presentations in
terms of the content and format; and
design self-assessment tools to help
them evaluate their own work for both
content and format.
Use the spelling and grammar checking                             edit complete sentences, us
functions of word processing; and use                             features of word processing
other software to edit and revise their                           copy and paste
work.



Apply legal principles and ethical conduct
related to information technology,
copyright, and plagiarism.

Understand and abide by telecomputing                             use appropriate communica
etiquette when using e-mail,                                      etiquette
newsgroups, listservs and other Internet
functions.
Understand and abide by acceptable use
policies and other school rules related to
using the Internet and other electronic
technology.
Use e-mail, real-time communications
(e.g., listservs, newsgroups, instant
messaging services, chat rooms, IP
telephony) desktop teleconferencing, and
collaborative spaces on the Internet and
local area networks to communicate with
teachers and others regarding their
performance on assignments, tasks, and
information problems.
Thoughtfully reflect on the use of
electronic resources and tools throughout
the process.
Use online resources in ways that guard     demonstrate safe behaviou
privacy and increase users online safety    using technology
and security.

Foundational operations, knowledge          the nature and affect of
and concepts                                ergonomic and safety iss




Students will be familiar with/
understand:




Processes for productivity                  the knowledge and skills




Students will be familiar with/
understand:
          Grade 2      Grade 3      Grade 4     Grade 5           6            7




e ability to use a variety of processes to critically assess information, manage inquiry, solve
search and communicate with a variety of audiences



 can access, use and communicate information from a variety of technologies.

ernative viewpoints can be sought using information technologies.
ormation accessed through the use of a variety of technologies must be critically assessed.
ganizational processes and tools can help us to manage inquiry.
chnology can be used to aid collaboration during inquiry.
chnology can be used to investigate and/or solve problems.
 ctronic research techniques support us in constructing personal knowledge and meaning.
 oblem and Identify information needed




velop questions that reflect a
 sonal information need



 ntify a problem within a defined
ntext



mulate new questions as research
gresses
urces and select the best sources



mpare and contrast information
m similar types of electronic
urces




mpose a message that can be sent select and use the technology
ough communication technology    appropriate to a given
mmunicate electronically with    communication situation
ople outside the classroom



                                    seek responses to inquiries from
                                    various authorities through electronic
                                    media (C2 2.1)
sign and follow a plan, including a                                          plan and conduct a
 edule, to be used during an                                                 search, using a wide
 uiry process, and make revisions                                            variety of electronic
the plan, as necessary                                                       sources (C1 3.1)
 ow a plan to complete an inquiry




ually and physically) and Find information within sources



 ess and retrieve appropriate         access and retrieve appropriate
ormation from electronic sources      information from the Internet by
 a specific inquiry (C1 1.1)          using a specific search path or from
                                      given uniform resource locations
                                      (URLs)(C1 2.1)
mpose a message that can be sent   extend the scope of a project beyond
ough communication technology      classroom collaboration by using
mmunicate electronically with      communication technologies, such as
ople outside the classroom         the telephone and email
                                   seek responses to inquiries from
                                   various authorities through electronic
                                   media
                                   navigate the Internet with
                                   appropriate software




                                   navigate through a document that
                                   contains links to locate, copy and
                                   then paste data in a new file




                                   access available databases for
                                   images to support communication




 view, touch) and Extract relevant information




ntify techniques and tools for     convert digital text files by opening
mmunicating, storing, retrieving   and saving them as different file
d selecting information(F)         types




                                   retrieve data from available storage
                                   devices, such as a shared folder, to
                                   which a group has contributed
 cess information from more than
e source to retell what has been
covered (C1 1.2)


ognize and acknowledge the
nership of electronic material




 d information from a prepared
 abase
 ke predictions based on organized
ormation
 w conclusions from organized
ormation


mpare similar types of information recognize that information serves
m two different electronic sources different purposes and that data
                                   from electronic sources may need to
                                   be verified to determine accuracy or
                                   relevance for the purpose used
                                   identify and distinguish points of
                                   view expressed in electronic sources
                                   on a particular topic




ources and Present the information
e technology to organize and        organize information gathered from
play data in a problem-solving      the Internet, or an electronic source,
ntext                               by selecting and recording the data
 anize information from more than   in logical files or categories (C1 2.2)
e source




 ate original text, using word      create and revise original text to
 cessing software, to communicate   communicate and demonstrate
d demonstrate understanding of      understanding of forms and
ms and techniques                   techniques

 ess images, such as clip art, to  integrate a spreadsheet, or graphs
pport communication                generated by a spreadsheet, into a
 ate visual images by using such   text document
 ls as paint and draw programs for
 ticular audiences and purposes


                                    enter and manipulate data by using
                                    such tools as spreadsheets or
                                    databases for a specific purpose

mmarize data by picking key       organize information, using such
rds from gathered information and tools as a database, spreadsheet or
using jottings, point form or     electronic webbing
elling                            display data electronically through
                                  graphs and charts
e technology to support and          communicating effectively, through
 sent conclusions                    appropriate forms, such as speeches,
                                     reports and multimedia
                                     presentations, applying information
                                     technologies that serve particular
                                     audiences and purposes (C1 2.2)

 ess sound clips or recorded voice   create a multimedia presentation,
support communication                incorporating such features as visual
                                     images (clip art, video clips), sounds
                                     (live recordings, sound clips) and
                                     animated images, appropriate to a
                                     variety of audiences and purposes
                                     create and navigate a multiple-link
                                     document
                                     create and navigate a multiple-link
                                     document


egrate text and graphics to form a vary font size and font style, and
aningful message                   placement of text and graphics, in
ance text and graphics for visual order to create a certain visual effect
ect


are information collected from       record group brainstorming, planning
 ctronic sources to add to a group   and sharing of ideas by using
 k                                   technology
iveness)Judge the process (efficiency)




 t complete sentences, using such   edit and format text to clarify and
 tures of word processing as cut,   enhance meaning, using such word
py and paste                        processing features as the thesaurus,
                                    find/change, text alignment, font size
                                    and font style




e appropriate communication
quette
                                 reflect on and describe the processes
                                 involved in completing a project

monstrate safe behaviours when
ng technology



e nature and affect of technology, the moral and ethical use of technology, mass media in a
gonomic and safety issues, and basic computer, telecommunication and multimedia technol




e knowledge and skills required to use a variety of basic productivity tools and techniques
                                                       DP Arts
                  8     9         10   Concept Students
                                        Strand will be
                                       and sub- familiar
                                       concepts with/
                                                understand
                                                :
 manage inquiry, solve problems, do




s.


cally assessed.




nd meaning.
 n and conduct a      plan and perform
arch, using a wide    complex searches, using
 iety of electronic   more than one
urces (C1 3.1)        electronic source (C1
                      4.1)
ology, mass media in a digitized context,
 nd multimedia technology operations.




tools and techniques
DP Arts
          11   12
                       Humanities




                                                                   Visual Arts
                                              Sciences




                                                                                                             Drama
                                                                                           Music
                                    US




                                                         US




                                                                                 US




                                                                                                   US
                  LS




                                         LS




                                                              LS




                                                                                      LS




                                                                                                        LS
                  x                 x    x               x    x                  x    x            x    x
Concept Strands

                  x                 x    x               x    x                  x    x            x    x
Skills Strands

                  x                      x                    x                       x                 x
Understandings

                  x                      x
Benchmarks
Grade level
                  x                 x    x               x    x                  x    x            x    x
Objectives
                         Drama




x
            x
                x
                    US




x
    x
        x
            x
                x
                    LS

                         Math




x
            x
                x
                    US




x
        x
            x
                x
                    LS

                         PE




x
            x
                    US




x
    x
        x
            x
                x




                    LS

                         Language A



x
            x
                x




                    US

x
            x




                    LS

                         Language B
x
            x




                    US
x
    x
        x
            x
                x




                    LS

                         IT/Info Lit
x
    x
        x
            x
                x




                    US
                             Humanities
                        LS
Concept Strands

Skills Strands

Standards

Understandings

Benchmarks/Objectives
     Humanities




US
LS




     Sciences
     Sciences




US
LS




     Visual Arts
     Visual Arts




US
LS




     Music
     Music




US
LS




     Drama
     Drama




US
LS




     Math
     Math




US
LS




     PE
     PE




US
                                                  Language A
                        LS

Use of Texts

Reading and Writing

Students will understand that there are many
text forms, each of which has a structure and
organization that flows from its purpose, and


read and re-read a variety of literary and
informational texts that have a repetive structure,
natural language, and illustrations
     Language A




US
LS




     Language B
     Language B




US
LS




     IT/Info Lit
     IT/Info Lit




US
                                                                           Humanitiies                                                                                                Sciences                                                                                               Visual Arts                                          Music                               Drama                                                                  Math                        PE                                                       Language A                                                     Language B                                                          IT/Info Lit




                                                                                                        MYP




                                                                                                                                                                                                                  MYP




                                                                                                                                                                                                                                                                                                                          MYP




                                                                                                                                                                                                                                                                                                                                                               MYP




                                                                                                                                                                                                                                                                                                                                                                                                   MYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                             MYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              MYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                 MYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                              MYP
                                                  PYP




                                                                                                                                                           PYP




                                                                                                                                                                                                                                                                     PYP




                                                                                                                                                                                                                                                                                                                                            PYP




                                                                                                                                                                                                                                                                                                                                                                                PYP




                                                                                                                                                                                                                                                                                                                                                                                                                                PYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   PYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                            PYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           PYP




                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                           PYP
                          Change and Continuity through Time (PYP/AERO          Change                                              Living Things and Society                             Change                                             Response                                              Analysis                      Response           Analysis         Response           Analysis         Measurement                                           Number                               Use of Texts                                         Structure
                          Strand)                                               (MYP Humanities Concept)                                                                                  (MYP Science Concept)                                                                                                                                                                                                                                                                                     (FS Strand)                                                                                                                     Communicating, inquiring, decision making and
                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                    problem solving
Concept Strands




                          Students will understand patterns of change and       Change necessitates an examination of the forces    There are important aspects of human                  Living organisms reproduce and maintain            Students consider their own and other artists‘                                                                                                              To measure is to attach a number to a quantity                                             Students will understand that there are many text    ?                                                                          the ability to use a variety of processes to
                          continuity, relationships between people and          that shape the world.                               development from fertilization to death.(AERO         constancy of structures and functions by passing   works in context and from different perspectives                                                                                                            using a chosen unit. Since the attributes being                                            forms, each of which has a structure and                                                                                        critically assess information, manage inquiry,
                          events through time, and various interpretations      It may be viewed as positive or negative based      Science Standard)                                     genetic information from one generation to the     in order to                                                                                                                                                 measured are continuous, ways must be found to                                             organization that flows from its purpose, and from                                                                              solve problems, do research and communicate
                          of these relationships. (AERO SS Standard)            on people‘s perceptions.                                                                                  next.                                              construct meaning and inform their own future                                                                                                               deal with quantities that fall between numbers.                                            its social and cultural context.                                                                                                with a variety of audiences
Conceptual
                                                                                The concept of ―change‖ addresses both the                                                                (MYP Framework for Sciences)                       works and processes.                                                                                                                                                                                                                                   (?FS)
Understanding
                                                                                processes and results of change—natural and
                                                                                artificial, intentional and unintentional.
                                                                                (MYP Humanities - Concept "definition")

                          Changing societies (pulled from Expectations)         Continuity and Change                               Change                                                Evolution                                                                                                Composition                                                                                           Elapsed time                                          measurement                          Text forms                                           Genre Literature                                                           Information Seeking Strategies
                                                                                (shortened from Objectives)                                                                                                                                                                                                                                                                                                                                                                                         (FS substrand)

Subconcepts




                          increase their understanding of their world,          recognize and describe basic examples that          examine change over varying time periods, and         discuss scientific information                     There is a relationship between the artist and the                                                                                                          We use tools to measure the attributes of objects                                          Texts are planned and constructed.                   recognize and comment on the language,                                     Determine all possible sources and select the best
                          focusing on themselves, their friends and families    illustrate continuity and change                    will recognize that more than one variable may        from different sources (Internet,                  audience.                                                                                                                                                   and events.                                                                                                                                     content, structure and meaning of familiar age-                            sources
                          and their environment.                                                                                    affect change.                                        newspaper articles, television,                                                                                                                                                                                                                                                                                                                                appropriate oral, written and visual texts.
Expectation/Objective                                                                                                                                                                     scientific texts and publications)
                                                                                                                                                                                          and discuss its credibility.


                          Decision-making                                       Decision-making                                     Scientific Inquiry                                    Scientifc Inquiry                                                                                                                                                                                                                                                                                         Reading and Writing                                  Reading and Writing                                                        plan and organize complex or group information
                          (TDS)                                                 (ATL)                                                                                                     Processing Data                                                                                                                                                                                                                                                                                           (FS skills, aligned to understandings)                                                                                          problem-solving tasks.
                                                                                                                                                                                          Communication
Skills Strands




                          Know different stories about past events, people,     American Revolution and Slavery                     Recognize the usual sequence of development                                                                                                                                                                                                                          Sequence events with respect to time; e.g.,                                                consider purpose and audience in making choices      Writing is organized, effective and clear –                                follow a plan to complete an inquiry
                          places, or situations.                                • Causes                                            among human beings from fertilization to death        ?                                                                                                                                                                                                              yesterday, today, tomorrow, seasons.                                                       and use appropriate framework (from FS)              following a logical sequence (from ?)
                          (AERO SS Benchmark)                                   • Process of how the war was fought                 Recognize there is some variation in the age at       Didn't have a planner to copy from
                                                                                • How the outcome changed the new world and         which individuals' development occurs.
                                                                                balance of power with Europe                        (AERO Science Benchmark)
(Benchmark/Content)                                                             • Trade routes
Disciplinary Learning                                                           • Socio-economic reasons for slavery
targets                                                                         • Results of the use of slavery and its moral vs.
                                                                                economic implications
                                                                                • Checks and balances in a constitution
                                                                                (from ?)


                          People in my family have stories to tell about the    American revolution; (unit title)                   Life‘s changes create the increased responsibility    Didn't have a planner to copy from                                                                       portraiture & human figures                                                                           daily calendar                                                                             Life‘s changes create the increased responsibility   The Silver Sword
                          past. (Central Idea)                                  Recognize issues of equalit, justice and            of                                                                                                                                                                                                                                                                                                                                                              of                                                   Survival through change
                          The past;                                             responsibility (unit concept??)                     caring for ourselves and others.(Central Idea)                                                                                                                                                                                                                                                                                                                  caring for ourselves and others.(Central Idea)       What ways do people adapt to their environment?
Trans/interdisciplinary   What is the past?                                     What would it take for you to risk everything you   The physical and emotional changes of                                                                                                                                                                                                                                                                                                                           The physical and emotional changes of
Unit Information          (line of inquiry and essential question)              believe in? (Unit question)                         adolescence;                                                                                                                                                                                                                                                                                                                                                    adolescence;
                                                                                                                                    Is adolescence more like being a child or being an                                                                                                                                                                                                                                                                                                              Is adolescence more like being a child or being an
                                                                                                                                    adult?                                                                                                                                                                                                                                                                                                                                                          adult?
                                                                                                                                    (line of inquiry and essential question)                                                                                                                                                                                                                                                                                                                        (line of inquiry and essential question)
                          Can retell a story told to them and identify          evaluate points of view and connect slavery in      Analyze/discuss a comparative chart between           Didn't have a planner to copy from                                                                                                                                                                                                                                                                        Composes texts by finding, recording and             Criteria(??) for Travelogue (extended journal)
                          similarities/difference between stories told in the   America to types of slavery still used today and    what the child does and the parent and relate to                                                                                                                                                                                                                                                                                                                organizing information appropriate to purpose        explaining the character‘s adjustments and
                          past and the present.                                 choose their own method of presentation and         a teenager.                                                                                                                                                                                                                                                                                                                                                     (Writing Map of Development)                         adaptations to a changing environment and
Outcomes                                                                        development of their own scoring rubric.                                                                                                                                                                                                                                                                                                                                                                            (also see FS rubric "writing to explain")            Formal essay
                                                                                (assessment task on planner)
IT/Info Lit
                             MYP




      Communicating, inquiring, decision making and
      problem solving




      the ability to use a variety of processes to
      critically assess information, manage inquiry,
      solve problems, do research and communicate
      with a variety of audiences




      Information Seeking Strategies




      Determine all possible sources and select the best
      sources




      plan and organize complex or group information
      problem-solving tasks.




      plan and conduct a search, using a wide variety
      of electronic sources
Concept    Understanding of Concept Strand
Strand:
Science
Humanities
                                                                                                                                                             Systems are blah blah
Big Ideas/
Standards



                    Grade              Grade                Grade               Grade                Grade               Grade


                                                                                                                                                                                6
subconcepts       Outcomes:           Outcomes:           Outcomes:           Outcomes:            Outcomes:           Outcomes:                                   identify,
                  Objectives/         Objectives/         Objectives/         Objectives/          Objectives/         Objectives/                             understand and
                Expectations as     Expectations as     Expectations as     Expectations as      Expectations as     Expectations as                         compare how basic
                  Assessment          Assessment          Assessment          Assessment           Assessment          Assessment                             systems, models
                    citerion            citerion            citerion            citerion             citerion            citerion                               or institutions
                                                                                                                                                                    operate
               benchmark/"know" learning target       benchmark/"know" learning target         benchmark/"know" learning target
               MYP "subject-specific content"         MYP "subject-specific content"           MYP "subject-specific content"                                Describe how
                                                                                                                                                             governments meet
                                                                                                                                                             needs and wants of
                                                                                                                                                             individuals and society.
                Unit to support    Unit to support     Unit to support      Unit to support     Unit to support      Unit to support                         Governments are
                   concept/           concept/            concept/             concept/            concept/             concept/                              enhanced when
                 subconcept         subconcept          subconcept           subconcept          subconcept           subconcept                                  citizens
                                                                                                                                                                participate.
subconcepts       Outcomes:           Outcomes:           Outcomes:           Outcomes:            Outcomes:           Outcomes:
                  Objectives/         Objectives/         Objectives/         Objectives/          Objectives/         Objectives/
                Expectations as     Expectations as     Expectations as     Expectations as      Expectations as     Expectations as
                  Assessment          Assessment          Assessment          Assessment           Assessment          Assessment
                    citerion            citerion            citerion            citerion             citerion            citerion

               benchmark/"know" learning target       benchmark/"know" learning target         benchmark/"know" learning target
               MYP "subject-specific content"         MYP "subject-specific content"           MYP "subject-specific content"



                Unit to support    Unit to support     Unit to support      Unit to support     Unit to support      Unit to support
                   concept/           concept/            concept/             concept/            concept/             concept/
                 subconcept         subconcept          subconcept           subconcept          subconcept           subconcept




Skills
               Skill overarching definition
TDS/ATL
                  Outcomes:           Outcomes:           Outcomes:           Outcomes:            Outcomes:           Outcomes:
and
                  Objectives/         Objectives/         Objectives/         Objectives/          Objectives/         Objectives/
disciplinary
                Expectations as     Expectations as     Expectations as     Expectations as      Expectations as     Expectations as
                  Assessment          Assessment          Assessment          Assessment           Assessment          Assessment
                    citerion            citerion            citerion            citerion             citerion            citerion
               benchmark/"do" learning target         benchmark/"do" learning target           benchmark/"do" learning target
               MYP "subject-specific content"         MYP "subject-specific content"           MYP "subject-specific content"




Concept Strand:                   Understanding of Concept Strand
Language
Math
Arts
Big ideas/                        Disciplinary understandings
Standards                         -developmental progression of understanding, supporting ultimately the understanding of the Concept Strand as a
                                  whole, and broken down further in the benchmarks below


                                   Unit to support     Unit to support      Unit to support     Unit to support      Unit to support     Unit to support      Unit to support
                                      concept/            concept/             concept/            concept/             concept/            concept/             concept/
                                    subconcept          subconcept           subconcept          subconcept           subconcept          subconcept           subconcept


                                  Disciplinary understandings
                                  -developmental progression of understanding, supporting ultimately the understanding of the Concept Strand as a
                                  whole, and broken down further in the benchmarks below


                                   Unit to support     Unit to support      Unit to support     Unit to support      Unit to support     Unit to support      Unit to support
                                      concept/            concept/             concept/            concept/             concept/            concept/             concept/
                                    subconcept          subconcept           subconcept          subconcept           subconcept          subconcept           subconcept


                                       Grade                Grade               Grade                Grade               Grade                Grade                 Grade



               subconcept/skill       Outcomes:            Outcomes:           Outcomes:            Outcomes:           Outcomes:            Outcomes:           Outcomes:
                                      Objectives/          Objectives/         Objectives/          Objectives/         Objectives/          Objectives/         Objectives/
                                    Expectations as      Expectations as     Expectations as      Expectations as     Expectations as      Expectations as     Expectations as
                                      Assessment           Assessment          Assessment           Assessment          Assessment           Assessment          Assessment
                                         citerion            citerion             citerion            citerion             citerion            citerion             citerion
                                  benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know
                                  target                                   target                                   target                                   and do" learning
                                  MYP "subject-specific content"           MYP "subject-specific content"           MYP "subject-specific content"           target
                                                                                                                                                             MYP "subject-
                                                                                                                                                             specific content"

                                  benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know
                                  target                                   target                                   target                                   and do" learning
                                  MYP "subject-specific content"           MYP "subject-specific content"           MYP "subject-specific content"           target
                                                                                                                                                             MYP "subject-
                                                                                                                                                             specific content"

               subconcept/skill       Outcomes:            Outcomes:           Outcomes:            Outcomes:           Outcomes:            Outcomes:           Outcomes:
                                      Objectives/          Objectives/         Objectives/          Objectives/         Objectives/          Objectives/         Objectives/
                                    Expectations as      Expectations as     Expectations as      Expectations as     Expectations as      Expectations as     Expectations as
     Skill                            Assessment           Assessment          Assessment           Assessment          Assessment           Assessment          Assessment
   Strands                               citerion            citerion             citerion            citerion             citerion            citerion             citerion
                                  benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know
(interwoven)                      target                                   target                                   target                                   and do" learning
                                  MYP "subject-specific content"           MYP "subject-specific content"           MYP "subject-specific content"           target
                                                                                                                                                             MYP "subject-
                                                                                                                                                             specific content"

               subconcept/skill       Outcomes:        Outcomes:               Outcomes:        Outcomes:               Outcomes:           Outcomes:            Outcomes:
                                      Objectives/      Objectives/             Objectives/      Objectives/             Objectives/         Objectives/          Objectives/
                                    Expectations as  Expectations as         Expectations as  Expectations as         Expectations as     Expectations as      Expectations as
                                      Assessment       Assessment              Assessment       Assessment              Assessment          Assessment           Assessment
                                         citerion        citerion                 citerion        citerion                 citerion           citerion              citerion
                                  benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know                          benchmark/"know
                                  target                                   target                                   and do" learning                         and do" learning
                                                                                                                    target                                   target


                                  benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know and do" learning         benchmark/"know
                                  target                                   target                                   target                                   and do" learning
                                  MYP "subject-specific content"           MYP "subject-specific content"           MYP "subject-specific content"           target
                                                                                                                                                             MYP "subject-
                                                                                                                                                             specific content"

				
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