Long-Range Plans

Grade Level(s): Subject: Math Unit Focus: Duration: 3/4 Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell Resources: Math Makes Sense 3/4 Combined

Patterns and Relations Sept. 4 Oct. 11 (28 Days)

Unit Description: This unit explores patterning. Students will identify, describe, extend, compare and create patterns using a variety of methods including: numbers, sound, movements, manipulatives, pictorials, tables, charts and various other concrete materials. Students will also begin to explore algebraic expressions by applying symbols to represent numbers and equations. Assessments: Students will assessed by using ongoing observations (checklist), collection of work samples (worksheets, workbooks), unit test and unit problem, student self-assessment. Outcomes: Grade 3 GLO: SLOs: Use patterns to describe the world and to solve problems. Demonstrate an understanding of increasing patterns by: describing, extending, comparing, creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. Demonstrate an understanding of decreasing patterns by: describing, extending, comparing, creating numerical (numbers to 1000) and non-numerical patterns using manipulatives, diagrams, sounds and actions. Sort objects or numbers, using one or more than one attribute. Represent algebraic expressions in multiple ways. Solve one-step addition and subtraction equations involving a symbol to represent an unknown number. Grade 4 GLO: SLOs: Use patterns to describe the world and to solve problems. Identify and describe patterns found in tables and charts. Translate among different representations of a pattern, such as a table, a chart or concrete materials. Represent, describe and extend patterns and relationships, using charts and tables, to solve problems. Identify and explain mathematical relationships, using charts and diagrams, to solve problems. Represent algebraic expressions in multiple ways. Express a given problem as an equation in which a symbol is used to represent an unknown number. Solve one-step equations involving a symbol to represent an unknown number.

GLO: SLOs:

GLO: SLOs:

Grade Level(s): Subject: Math Unit Focus: Duration:

3/4

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell Resources: Math Makes Sense 3/4 Combined

Number Oct. 12 Nov. 27 (34 Days)

Unit Description: In this unit, students begin to explore and develop their number sense. Grade 3 students explore numbers to 1000, learning various counting and representational strategies. Grade 4 students will demonstrate similar learning, but with 3- and 4- digit numbers up to 10 000. They will also explore a variety of strategies including estimation, rounding, and other mental mathematics strategies. Assessment: Students will assessed by using ongoing observations (checklist), collection of work samples (worksheets, workbooks), unit test and unit problem, student self-assessment. Outcomes: Grade 3 GLO: SLOs: Develop number sense. Say the number sequence 0 to 1000 forward and backward by: 5s, 10s or 100s, using any starting point 3s, using starting points that are multiples of 3 4s, using starting points that are multiples of 4 25s, using starting points that are multiples of 25. Represent and describe numbers to 1000, concretely, pictorially and symbolically. Compare and order numbers to 1000. Estimate quantities less than 1000, using referents. Grade 4 GLO: SLOs: Develop number sense. Represent and describe whole numbers to 10 000, pictorially and symbolically. Compare and order numbers to 10 000. Demonstrate an understanding of addition of numbers with answers to 10 000 and their corresponding subtractions (limited to 3- and 4- digit numerals) by: using personal strategies for adding and subtracting estimating sums and differences solving problems involving addition and subtraction.

Grade Level(s): Subject: Math

Unit Focus: Duration:

3/4

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell
Resources: Math Makes Sense 3/4 Combined

Addition and Subtraction Multiplication and Division Nov. 28 Dec. 20 (17 Days)

Unit Description: In this unit, students continue to develop their number sense by exploring addition and subtraction, multiplication and division. Grade 3 students will learn to add and subtract 1- , 2- and 3- digit numbers up to 1000 pictorially, concretely, and symbolically. They will also explore variety of strategies including estimation, rounding, and other mental mathematics strategies. Grade 4 students explore multiplication and division facts, multiplying and dividing 2- or 3- digit numbers by 1- digit, exploring the properties of 0 and 1, and applying mental math strategies. Assessment: Students will assessed by using ongoing observations (checklist), collection of work samples (worksheets, workbooks), unit test and unit problem, student self-assessment.
Outcomes:
Grade 3 GLO: SLOs: Develop number sense. Describe and apply mental mathematics strategies for adding two 2-digit numerals, such as: adding from left to right taking one addend to the nearest multiple of ten and then compensating using doubles. Describe and apply mental mathematics strategies for subtracting two 2-digit numerals, such as: taking the subtrahend to the nearest multiple of ten and then compensating thinking of addition using doubles. Apply estimation strategies to predict sums and differences of two 2-digit numerals in a problem-solving context. Demonstrate an understanding of addition and subtraction of numbers with answers to 1000 (limited to 1-, 2- and 3-digit numerals), concretely, pictorially and symbolically, by: using personal strategies for adding and subtracting with and without the support of manipulatives creating and solving problems in context that involve addition and subtraction of numbers. Grade 4 GLO: SLOs: Develop number sense. Apply the properties of 0 and 1 for multiplication and the property of 1 for division. Describe and apply mental mathematics strategies, such as: skip counting from a known fact using doubling or halving using doubling or halving and adding or subtracting one more group using patterns in the 9s facts using repeated doubling to determine basic multiplication facts to 9 9 and related division facts. Demonstrate an understanding of multiplication (2- or 3-digit by 1-digit) to solve problems by: using personal strategies for multiplication with and without concrete materials using arrays to represent multiplication connecting concrete representations to symbolic representations estimating products applying the distributive property. Demonstrate an understanding of division (1digit divisor and up to 2-digit dividend) to solve problems by: using personal strategies for dividing with and without concrete materials estimating quotients relating division to multiplication.

Grade Level(s): Subject: Health Unit Focus:

3/4

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell Resources: NWT Health Curriculum Resource http://www.ece.gov.nt.ca/early-childhoodand-school-services/school-services/curriculum-k12/health/k-9-nwt-school-health

Mental and Emotional Well-Being Sept. 2 Oct. 25 (35 Days)

Duration:

Unit Description: This unit focuses on enabling students to function effectively in a social context. Students will begin to develop a better self-understanding through various activities aimed at helping to enhance self-esteem. Students will also explore and develop decision-making, communication and coping skills. Assessment: Students will be assessed on using ongoing observational checklists looking for demonstration of skills learned and a collection of work samples including worksheets, art work, and self-reflection and assessment. Outcomes: Unit Goals: Increase self-awareness Develop decision-making skills which can be applied to all aspects of health Develop communication skills, which assist in the formation of meaningful interpersonal relationships Adopt lifestyle practices that maintain and enhance mental and emotional health Grade 3 GLO: SLOs: GLO: SLOs: GLO: SLOs: Self awareness People are alike and different Everyone is unique Relationships Responsibilities Sharing responsibilities Communicating Decision-Making Choices Situations which require decisions Grade 4 GLO: SLOs: GLO: SLOs: GLO: SLOs: Self awareness Strengths and weaknesses Activities affect how people feel Relationships Caring behaviours Decision-Making The effects of choices Peer influence Resisting peer pressure

Grade Level(s): Subject: Health Unit Focus:

3/4

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell Resources: NWT Health Curriculum Resource http://www.ece.gov.nt.ca/early-childhoodand-school-services/school-services/curriculum-k12/health/k-9-nwt-school-health

Nutrition

Duration:

Oct. 28 Nov. 22 (20 Days)

Unit Description: In this unit, students will learn about healthy nutrition. Throughout the unit, students will become familiar with Canadas Food Guide, classifying and identifying foods and nutrients, food groups and various food group functions, and factors which affect our choice in food selection. Finally, students will also learn to identify nutritious and non-nutritious foods, looking more specifically at nutritious foods for one day and snacks. Assessment: Students will be assessed on using ongoing observational checklists looking for demonstration of skills learned and a collection of work samples including worksheets, art work, and self-reflection and assessment. Outcomes: Unit Goals: Acquire factual information about nutrition Understand the role of nutrition in maintaining and enhancing health Adopt a lifestyle practices related to nutrition which maintain and enhance health Grade 3 GLO: SLOs: GLO: SLOs: GLO: SLOs: Food Classification Classifying into food groups Function of each food group Common foods which do not belong to a food group Food Selection Nutritious eating for one day Food Appreciation Nutritious food to start the day Grade 4 GLO: SLOs: GLO: SLOs: GLO: SLOs: Food Classification 6 major nutrients Sources of major nutrients Nutritious and non-nutritious snacks Food Selection Factors that affect food choices Food Appreciation Nutritious snacks

Grade Level(s): Subject: Health Unit Focus:

3/4

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell
Resources: Alberta Health Services http://www.albertahealthservices.ca/ps-1042857oral-health-resource-kit-grade-3-manual.pdf NWT Health Curriculum Resource http://www.ece.gov.nt.ca/early-childhoodand-school-services/school-services/curriculum-k12/health/k-9-nwt-school-health

Dental Health

Duration:

Nov. 25 Dec. 20 (20 Days)

Unit Description: In this unit, students will begin to explore oral hygiene. Topics covered include the structure and various functions of teeth, proper hygiene practices (brushing, flossing), potential hazards, injuries and disease (including prevention strategies), and a look at different services and resources for dental health care. Assessment: Students will be assessed on using ongoing observational checklists looking for demonstration of skills learned and a collection of work samples including worksheets, art work, and self-reflection and assessment.
Outcomes:
Unit Goals: Acquire factual information about dental health Understand the importance of dental health to well-being Develop skills and adopt lifestyle practices which enhance dental health Grade 3 GLO: SLOs: GLO: SLOs: GLO: SLOs: GLO: SLOs: Structure and Function Specific tooth groups and their functions Oral Hygiene Tooth-brushing and flossing skills Dental Disease Dental plaque Dental Services and Products Personal responsibility for dental health care Community dental health workers Grade 4 GLO: SLOs: GLO: SLOs: Structure and Function Structure and functions of teeth Oral Hygiene Oral hygiene skills Healthy dental behaviours

GLO: Dental Health SLOs: Dental hazards Preventing dental injuries GLO: SLOs: GLO: SLOs: Dental Disease Tooth decay Fluoride Dental Services and Products Dental health care

Grade Level(s): 3/4 Subject: Social Studies Unit Focus:

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell
Resources: NWT Social Studies Curriculum http://www.ece.gov.nt.ca/early-childhoodand-school-services/schoolservices/curriculum-k-12/social-studies-andnorthern

Connecting with Canadians

Duration:

Sept. 9 Oct. 18 (6 weeks) Nov. 11 Nov. 15 (1 week) (Remembrance Day)

Unit Description: In this unit, students examine the responsibilities and rights of Canadian citizens and explore their connections with other Canadians. This includes a focus on Canadas national anthem and Remembrance Day. Students also consider community influences and interactions related to identity, leadership, and decision making, and explore ways of dealing with conflict and bullying. Assessment: Students will be assessed on an ongoing basis using checklists and notes regarding participation, contribution to discussions, and cooperation and collaboration with peers. A collection of work samples including worksheets and assignments, self-reflection and self-assessment will also be used to assess understanding and achievement of the goals. Outcomes:
Grade 3 GLO: SLOs: 3.1.1 Canadian Citizenship KC-001 Recognize citizenship as membership in the Canadian community KC-001A Recognize their membership among Aboriginal First Nations KC-002 Give examples of responsibilities and rights of Canadian citizens ie. include Article 23 and Aboriginal Rights VC-002 Be willing to contribute to their groups and communities 3.1.2 Canadian National Anthem KC-003 Listen to and or sing the words to Canadas national anthem in three of the official languages of the NT KC-004A Listen to and be aware of the national anthem sung in other official languages of the NT GLO: SLOs: 3.1.3 Personal Identity KI-007 Identify factors that may influence their identities ie. culture and language, time and place, groups and communities, arts and media KI-007A Describe personally significant aspects of their Aboriginal community KI-007F Describe personally significant aspects of their francophone community 3.1.5 Conflict Resolution KP-033 Identify ways of resolving individual, group, and community conflicts KP-034 Identify ways to deal with bullying 3.1.6 Remembrance Day KC-004 Describe Remembrance Day as a time to think about peace and war KC-004A Recognize the service of Aboriginal war veterans and the contributions of Canadian Rangers

GLO: SLOs: GLO: SLOs:

GLO: SLOs:

Grade Level(s): 3/4 Subject: Social Studies

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell

Unit Focus:

Stories of Our Origins

Resources: NWT ECE Edu-Kit http://www.ece.gov.nt.ca/early-childhood-andschool-services/school-services/curriculum-k12/social-studies-and-northern-0

Duration:

Oct. 21 Nov. 8 (3 weeks) Nov. 18 Dec. 20 (5 weeks)

Unit Description: In this unit, students will examine how people first came to live in the part of the world which today we call the Northwest Territories. It focuses on stories of the First Peoples of this land which have evolved over many generations. The stories themselves and how we learn to tell and hear them, provide critical insights to how people have lived and understood this land we now live in. Assessment: Students will be assessed on an ongoing basis using checklists and notes regarding participation, contribution to discussions, and cooperation and collaboration with peers. A collection of work samples including worksheets and assignments, self-reflection and self-assessment will also be used to assess understanding and achievement of the goals.
Outcomes: Grade 4 SLOs: S-001 assume a variety of roles and responsibilities in groups S-002 participate in making and carrying out group decisions S-003 accept and offer constructive suggestions in order to build consensus and compromise S-004 collaborate with others to devise strategies for dealing with problems and issues S-005 negotiate with peers to help resolve conflicts peacefully and fairly S-007 actively listen to the accounts and points of view of others S-008 use language that is respectful of human diversity S-009 express reasons for their ideas and opinions S-011 use a variety of communication technologies to interact with others S-013 use illustrations, charts and graphs to support written work S-014 edit and revise written work S-021 reflect on how stories of other times and places connect to their personal experience V-I-003 value their cultural, social and Northern identities. V-I-004 value the First Peoples of this land V-I-004A value their Dene, Inuvialuit or Inuinnait identities K-I-010 Demonstrate understanding of the teachings of Elders about culture and identity. K-I-010A demonstrate understanding of the teachings of Elders about their culture and identity. K-I-011 Demonstrate an understanding of a variety of stories related to the origins of people in the NWT V-L-005 demonstrate an appreciation of how stories both reflect and foster a connection to the land one lives in. K-L-013 demonstrate understanding of the origins, meanings and stories connected to a variety of places in their territory. V-T-006 respect oral tradition as a source of historical information. K-T-015 demonstrate understanding of how shared stories of Aboriginal groups, families and Elders enrich personal and family histories. K-T-016 demonstrate understanding of different periods of time using appropriate terms or languages. eg., Dene, Inuvialuit seasons, decade, generation, century, when the earth was new, in the time of our ancestors K-T-025 demonstrate understanding of how shared stories of Aboriginal groups, families and Elders enrich personal and family histories. V-C-002 demonstrate fairness and respect in their interactions with others V-C-002A demonstrate respect in their interactions with others and their world V-I-003 value their cultural, social and Northern identities. V-T-006 respect oral tradition as a source of historical information. K-T-015 demonstrate understanding of how shared stories of Aboriginal groups, families and Elders enrich personal and family histories.

Grade Level(s): Subject: Art Unit Focus: Duration: Unit Description: This unit Assessment: Outcomes: Grade 3 GLO: SLOs:

3/4

Long-Range Plans School Year: Sept Dec 2013 Teacher: Victoria Budgell Resources:

Grade 4 GLO: SLOs: