Kindergarten Curriculum Map 2008-2009 by chenboying


									3rd Grade Curriculum Map: 2008-2009 Quarter 2

Language Arts
Reading Enduring Understandings: • Text carries meaning and there are techniques to access it. • Fluency is critical to reading. • Increased vocabulary is necessary for continuous reading maturity. Essential Questions: • How do reading strategies boost comprehension? • Why does the author write with a purpose in mind? • How do readers use strategies to determine word meaning, locate information quickly, and preview text? • How does the use of illustrations and graphic organizers assist students in gaining meaning from text? • When and how are self-correction strategies used to support comprehension? • Why is fluency important when reading text? • What literary concepts are critical to increasing vocabulary? • How is the appropriate word meaning identified within a text?

Students will know and be able to . . . • Use text formats to set a purpose for reading poetry, and informational and functional nonfiction. • Charts, graphs, graphic organizers, photographs, and illustrations can organize large quantities of information in a text. • Use context to figure out information that is not familiar. Context clues can be derived from text, illustrations and pictures, graphs, charts, and other graphic organizers. • Read fiction and nonfiction in a variety of contexts. • Use punctuation to enhance their fluency when reading a text (question marks, commas, periods, exclamation points, and apostrophes for contractions and to show ownership). • Apply strategies of rereading, questioning, visualizing, predicting, and inferring to increase comprehension. • Revise and confirm predictions, understand author’s purpose, and organize events logically to help understand fiction. • Identify plot, which includes characters, setting, conflict, climax, and resolution. Key Vocabulary Primary Resources fluency, graphic organizer, context, reading strategies, Storytown, leveled readers, trade books prediction, author’s purpose, plot, characters, setting, conflict, climax, resolution Additional Notes Major Projects/Field Trips Jr. Great Books

3rd Grade Curriculum Map: 2008-2009 Quarter 2 Writing Enduring Understandings: • Writing is a way to communicate. • Conventions help make communication clear. • Writing requires correct capitalization, punctuation, and legible cursive writing.

Essential Questions: • How do effective writers capture and hold a reader’s interest? • How is the writing process used to produce a polished product? • How do sensory details enhance writing? • Why does the author write with a purpose in mind?

Students will know and be able to . . . • Understand that neat, legible cursive handwriting is an important tool of written communication. • Use correct letter formation and appropriate handwriting habits. • Write fiction and nonfiction stories, poems, letters, and simple explanations. • Understand that grammatically correct language and mechanics contribute to the meaning of writing. • Practice proper keyboarding skills. Key Vocabulary Primary Resources: Writing process, sensory details Being a Writer program, Type to Learn, trade books Additional Notes Major Projects/Field Trips

3rd Grade Curriculum Map: 2008-2009 Quarter 2 Math- Unit Unit 3 – Collections and Travel Stories Enduring Understandings: • Flexible methods of computation involve grouping numbers in a variety of ways. • The base 10 number system is based on groups of 10.

Essential Questions: • How are numbers related to each other? • What strategies can be used for finding sums and differences? • What strategies can be used to read and compare large numbers?

Students will know and be able to . . . •Read and write six-digit numerals and identify the place value for each digit. •Compare two whole numbers between 0 and 9,999, using symbols (>, <, or =) and words. •Recognize and use the inverse relationships between addition/subtraction and multiplication/division to complete basic fact sentences. •Solve problems involving the sum or difference of two whole numbers, each 9,999 or less, with or without regrouping, using various computational methods, including calculators, paper and pencil, mental computation, and estimation. Key Vocabulary addend, periods (units, hundreds, thousands), standard form, expanded form, word form, number line, difference, minuend, sum, compute, landmarks, doubling, combinations, equal, equation, add on, subtract back, basic fact, compare, digits, equation, estimate, operation, magnitude Math - Unit 5 – Equal Groups Enduring Understandings: • Multiplication and division are inverse operations. Primary Resources Investigations Program, Everyday Counts! Calendar math and Ten-Minute Math.

Essential Questions: • How are numbers related by their factors and multiples? • What is the relationship among factors, products, and quotient? • How can models for multiplication be used to divide? • What strategies can be used to learn basic multiplication and division facts?

Students will know and be able to . . . • Use inverse relationships between multiplication/division to solve basic facts. • Recall and state the multiplication and division facts through the nines table. • Model multiplication and division, using area and set models. • Solve multiplication problems, using the standard multiplication algorithm, where one factor is 99 or less and the other factor is five or less. • Create and solve word problems involving multiplication where one factor is 99 or less and the other factor is 5 or less. Key Vocabulary Primary Resources multiplication, division, array, product, inverse, multiple, Investigations Program, Everyday Counts! factor, square number, prime number, quotient Calendar math and Ten-Minute Math.

3rd Grade Curriculum Map: 2008-2009 Quarter 2

Science- Simple Machines Enduring Understandings: • Machines, both simple and compound, make our everyday work easier. • The six simple machines are the lever, inclined plane, wedge, wheel and axle, screw, and pulley.

Essential Questions: • How do we use machines in our everyday lives? • How do machines work? • How do simple machines combine to make work easier?

Students will know . . . • Simple machines are tools that make work easier, including lifting a heavy weight, moving a heavy object over a distance, pushing things apart, changing the direction of a force, or holding an object together. • The six simple machines are the lever, inclined plane, wedge, wheel and axle, screw, and pulley. • The lever is a still bar that moves about a fixed point (fulcrum). It is a simple machine that is used to push, pull, or lift things. Examples include a seesaw, a crowbar, and a shovel. • The inclined plane is a flat surface that is raised so one end is higher than the other. The inclined plane helps move heavy objects up or down. An example is a ramp. • The wedge is wide at one end and pointed at the other to help cut or split other objects. Examples include a knife or ax. • The wheel and axle consists of a rod attached to a wheel. A wheel and axle makes it easier to move or turn things. Examples include bicycle wheels, roller skates, and a doorknob. • The screw is an inclined plane wrapped around a cylinder or cone. A common use of the screw is to hold objects together. Examples include a jar lid and a wood screw. • The pulley is a wheel that has a rope wrapped around it. Pulleys can be used to lift heavy objects by changing the direction or amount of the force. Examples include a flagpole. • A compound machine is a combination of two or more simple machines. Examples include scissors, wheelbarrow, and bicycle. Key Vocabulary: pushing, pulling, force, work, fulcrum, lever, inclined

Students will be able to . . . • Identify and differentiate the six types of simple machines (lever, pulley, wheel and axle, inclined plane, and wedge) • Analyze the application and explain the function of each of the six types of simple machines. • Differentiate and classify specific examples of simple machines found in school and household items. These include a screwdriver, nutcracker, screw, flagpole pulley, ramp, and seesaw. • Design and construct an apparatus that contains a simple machine. • Identify the simple machines that compose a compound machine.

Primary Resources: Harcourt Text, trade books, worldwide web

3rd Grade Curriculum Map: 2008-2009 Quarter 2 plane, wedge, wheel and axle, pulley, simple machine, compound machine Additional Notes: Science units will incorporate hands-on activities that allow students to demonstrate learning in a variety of ways. resources

Major Projects/Field Trips

3rd Grade Curriculum Map: 2008-2009 Quarter 2 Social Studies Economics Enduring Understandings: Essential Questions: •Resources are used to produce goods and services. • Can people be trusted to make decisions that •Producers of goods and services are influenced by affect your economic choice? natural, human and capital resources. • Economic specialization and interdependence existed in the production of goods and services in the past and exist in our present-day communities. •People make choices because they cannot have everything they want. •All choices require giving something up (opportunity cost). Students will know and be able to . . . • explain the relationship between producers, consumers, goods, services and natural resources • recognize and give examples of interdependence, specialization and economic choice. Key Vocabulary: producers, consumers, scarcity, economic choice, opportunity cost, specialization, interdependence, capital resources, human resources, natural resources Additional Notes Primary Resources: Our World Far & Wide, Social Studies Communities, trade books, web resources.

Major Projects/Field Trips: Target Community Service Project

Explorers Enduring Understandings: • The first explorers had different motivations, had different sponsors, and met different successes.

Essential Questions: • Why do some people risk their lives to explore the unknown?

Students will know and be able to . . . • compare and contrast the lives of citizens in Ancient Greece and Ancient Rome • identify the contributions each society has made to life today. Key Vocabulary: Christopher Columbus (Spain), Christopher Newport (England), Jacques Cartier (France), Juan Ponce de Leon (Spain), European, explorer, Jamestown, Virginia, Quebec, Canada, San Salvador, Bahamas, St. Augustine, Florida Additional Notes Primary Resources: Our World Far & Wide, Social Studies Communities, trade books, web resources.

Major Projects/Field Trips:

3rd Grade Curriculum Map: 2008-2009 Quarter 2

Health Education Enduring Understandings: Resolving a conflict peacefully is better for all involved. Getting along with family, peers and others is good for emotional growth and development. Peer pressure can be positive. In a strong family, everyone works together to establish a way of life. A true friend is a friend whose actions are responsible and caring. Stress is sometimes caused by fear. There are ways to deal with stress.

Essential Questions: Why are positive interactions with peers and other people important? Why are positive family interactions important?

Students will know . . . procedures for Conflict Resolution ways to make good friends and identify human growth patterns and identify nutrients the benefits of physical fitness Key Vocabulary Unique, stress, change, positive interactions, conflict resolution, nutrients, self-image Additional Notes

Students will be able to . . . identify strategies for coping with stress provide a personal example of positive self-image use the decision-making model to make good choices

Primary Resources

Major Projects/Field Trips

3rd Grade Curriculum Map: 2008-2009 Quarter 2 Arts Education-Visual Arts Enduring Understandings: Across time and culture, artists have used natural resources to create art. Artists have made and used art as part of rituals. Artists have made art that is temporary. Artists use available and sometimes “non-traditional” materials to create art. Students will know . . . works of art can be temporary. diverse cultures have used the circle form as a primary symbol in ritual and ephemeral works of art collaboration can be a powerful way of working and creating together Key Vocabulary Form, repetition, variation Additional Notes

Essential Questions:

humans and nature?

nature and natural forms? How does the process of making art create meaning? How do the materials of art create meaning? Students will be able to . . . use natural materials to make ephemeral works of art
 

elements and principles of design to create works of art. Primary Resources Andy Goldsworthy, Tibetan mandals, Native American Sand paintings Major Projects/Field Trips Landscape interventions, Sand paintings

Arts Education - Music Enduring Understandings: Cultures have a variety of songs. Musicians play Orff instruments and recorders. Music is recorded with printed music notation on the treble clef. Students will know . . . How to develop body coordination as well as expressive sensitivity through movement exploration activities. Key Vocabulary Chant, call and response, echo songs, instrumental glissandos( slide whistle), arioso and tuned and untuned percussion instruments Additional Notes Work with the school librarian in developing musical materials for literacy in the music classroom Involve the parents in all activities. Create occasions where parents are invited into the classroom.

Essential Questions: Can you sing using your head voice to reproduce sounds? Can you sing a short phrase alone? Students will be able to . . . Sing call and response songs Listen to a variety of songs/rhymes Primary Resources Folksong picture books High-quality recordings of children’s songs High quality children’s music VCRs or DVDs Various rhythm instruments Major Projects/Field Trips

3rd Grade Curriculum Map: 2008-2009 Quarter 2 Physical Education Enduring Understandings: Understanding and respect for the differences among people are learned in physical activity settings.

Essential Questions: Why is it important to accept and tolerate differences among peer or teammates? How does tolerance/support of teammates effect performance?

Students will know and be able to . . . Demonstrate a tolerance for individual differences. Accept and give constructive criticism. Encourage classmates who demonstrate difficulty with a skill. Key Vocabulary Primary Resources Tolerance, respect, sportsmanship, etiquette, encouragement, support, constructive criticism, positive feedback. Additional Notes Major Projects/Field Trips

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