Mrs.

Vidmontas Grade 3 4 Year Overview

Science Social Phys. Ed. Term #1
Drama Dance
Term #1 Studies Music Art
Language Term #1 Math Term #1 Term Term
Term Term #1 Term #1
#1 #1
#1

Soils in the Canada 1.1 use self-awareness and C1.1- Sing

These expectations may change depending on the Number Sense & Numeration Quantity Relationships: Environment and World self-monitoring skills to
D1.1- B1.2-
A1.1
direction of the School Improvement Plan. Any in tune, Create two Demonst
Whole Number Connectio help them understand Imitate
expectations not specifically listed are ongoing or unison and three rate how

a focus in both terms. -represent, compare, and order whole numbers to 1000 -read Rocks and ns: Urban
and Rural
their strengths and needs, songs, dimensiona the moveme
and print in words whole numbers to 100-identify and Minerals take responsibility for nts found
Communiti partner l works of element
represent the value of a digit in a number according to its their actions in their
Oral & Visual Communication: 1.4- position in the number -compose and decompose three-digit

es songs and art that of time
natural
Demonstrating Understanding of the Strong Stable rounds express and place
numbers into hundreds, tens, and ones-round two-digit Structures 1.1 use self-awareness and and/or play environm
information and ideas in a variety of oral People personal can
numbers to the nearest ten, in problems arising from real-life self-monitoring skills to accompani ent (i.e.
texts by identifying the important and feelings support
situations -represent and explain, using concrete materials, Pulleys and help them understand me nts and ideas falling
information or ideas and some supporting Environm the
the relationship among the numbers 1, 10, 100, and 1000- Gears their strengths and needs, snow,
details 1.4 demonstrate an understanding of ents: from a inspired by develop
represent, compare, and order whole numbers to 10 000, take responsibility for melting
the information and ideas in a variety of oral Political their actions, recognize wide the ment of
using a variety of tools -demonstrate an understanding of variety of environme role (i.e., ice)
texts by summarizing important ideas and Regions sources of stress, and
place value in whole numbers and decimal numbers from 0.1 cultures, nt or have tableaux
citing important details of monitor their
to 10 000, using a variety of tools and strategies -read and own progress, as they styles and the with
Canada A1.1
print in words whole numbers to one thousand, using participate in physical historical community urban translate
1.5-Distinguish between stated and implied meaningful contexts -round four-digit whole numbers to the activities, develop periods as their and rural into
ideas in oral texts 1.5 make inferences using nearest ten, hundred, and thousand, in problems arising from movement competence, subject setting) dance a
stated and implied ideas in oral texts real-life situations -represent, compare, and order decimal and acquire knowledge variety
numbers to tenths, using a variety of tools and using standard and skills related to C1.1 sing of
decimal notation healthy living and/or D1.1 create B1.2 moveme
1.6-Extend understanding of oral texts by play, in two- and demonst nt
connecting the ideas in them to their own Fractions
tune, from three- rate an sequenc
knowledge, experience, familiar texts or the -divide whole objects and sets of objects into equal parts, and 1.3 communicate musical dimension understa es
world around them 1.6 extend identify the parts using fractional names without using effectively, using verbal or notation, al works nding of observe
understanding of oral texts by connecting numbers in standard fractional notation - represent fractions non-verbal means, as unison of art that the d in
the ideas in them to their own knowledge, using concrete materials, words, and standard fractional appropriate, and interpret and two- express element nature
experience, and insights; to other texts, notation, and explain the meaning of the denominator as the information part music feelings of role (e.g.,
number of the fractional parts of a whole or a set, and the with and ideas by wind to
including print and visual texts; and to the simple
numerator as the number of fractional parts being considered inspired selective
world around them 1.3 communicate tornado;
-compare fractions to the benchmarks of 0, 1/2, and 1 - accompani by their ly using water
effectively, using verbal or ments
demonstrate and explain the relationship between equivalent interests a few freezing
non-verbal means, as from a other
1.7-Identify and explain the importance of fractions, using concrete materials and drawings and and
appropriate, and interpret wide experience elements melting
significant ideas and information in oral Money information accurately as variety of s (e.g., a of a
texts 1.7 analyse oral texts and explain how -represent and describe the relationships between coins and they participate in physical cultures, comic drama caterpill
specific elements in them contribute to bills up to $10-estimate, count, and represent the value of a activities, develop styles, and strip or a (e.g., ar
meaning (e.g., ideas and information, body collection of coins and bills with a maximum value of $10- movement competence, and historical storyboard time and evolving
language, tone of voice) read and represent money amounts to $100 acquire knowledge and skills periods featuring a place; into a
Whole Number (e.g., space relations butterfly
related to healthy living
Reading: -solve problems that arise from real-life situations and that
perform voyage; an hip; focus )
folk songs oil pastel and
relate to the magnitude of whole numbers up to 1000 1.5 use critical and creative with drawing emphasis
1.4-Demonstrate understanding of a variety -solve problems that arise from real-life situations and that thinking skills and processes syncopatio of peers in ) to A1.3-
of texts by identifying important ideas and relate to the magnitude of whole numbers up to 10 000 to assist them in making n and sports or build Create
some supporting details 1.4 demonstrate Counting (ongoing) connections, planning and traditional dance belief in dance
understanding of a variety of texts by -count forward by 1s, 2s, 5s, 10s, and 100s to 1000 from setting goals in physical songs with poses; a a role phrases
various starting points, and by 25s to 1000 starting from education a simple painted and using a
summarizing important ideas and citing harmony still life of establish
supporting details multiples of 25-count backwards by 2s, 5s, and 10s from
part) objects its
variety of
100 using multiples of 2, 5, and 10 as starting points, and 1.5 use a range of critical and pattern
forms
count backwards by 100s from 1000 and any number less creative thinking processes related to dramatic
1.5-Make inferences about texts using a hobby) context
than 1000 -count forward by halves, thirds, fourths, and to assist them in making C1.2- Apply
stated and implied ideas from the texts as tenths to beyond one whole, using concrete materials and connections, planning and the
evidence 1.5 make inferences about texts number lines -count forward by tenths from any decimal setting goals, analysing and elements of D1.3- Use B1.3-Plan A1.3 use
using stated and implied ideas from the number expressed to one decimal place, using concrete solving problems, making music elements of and narrativ
texts as evidence materials and number lines decisions, and evaluating when design in shape e form
their choices in connection singing, art works the to create
Measurement Length with learning in health and playing an to direction short
1.6 Extend understanding of texts by dance
-estimate, measure, and record length, height, and distance, physical education instrument communica of a
connecting the ideas in them to their own
using standard units-estimate, measure, and record length, and moving te ideas, dramatic pieces
knowledge and experience, to familiar texts, on a
height, and distance, using standard units (i.e., millimetre, A1.1 actively participate in messages, play or
and to the world around them 1.6 extend a wide variety of program
variety
centimetre, metre, kilometre) -draw items using a ruler, and role play of
understanding of texts by connecting the activities (e.g., tag games, C1.2 apply
given specific lengths in centimeters-draw items using a understand by themes
ideas in them to their own knowledge, cooperative games, the
ruler, given specific lengths in millimetres or centimetres elements ing (i.e., building
experience, and insights, to other familiar movement exploration
use on their
texts, and to the world around them Time with equipment, dance, of music
A1.4-
-read time using analogue clocks, to the nearest five minutes, outdoor activities) when symmetry own and
singing in a other Demonst
and using digital clocks, and represent time in 12-hour
1.7-Identify specific elements of texts and and/or Canadian ideas rate how
notation-estimate, measure (i.e., using an analogue clock), A1.1 actively participate in a
explain how they contribute to the meaning and represent time intervals to the nearest minute -estimate wide variety of program
playing, landscape) both in dance
of texts 1.7 analyse texts and explain how composin and out elements
and determine elapsed time, with and without using a time activities (e.g., lead-up and
of role. can be
specific elements in them contribute to g, and
line, given the durations of events expressed in five-minute small-group games, D1.3 use
meaning
arranging used to
intervals, hours, days, weeks, months, or years recreational activities, music to elements create
Temperature cooperative games, tness create a of design B1.3 and
2.1-Identify and describe the characteristics -estimate, read, and record positive temperatures to the activities, dance activities), specific in art plan and
effect (e.g. works to expand
of a variety of text forms2.1 explain how nearest degree Celsius -identify benchmarks for freezing, according to their shape
the
cold, cool, warm, hot, and boiling temperatures as they relate capabilities, while applying staccato/ communic the
the particular characteristics of various text moveme
legato or ate ideas, directio
forms help communicate meaning, with a to water and for cold, cool, warm, and hot temperatures as behaviours that enhance nt
crescendo messages, n of the
focus on literary texts such as a diary or they relate to air their readiness and ability to /decresce and vocabula
drama
journal take part ndo) understan ry within
or role
Geometry dings (e.g., play by different
Angles/Polygons create a posing section
2.2-Recognize a few organizational patterns A2.1 Daily physical C1.3-
-use a reference tool to identify right angles and to describe activity (DPA): participate poster question of a
in texts 2.2 recognize a variety of Create using
angles as greater than, equal to, or less than a right angle- in sustained moderate to s and larger
organizational patterns in texts of different compositio colour and working
identify and compare various polygons and sort them by their vigorous physical activity, pattern
types and explain how the patterns help n for a cropping with
geometric properties-compare various angles, using with appropriate warm-up
readers understand the texts and cool-down activities,
specific of space to others to (i.e.,
concrete materials and pictorial representations, and purpose propose a varying
to the best of their ability find
describe angles as bigger than, smaller than, or about the and a solution to the use
for a minimum of 20 min. solution
2.3-Identify a variety of text features and same as other angles -draw the lines of symmetry of two- familiar
each day climate s, both of space
explain how they help readers understand dimensional shapes, through investigation, using a variety of audience change) in and while
texts 2.3 identify a variety of text features tools and strategies -identify and compare different types of out of marching
and explain how they help readers quadrilaterals (i.e., rectangle, square, trapezoid, A2.1 Daily physical activity role quickly,
understand texts parallelogram, rhombus) and sort and classify them by their (DPA): participate in
C1.3 create D1.4-Use a
changing
musical variety of
geometric properties -identify benchmark angles (i.e., sustained moderate to compositi levels
materials, B2.2-
Writing: straight angle, right angle, half a right angle), using a vigorous physical activity, ons for while
tools, and Describe
1.1-Identify the topic, purpose, audience reference tool and compare other angles to these with appropriate warm-up specific waving
techniques using
and form for writing 1.1 identify the topic, benchmarks and cool-down activities, to purposes
to respond drama arms)
purpose, and audience for a variety of -relate the names of the benchmark angles to their measures the best of their ability for a and
audiences to design terminol
writing forms in degrees minimum of 20 min. each
(i.e. write challenges ogy how 1.4 use
Prisms day (e.g., running, wheeling
a (i.e., the the
-compare and sort prisms and pyramids by geometric their wheelchair to music,
1.2- Generate ideas about a potential topic compositi drawing, elements elements
properties, using concrete materials -identify and describe skipping to music, doing light
using a variety of strategies and resources on for a mixed and of
prisms and pyramids, and classify them by their geometric warm-up aerobic activity energy
1.2 generate ideas about a potential topic recorder) media, conventi
before stretching, doing
using a variety of strategies and resources properties using concrete materials -construct rectangular
painting, on of and time
prisms, and describe geometric properties of the prisms - parachute activities) in a
C1.5- print drama
construct a three-dimensional figure from a picture or model A2.3 assess their degree of dance
demonstrat making, are used
1.3-Gather information to support ideas for of the figure, using connecting cubes -solve problems physical exertion during piece to
writing in a variety of ways 1.3 gather cardiorespiratory fitness e an sculpture) to shape commun
requiring the greatest or least number of two-dimensional their own
information to support ideas for writing shapes needed to compose a larger shape in a variety of activities, using simple understand icate an
self-assessment methods ing of and idea
using a variety of strategies and oral, print, ways-explain the relationships between different types of D1.4 use a
others
and electronic sources
(e.g., talk test, breath standard variety of (e.g.,
quadrilaterals-identify and describe the two-dimensional sound check, increase in work show
and non- materials,
shapes that can be found in a three-dimensional figure - heart rate or breathing (e.g., the
traditional tools, and
construct skeletons of three-dimensional figures, using a journey
1.4- Sort ideas and gather information for variety of tools and sketch the skeletons -describe and name rate, change in how one musical techniques suspense of a
their own writing in a variety of ways 1.4 prisms and pyramids by the shape of their base -identify feels during the activity) notation to ) balloon
Sort and classify ideas and information for congruent two-dimensional shapes by manipulating and A2.3 assess their level of (i.e., determine as it
matching concrete materials -draw and describe nets of exertion during physical melody solutions floats,
their writing in a variety of ways
activity, using simple self- to design B2.2 explodes
rectangular and triangular prisms -construct prisms and maps, explain,
assessment techniques (e.g., challenges suddenl
pyramids from given nets construct three-dimensional figures symbols, using y, and
1.5- Identify and order main ideas and taking pulse rates before,
(e.g., drawing:
using only congruent shapes do, re, mi, make contour
drama then
supporting details into units that could be
so and la)
drawings of
during, and after taking part overlap- ping terminol collapse
used to develop a short, simple paragraph in physical activities; objects that are
ogy,
Patterns and Relationships
s back to
1.5 identify and order main ideas and checking how they feel
easily
how
recognizable the
supporting details and group them into Identify, Describe and Extend Patterns during physical activity), and C1.5 elements floor)
units that could be used to develop a -identify, extend, and create a repeating pattern involving demonstra and
explain how intrinsic and te an mixed media:
summary, using a variety of graphic two attributes -identify and describe number patterns extrinsic factors affect the make a collage drama
organizers involving addition, subtraction, and multiplication, exertion required to perform
understan to depict a conventi A2.1
ding of dream, using
ons are Demonst
represented on a number line, on a calendar, and on a physical activities musical
cut and torn

hundreds chart -extend, describe, and create repeating,

paper, tissue used rate how
1.6-Determine whether the ideas and signs and paper, and
to the
information they have gathered are relevant growing, and shrinking number patterns -extend repeating, standard
found objects in
A3.1 demonstrate contrasting produce elements
and adequate 1.6 determine whether the growing, and shrinking number patterns-connect each term notation shapes with a
specific
behaviours and apply focus on of dance
ideas and information they have gathered in a growing or shrinking pattern with its term number and on the positive and effects
procedures that maximize five-line can be
are relevant and adequate for the purpose, record the patterns in a table of values that shows the term their safety and that of
negative space
and/or
staff, and used in
and do more research if necessary number and the term -create a number pattern involving others during physical use
audienc
their own
addition or subtraction, given a pattern represented on a activity painting: use e
devised tempera paint
response and
number line or a pattern rule expressed in words notation to and a range of
2.4-Vary sentence structures and maintain -create a number pattern involving addition, subtraction, or monochromatic s in their other
continuity by using joining words 2.4 use A3.1 demonstrate record the colour values to
own and dance
multiplication, given a pattern rule expressed in words - sequence represent the
sentences of different lengths and behaviours and apply emotional state others phrases
represent simple geometric patterns using a number of sounds of a character
drama
structures (e.g., complex sentences procedures that maximize to
sequence, a number line, or a bar graph -demonstrate an in a works
incorporating conjunctions such as because, their safety and that of compositi illustrate
understanding that a pattern results from repeating an printmaking:
so, if) others during physical on of their of
action, repeating an operation, using a transformation, or use low-relief
activity own found objects
B2.3- explore
making some other repeated change to an attribute -make [e.g., lace,
predictions related to repeating geometric and numeric textured leaves, Identify learning
3.3-Confirm spellings and word meanings or and tin foil] to
patterns B1.1 perform controlled and give in other
word choice using different resources 3.3 C2.2- make a

Collection and Organization of Data transitions between static collograph in examples areas
confirm spellings and word meanings or Descibe which texture
word choice using different types of -organize objects into categories, by sorting and classifying positions, using different ways in and shape are of their
used to create
strengths
resources appropriate for the purpose objects using two or more attributes simultaneously-collect body parts and shapes and which the the A2.1
different levels, with and elements of composition , demonst
data by conducting a simple survey about themselves, their
without equipment music are interests rate an
environment, issues intheir school or community, or content
4.2-Describe how some of their skills in used in the sculpture: and areas understa
from another subject -collect data by conducting a survey or
listening, speaking, reading, viewing and B1.1 perform a variety of music they
make a clay or
for nding of
an experiment to do with themselves, their environment, papier mch
representing help in their development as controlled static balances perform, mask featuring growth how the
issues in their school or the community, or content from exaggeration
languag
writers 4.2 describe, with prompting by the and transitions between listen to, for dramatic as drama
another subject, and record observations or measurements e of
teacher, how their skills in listening, balances, using a variety of and create effect
participa
-collect and organize categorical or discrete primary data and (e.g., use a dance
speaking, reading, viewing, and representing body parts and shapes, at nt and
help in their development as writers display the data in charts,tables, and graphs (including Venn can
different levels, individually, D2.1- audience clarify
vertical and horizontal bar graphs), with appropriate titles
and with partners and
Diagram to Express members and
and labels and with labels ordered appropriately along compare
Media Literacy: equipment personal highligh
horizontal axes, as needed, using many-to one moods/ele
1.2- use overt and implied messages to draw feeling and t ideas,
correspondence -collect and organize discrete primary data ments) B2.3
inferences 1.2 use overt and implied ideas about identify images,
and display the data in charts, tables, and graphs (including B1.3 perform a variety of and
messages to draw inferences and construct art and give
stem-and-leaf plots and double bar graphs) that have locomotor movements C2.2 characte
meaning in media texts 1.4-Describe how experience example
appropriate titles, labels and scales that suit the range and with and without identify rs from
different audiences might respond to a equipment, alone and s and s of their
distribution of the data, using a variety of tools the familiar
specific media text 1.4 explain why different with others, moving at images strength
Data Relationships elements s, stories
audiences might respond differently to different levels, using (i.e., poster
-read primary data in charts, tables, and graphs (including used in interests
specific media texts 2.1-Identify elements different pathways, and the music for
vertical and horizontal bar graphs), then describe the data , and A3.2-
and characteristics of some media forms 2.1 travelling in different they exhibition,
using comparative language, and describe the shape of the directions areas for Identify
identify elements and characteristics of perform, own/other
data -read, interpret, and draw conclusions from primary data growth
some media forms 3.1-Identify the topic, listen to, s artwork) as
and
and from secondary data presented in charts, tables, and describe
purpose and audience for media texts they B1.3 perform different and create, drama
graphs -interpret and draw conclusions from data presented and the role
plan to create 3.1 describe in detail the in charts, tables, and graphs -demonstrate an understanding combinations of locomotor D2.1 participa
describe of dance
topic, purpose, and audience for media movements with and interpret a nts and
texts they plan to create 3.2-Identify an of mode, and identify the mode in a set of data - without equipment, alone how they variety of audienc in the
appropriate form to suit the specific demonstrate, through investigation, an understanding of and with others, moving at are used art works, e communi
purpose and audience for a media text they median and determine the median of a set of data -describe different speeds and levels, (e.g., and member ty
plan to create 3.2 identify an appropriate the shape of a set of data across its range of values, using using different pathways, identify identify s
the mood the
form to suit the specific purpose and charts, tables, and graphs the set of data bunches up around and going in different A3.2
of a piece feelings,
audience for a media text they plan to the median -compare similarities and differences between directions and issues, identify
create two related sets of data, using a variety of strategies describe themes, and
how the and social describe

B2.1 demonstrate an
understanding that elements concerns the
of music that they different
different physical roles of
activities have different are used convey
to create dance in
components (e.g., their
movement skills, rules and the mood)
D3.1- lives
boundaries, conventions of
Identify and in
fair play and etiquette), and
apply this understanding and commun
ities
as they participate in and describe a
variety of around
explore a variety of the
individual and small- visual art
world
group activities forms they (e.g., to
see in their socialize
home, at ; for
B2.1 demonstrate an
understanding of the basic school, in entertain
components of physical the ment; to
activities (e.g., movement community commun
skills, game structures, basic , and in icate
rules and guidelines, visual art and tell
conventions of fair play and experience stories)
etiquette), and apply this s (e.g.,
understanding as they original
participate in a variety of
paintings at
physical activities
a
community
gallery,
sculptures
in local
parks).

D3.1
describe
how
visual art
forms and
styles
represent
various
messages
and
contexts in
the past
and
present
(e.g.,
images
that
promote
businesses
, events, or
festivals;
paintings)


 Mrs. Vidmontas Grade 3 4 Year Overview

Science Social Phys. Ed Term #2 Dance

Term #2 Studies Music Drama Term
Language Term #2 Math Term #2 Art
Term Term Term #2
Term #2
#2 #2 #2

These expectations may change depending on Number Sense & Numeration Growth in Heritage 1.2 use adaptive, C1.4-Use D1.2 B1.1- A1.2
the direction of the School Improvement Plan. Operational Sense Plants and management, and the tools Demonstrate Engage in Use
Any expectations not specifically listed are Citizenshi coping skills to help and an dance as
-solve problems involving the addition and subtraction of dramatic

ongoing or a focus in both terms.
two-digit numbers, using a variety of mental strategies (e.g., Habitats and p: Early them respond to the
various challenges
techniques understandin play and a
to add 37 + 26, add the tens, add the ones, then combine the Communities Settleme of g of role play language
they encounter as they
Oral & Visual Communication: tens and ones, like this: 30 + 20 = 50, 7 + 6 = 13, 50 + 13 = 63) nts in participate in physical musicianshi composition, with a to
1.8-Identify the point of view in different -add and subtract three-digit numbers, using concrete Forces Upper activities p in musical using focus on represent
types of oral texts 1.8 identify the point of materials, student-generated algorithms, and standard Causing Canada performanc principles of exploring ideas
view presented in oral texts and ask Movement es (e.g., design to from
algorithms 1.2 use adaptive, themes,
questions about possible bias -add and subtract two-digit numbers, using a variety of Heritage where create ideas, diverse
Light and management, and breaths narrative art literature
mental strategies and characters
Sound coping skills to help should be works or art sources
2.4-Choose a variety of appropriate words -solve problems involving the addition and subtraction of Identity: and issues
four-digit numbers, using student-generated algorithms and Early
them respond to the taken) works on a from (i.e.,
and phrases, including descriptive words various challenges they
Societies, theme or imagination interpret
and some technical vocabulary, and a few standard algorithms -add and subtract decimal numbers to encounter as they
3000 topic (i.e., use or in stories stories,
elements of style to communicate their tenths, using concrete materials and student-generated participate in physical C1.4 use
BCE-1500 shapes in from poems,
meaning accurately and engage the algorithms activities, develop the tools
CE and foreground, diverse facts)
interest of their audience 2.4 use movement competence,
techniques middle community
appropriate words and phrases from the Money and acquire knowledge of ground and times and
full range of their vocabulary, including -add and subtract money amounts, using a variety of tools to and skills related to A1.2 use
musicians background places dance as
inclusive and non-discriminatory terms, make simulated purchasesand change for amounts up to healthy living hip in to create an a
and appropriate elements of style, to $10 musical illustration) languag
communicate their meaning accurately -add and subtract money amounts by making simulated 1.4 apply relationship performan B1.1
e to
and engage the interest of their audience purchases and providing change for amounts up to $100, and social skills as they ces (e.g. engage
explore
using a variety of tools participate in physical sing O 1.2 actively in
and
activities, develop Canada demonstrate drama
Reading: commun
Multiplication/Division using an exploratio
1.8-Express personal opinions about ideas movement competence, icate
controlled understandi n and role
-relate multiplication of one-digit numbers and division by and acquire knowledge ideas
presented in texts 1.8 express opinions breathing ng of play, with
one-digit divisors to real-life situations, using a variety of and skills related to derived
about the ideas and information in texts technique composition, a focus on from a
tools and strategies -multiply to 7 x 7 and divide to 49 divided healthy living using
and cite evidence from the text to support and exploring variety
by 7, using a variety of mental strategies -multiply to 9 x 9
their opinions relaxed selected drama of
and divide to 81 9, using a variety of mental strategies - 1.4 apply relationship and principles of structures, literatur
solve problems involving the multiplication of one-digit whole and social skills as they straight design to key ideas, e
1.9 Identify the point of view presented in numbers, using a variety of mental strategies -multiply whole participate in physical posture create and sources
a text and some possible alternative numbers by 10, 100, and 1000, and divide whole numbers by activities, develop while narrative art pivotal
perspectives 1.9 identify the point of view 10 and 100, using mental strategies -multiply two-digit whole producing works or art moments
movement competence,
presented in a text, citing supporting numbers by one-digit whole numbers, using a variety of tools, a clear and works on in their A2.2-
and acquire knowledge a theme or
evidence from the text, and suggest some student-generated algorithms, and standard algorithms - open head own Identify
and skills related to topic
possible alternative perspectives
tone in stories and using
divide two-digit whole numbers by one-digit whole numbers, healthy living to help their vocal
using a variety of tools and student-generated algorithms them interact positively range)
stories dance
D2.2-Explain from vocabula
2.4-Identify some elements of style, with others, build diverse
healthy relationships, how ele- ry, the
including voice, word choice, and Estimation communiti
and become effective C2.1- ments and elements
different types of sentences, and explain -use estimation when solving problems involving addition and es, times,
team members Express principles of of dance
how they help readers understand texts subtraction, to help judge the reasonableness of a solution - and places
personal design are used in
2.4 identify various elements of style use estimation when solving problems involving the addition,
A1.2 demonstrate an responses used to com- their own
including alliteration, descriptive subtraction, and multiplication of whole numbers, to help B1.4-
understanding of to musical municate and
adjectives and adverbs, and sentences judge the reasonableness of a solution Communica
factors that contribute performanc meaning or other
of different types, lengths, and structures te feelings
to their personal es in a understandin dance
 and explain how they help communicate Relationships enjoyment of being variety of g of their own and ideas phrases
meaning -describe relationships that involve simple whole-number active ways (e.g., and others to a and
multiplication -determine and explain, through investigation, journals) art work (i.e., familiar explain
the relationship between fractions (i.e., halves, fifths, tenths) A1.2 demonstrate an organic audience their
Writing: understanding of factors
2.2- Establish a personal voice in their and decimals to tenths, using a variety of tools and strategies shapes in using purpose
that contribute to their C2.1
-demonstrate an understanding of simple multiplicative express Where the audio, (i.e., use
writing2.2 establish a personal voice in personal enjoyment of
relationships involving unit rates, through investigation using detailed Wild Things visual body,
their writing, with a focus on using words being active (e.g.,
concrete materials and drawings personal Are) and/or space,
and stylistic elements that convey a knowing rules of
responses technologic time and
specific mood such as amusement etiquette and fair play
Measurement to musical al aids to energy to
will be observed, having performan D2.2 analyse
Perimeter & Area the use of support or create
2.3- Use words and phrases that will help -estimate, measure, and record the perimeter of two- the opportunity to think ces in a enhance variety
variety of elements
convey their meaning as specifically as dimensional shapes, through investigation using standard creatively and adapt and prin- their drama and
ways. e.g.,
possible 2.3 use specific words and units-estimate, measure using a variety of tools and activities to individual
respond ciples of work. interest)
phrases to create an intended impression strategies, and record the perimeter and area of polygons - needs or preferences, design in a
by
(e.g., comparative adjectives such as estimate, measure, and record area being physically and variety of art
drawing, B1.4 A2.2
faster; words that create specific effects emotionally comfortable moving, works, and
communic identify,
through sound, as in alliteration for Mass in the activities), as they using explain how
ate using
emphasis: rotten rain) -choose benchmarks for a kilogram and a litre to help them participate in a wide visual they are
thoughts, dance
variety of individual and organizers used to
perform measurement tasks -estimate, measure, and record communicat feelings, vocabul
the mass of objects, using the standard unit of the small-group activities , telling a and ideas ary, the
2.5-Identify their point of view and other story, e meaning
kilogramor parts of a kilogram -estimate, measure, and and lead-up games or under- to a elements
possible points of view on the topic, and making a specific of dance
determine if their information supports record the mass of objects using the standard units of the collage; standing
audience, used in
kilogram and the gram
A1.3 describe the (e.g., the use
their own view 2.5 identify their point of benefits of compare using their
recordings of texture
view and other possible points of view on participating in audio, own and
of singers and negative
the topic, and determine whether their Capacity physical activity every space in visual, others
information sufficiently supports their -estimate, measure, and record the capacity of containers, day they think and/or dance
have a Henry
own view using the standard unit of the litre or parts of a litre - Moores technologi pieces
good cal aids to and
estimate, measure, and record the capacity of containers A1.3 identify factors abstract
voice and enhance explain
using the standard units of the litre and the millilitre - that motivate defend forms to
3.4-Use punctuation to help communicate their how
estimate, measure using concrete materials, and record participation in physical their suggest
their intended meaning3.4 use natural drama each
volume, and relate volume to the space taken up by an object activity every day at preference work helps
punctuation appropriately to help objects or
school, at home, or in commun
communicate their intended meaning, figures)
Measurement Relationships their communities icate
with a focus on the use of: the apostrophe C2.3- B2.1-
-compare standard units of length and select and justify the ideas
to indicate possession, and quotation A2.2 identify new Identify Express
most appropriate standard unitto measure length-describe, D2.3- and
marks to indicate direct speech capabilities and other and give thoughts, feelings
through investigation, the relationship between various units Demonstrate
benefits that may result examples feelings
of length (i.e., millimetre, centimetre, decimetre, metre, an awareness
3.5- Use parts of speech appropriately to from improved of their and ideas
kilometre) -compare and order objects on the basis of linear of the A2.3-
communicate their meaning clearly with a cardiorespiratory fitness strengths about a
measurements in centimetres and/or metres in problem- meaning of Identify
focus on the use of proper nouns for and areas variety of
solving contexts -select and justify the most appropriate signs and and give
titles, possessive nouns, verbs in the A2.2 identify how for growth drama
standard unit (i.e., millimetre, centimetre, decimetre, metre, symbols examples
present, and present and simple past different physical as musical experience
kilometre) to measure the side lengths and perimeters of encountered of their
tenses; adjectives and adverbs 3.5 use activities affect the body performers, s and
various polygons in their daily strengths
parts of speech appropriately to and contribute to creators, performanc
lives and and areas
communicate their meaning clearly, with physical fitness and interpreter es (i.e.,
Area works of art for
a focus on the use of: common and good health s and journal
-compare and order various shapes by area, using congruent (e.g., fonts, growth
audience
proper nouns; verbs in the simple shapes and grid paper for measuring -describe using grid logos) response)
present, past, and future tenses; members as dance
paper, the relationship between the size of a unit of area and A2.4 develop and act creators
adjectives and adverbs; subject/verb the number of units needed to cover a surface -determine, on personal goals B2.1 and
D2.3
agreement; prepositions; and through investigation, the relationship between the side related to physical C2.3 demonstrate express audience
conjunctions lengths of a rectangle and its perimeter and area -pose and activity identify personal
awareness members
solve meaningful problems that require the ability to and give of the responses
examples meaning and make
3.6-Proofread and correct their writing distinguish perimeter and area A2.4 develop and act of their of signs, connection A2.3
3.6 proofread and correct their writing
on personal fitness strengths symbols, s to identify
using guidelines developed with peers
and the teacher
Comparing Objects goals based on their
interests, self-
and areas
for growth
and styles in
works of art
characters,
themes,
and give
example
-compare and order a collection of objects, using standard assessments, and as musical (e.g., symbols and issues s of their
units of mass and/or capacity -compare and order a collection feelings when performer representing luck; presented strength
3.8-Produce pieces of published work to of objects, using standard units of mass (i.e., gram, kilogram) participating in s, creators, fonts typically
used in marketing;
in their s and
meet identified criteria 3.8 produce pieces and/or capacity (i.e., millilitre, litre) -determine, through physical activity interpreter heraldic symbols; own and areas for
of published work to meet identified investigation, the relationship between grams and kilograms s, and aboriginal totems others growth
around the world;
audience drama as dance
criteria based on the expectations related A3.2 describe how to
Egyptian
members hieroglyphics) works creators
to content, organization, style, use of Relationships respond to accidents (e.g., (e.g., make and
conventions, and use of presentation -determine, through investigation, the relationship between or injuries incurred identify a mural or audienc
strategies millilitres and litres while participating in two
D2.4-Identify
map to e
-solve problems involving the relationships between minutes physical activity musical and explore member
and hours, hours and days, days and weeks, and weeks and qualities document the setting s
4.3- Select pieces of writing that they their
years, using a variety of tools -select and justify the most A3.2 describe common that were of the
think show their best work and explain effective strengths, drama;
appropriate standard unit to measure mass (i.e., milligram, precautions for
the reason for their selection 4.3 select in their their interests interview A3.1-
gram, kilogram) and the most appropriate standard unit to preventing accidents
pieces of writing that they think reflect groups and areas for a partner Describe
measure the capacity of a container (i.e., millilitre, litre) - and injuries while
their growth and competence as writers performan improvement in and out a variety
solve problems involving the relationship between years and participating in different
and explain the reasons for their choice ce and one as creators of of role to of dances
decades, and between decades and centuries -compare, types of physical activity area for discover
art (i.e., journal, from
using a variety of tools two-dimensional shapes that have the improvem physical
Media Literacy: communi
same perimeter or the same area B1.2 demonstrate the ent) matching words to
and
1.3- Express personal opinions about feelings) ties in
ability to jump for personalit
ideas presented in media texts 1.3 express Canada
Geometry and Spatial Sense distance or height, y traits of
opinions about ideas, issues, and/or C3.1- a and
Location and Movement using two-foot and D2.4 identify
around
experiences presented in media texts, and one-foot take-offs, Identify and character)
-describe movement from one location to another using a the world
give evidence from the texts to support while remaining in and document
grid map identify and describe the general location of an that they
their opinions control describe their
object using a grid system -identify flips, slides, and turns, B3.1- have
ways in strengths,
through investigation using concrete materials and physical Identify seen in
B1.2 demonstrate the which their
1.5-Identify whose point of view is motion, and name flips, slides, and turns as reflections, interests, some the
ability to jump and land, music can
presented or reflected in a media text and translations, and rotations -identify, perform, and describe and areas distinct media, at
in control, from a low be used in
suggest how the text might change if a reflections using a variety of tools -complete and describe for stylistic a live
height (e.g., jump off a the
different point of view were used 1.5 designs and pictures of images that have a vertical, improvemen features of performa
bench and land in a community
identify whose point of view is presented horizontal, or diagonal line of symmetry - -create and analyze t as creators a few nce, etc.
stable position) (e.g.,
or reflected in a media text, citing symmetrical designs by reflecting a shape, or shapes, using a and viewers drama and
celebrate of art (e.g.,
supporting evidence from the text, and variety of tools and identify the congruent shapes in the theatre
events, review notes A3.1
suggest how the text might change if a designs B1.4 send and receive forms they
bring
different point of view were used objects of different and sketches describe,
people they have experience
shapes and sizes in with
Patterning and Algebra in their
different ways, using together made teacher
Expressions and Equality
1.6-Identify who produces selected media different body parts, at etc.) during a home, guidanc
-determine the inverse relationship between addition and visit to a school and e, how
texts and why texts are produced (i.e., different levels, and
subtraction -determine, through investigation, the inverse public community forms
companies make eye- catching logos) 1.6 using various types of
relationship between multiplication and division -determine, equipment C3.1 gallery) and in the and
identify who produces various media texts
the missing number in equations involving addition and media (e.g., styles of
and the reason for their production identify
dance
subtraction of one- and two- digit numbers -determine the the role of puppet
B1.4 send and receive D3.2- reflect
missing number in equations involving multiplication of one- music in a shows,
objects of a variety of Demonstrate peoples
3.3-Identify conventions and appropriate and two-digit numbers, using a variety of tools and strategies communit mask plays)
shapes and sizes at an awareness different
to the form chosen for a media text they -identify the properties of zero and one in multiplication (i.e., y today
different levels and and of a variety of social
plan to create 3.3 identify conventions any number multiplied by zero equals zero; any number
speeds, using different compare it works of art 3.1 and
and techniques appropriate to the form multiplied by 1 equals the original number) -identify, through political
body parts and to its role and artistic identify
chosen for a media text they plan to investigation and use the commutative property of and roles in
traditions
create equipment, while in a
multiplication to facilitate computation with whole numbers - describe various
applying basic principles communit from diverse
identify, through investigation, and use the associative y of the some commun
of movement communities,
property of addition to facilitate computation with whole past. e.g., similaritie ities,
times and times,
numbers -identify, through investigation and use the music for s in the
places (i.e., a purposes and
distributive property of multiplication over addition to B1.5 retain objects of gatherings
picture book of process places
facilitate computation with whole numbers different shapes and now and
in the that tells a drama and
sizes in different ways,
using different body Middle story about more
Probability people and formal,
parts and equipment Ages;
-predict the frequency of an outcome in a simple songs the time and traditional
probability experiment or game, then perform the theatre
sung now place which
experiment, and compare the results with the B1.5 retain objects of they work.) productio
predictions, using mathematical language -predict the various shapes and sizes ns
frequency of an outcome in a simple probability in different ways, using
 experiment, explaining their reasoning; conduct the different body parts, and by the D3.2 B3.2-
experiment; and compare the result with the prediction - with and without voyageurs demonstrate Demonstra
demonstrate, through investigation, an understanding of equipment, while an te an
fairness in a game and relate this to the occurrence of moving around others C3.2- awareness awareness
equally likely outcomes -determine, through and equipment of a variety of ideas
Identify
investigation, how the number of repetitions of a of art forms, and
through
probability experiment can affect the conclusions drawn performing
styles, and
emotions
B2.2 apply a variety of traditions,
simple tactics to and/or and describe expressed
increase their chances listening, a how they in drama
of success during variety of reflect the works from
physical activities musical diverse communiti
(e.g., assume a ready forms or cultures, es around
position in pieces from times, and the world
preparation to receive different places in (i.e., ideas
the ball when playing communitie which they about
small-sided games s, times and were made
friendship
such as two-on-two or places
to be ready for a quick or loyalty
start in a race; practise or power or
a balance routine on a C3.2 perseveran
line in the gym while demonstra ce in
waiting for a turn on a te an dramas
balance beam or a awareness based on
bench) , through fairy tales,
listening, legends
of the etc.)
B2.2 identify common characteris
features of specific tics of
categories of physical musical B3.2
activities* (e.g.,
forms and demonstra
individual, target, traditions te an
net/wall, striking/ of diverse awareness
elding, territory), and
times, of
identify common places, different
strategies and tactics and kinds of
that they found
communiti drama and
effective while theatre
participating in a es from
variety of physical
different
activities in different times and
categories places and
of how
they
reflect
their
contexts